Learning progressions—particularly as defined and operationalized in science education—
have significant potential to inform teachers' formative assessment practices. In this overview …

Formative assessment practices have been shown to improve science instruction. However,
examples of teachers' moment-to-moment informal formative assessment practices are still …

Learning progressions, or representations of how student ideas develop in a domain, hold
promise as tools to support teachers' formative assessment practices. The ideas represented …

Despite the theorized centrality of pedagogical content knowledge (PCK) for teaching, we
have little evidence of the relationship between PCK and students' learning and know …

Learning progressions, or sequences of how ideas and practices develop within domains,
are increasingly a focus of science education research. Recently, researchers have called …

With the goal of helping teacher candidates become well-started beginners, it is important
that methods courses in teacher education programs focus on high-leverage practices …

This article reports on a design‐based implementation research (DBIR) project that
addresses the question: How can classrooms be supported at scale to achieve the three …

The big idea of celestial motion, observational astronomy phenomena explained by the
relative position and motion of objects in the solar system and beyond, is central to …

In this paper, we investigate the potential and conditions for using curriculum adaptation to
support reform of science teaching and learning. With each wave of reform in science …

This paper builds on the current literature base about learning progressions in science to
address the question,“What is the nature of the learning progression in the content domain …