Effectively enacting inquiry-based science instruction entails considerable changes in classroom management practices. In this article, we describe five interconnected management areas that need to be addressed when managing an inquiry-oriented K-8 science classroom. We introduce a pyramid model as a framework for thinking about these management areas and present a brief review of what the research literature says about each area. We propose that enacting inquiry-based instruction requires a different kind of approach to classroom management that takes into account the close-knit relationship between management and instruction. This perspective recognizes the pervasive nature of managing the classroom for inquiry learning.
Education & learning publications
Building Relationships That Foster a STEM Continuum for Girls
Who We Are: Project Background and Partners
• InnovaTE³: Mission, Goals, Curriculum, Participants
• STEM Continuum Programming
• Strategies for Building Relationships
• Youth Development Approach
• Evaluation
• Successes & Challenges
• Discussion
Can We Get Better Assessment from a Tutoring System Compared to Traditional Paper Testing? Can We Have Our Cake (Better Assessment) and Eat It Too (Student Learning During the Test)?
In this paper, we report a study analyzing 40-minutes data of totally 1,392 students from two school years.
A Generalizability Investigation Of Cognitive Demand And Rigor Ratings Of Items And Standards In An Alignment Study
This paper reports the results of a generalizability theory study of cognitive demand and rigor ratings of assessment items and college-readiness standards in the context of an alignment study of college admissions tests to a set of college readiness standards.
Language Analytics for Assessing Brain Health: Cognitive Impairment, Depression and Pre-Symptomatic Alzheimers Disease
We present data demonstrating how brain health may be assessed by applying data-mining and text analytics to patient language.
Representational Technology For Learning Mathematics: An Investigation Of Teaching Practices In Latino/A Classrooms
This paper explores representation- and language-rich mathematics instruction in two classrooms with low-income Latino/a students.
Designing Large-Scale Science Assessment Tasks For Students With High-Incidence Disabilities: The Use Of Evidence-Centered Design, Design Patterns, And Universal Design For Learning
Using Naturalistic Tasks And Cognitive Interviews In A Validation Study Of A Web-Based Assessment Of Evaluation Skills
In this work, we use an argument-based approach to assessment validation to investigate the extent to which iSkills test scores can support inferences about the ability of college students to evaluate information in a digital environment.
Assessing 21st Century Skills: Summary Of A Workshop
Introduction James Pellegrino’s influential research on student learning, instruction, and assessment has helped shape how students learn in the 21st century. In this paper, Pellegrino reflects on the need for substantial change in what we expect students to know and be able to do in science, how science should be taught, and how science competency […]