Dr. Giang-Nguyen T Nguyen

We teach in one of the remaining six states that have not adopted the Next Generation Science Standards (NGSS). In this article, we share approaches to guide elementary teacher candidates through the process of deciphering the three dimensions of the NGSS to create lesson objectives. We modeled how to take steps toward the new vision for science education in our instruction while being mindful of the requirements of our state. We made sure to reinforce what inquiry-based teaching and learning looked like and provided them with authentic learning experiences in two-75 minutes lessons. These experiences helped candidates better understand both the standards and the content requirements and supported them in including the three dimensions of the NGSS in their lesson objectives.

Research has established that relatively higher levels of educational achievement are associated with better health outcomes. Thus, while providing every student with a high-quality education is always a public health concern, this matter garnered exceptional attention following the COVID-19 pandemic. It disrupted schooling across the globe, requiring elementary and secondary schools to address many resulting issues, including their students’ learning loss, interrupted learning of grade-level curricula, the need for accelerated learning, increased absenteeism, and staffing shortages. Consequently, this paper reports the many circumstances surrounding one approach employed widely in the United States to address the learning issues resulting from the pandemic: tutoring. First, the extent of students’ academic declines following the pandemic is documented, as is the association between educational attainment and health outcomes. Next, several facets of tutoring are explained, including (a) an operational definition, (b) research support of its effectiveness before and after the pandemic, (c) the characteristics of two types of effective tutoring germane to this paper, and (d) its fit within a school’s systems of interventions for all students. The paper concludes with a case report about relevant work performed at a high-needs school in the southeastern United States to establish a sustainable tutoring program resulting from the pandemic. It is one example of how K-12 schooling in the United States has improved in response to the COVID-19 pandemic.

This manuscript reports the results of an investigation of the simultaneous prompting procedure to teach a five-step algorithm for solving three addition basic facts. Four preschool students receiving Tier 1 services in their school's multi-tier system of supports (MTSS) framework participated. A multiple probe across participants single case design was employed, and a visual analysis of the data indicate a functional relationship between the independent and dependent variable. Three of the participants achieved the mastery criterion and maintained the targeted learning outcome for 2-6 weeks. These participants applied the five-step algorithm to three sets of novel addition facts and acquired incidental information consisting of mathematics terminology. The fourth participant voluntarily discontinued her involvement in the study but, prior to her withdrawal, her data were similar to that of the other three participants. Social validity data from the participants' teachers confirmed their satisfaction with the study's procedures and participants' learning outcomes. The results extend those from related research and validate simultaneous prompting's effectiveness in teaching mathematics to students receiving Tier 1 and Tier 3 services in an MTSS framework. Topics for future research are discussed, and include investigating the effectiveness of simultaneous prompting to teach mathematics across students receiving services through all MTSS tiers.

The author presents how to support preservice teachers (PSTs) in the development of problem-solving skills utilizing the following procedures: (1) assess PSTs' knowledge levels of problem-solving by utilizing a specified task; (2) examine PSTs' varying solutions to the selected task; (3) discuss PSTs' needs in developing and supporting problem-solving skills; and (4) identify the role mathematics teacher educators (MTEs) play in meeting PSTs' needs. The author ends with implications on how MTEs may best prepare the next generation of mathematics teachers.

Computer Science drives innovation and discovery, and Computer Science classes in High Schools, particularly AP Computer Science Principles, have also been linked to better performance in other High School courses, but a Code.org report shows that the state of Florida, particularly the Northwest Florida region, is far behind the rest of the nation in offering Computer Science classes at the High School level. This paper discusses strategies that are can be implemented to improve High School Computer Science offerings in like-regions that have lower Computer Science offerings. The paper also discusses the challenges that come up in addressing this issue and presents potential avenues for addressing these challenges. One major challenge that is addressed is creating the culture of inclusive computing by getting more women and under-represented groups interested in taking Computer Science courses. Though this is a Northwest Florida case study, most of the strategies discussed in this paper would be applicable to any other part of the country with low Computer Science offerings with a similar socio-economic background.

Students drop out of schools for many reasons, and it has negative effects on the individual and society. This paper reports a study using data published in 2015 from the Educational Longitudinal Study conducted by the National Center for Education Statistics to analyze the influence of parental involvement on low-achieving U.S. students’ graduation rates from high school. Findings indicate that both students and parents share the same perspective on the need for parental involvement in their academic progress. For low-achieving high school students, parental involvement in academic work is a positive factor influencing students’ graduation from high school.

A thoughtful decision confronting parents considering pre-kindergarten or pre-school programs across the United States provided from the literature has focused on school readiness of children within the pre-kindergarten years. Prior to children moving into kindergarten, parents are often concerned with the related potential for increased student achievement and student performance of these children in later years. Public opinion concerning the “worth” of preschool education as a readiness provider for preparing children to enter kindergarten adequately prepared for learning has been a topic of dissention among educators and parents for more than a decade. This qualitative study involved conducting structured interviews with five educators (two pre-school teachers, two kindergarten teachers, and one early learning district administrator) from the same school district located in the southeast region of the United States. The current qualitative study focused on eight specific interview questions generated from the literature review. Each of the eight interview question responses was examined relative to specific criteria, positioning, and information aligned from the related literature. Resulting literature analyses and discussions provide specific viewpoints from the interviews of the five educators regarding the merits and potential worth of early education experiences. Implications of the study findings involve describing potential future research efforts aimed at examining influences of early education or preschool experiences related to students’ performance levels and attitudes relative to later school achievement.

In this article, we review instructional methods used with preservice elementary teachers in a teacher education program. Specifically, we reflect on a pedagogical approach in a mathematics methods course that focused on researching the historical development of a mathematics topic and how that approach supported preservice elementary teachers’ growth in learning and teaching mathematics. We share information about the assignment, discuss the results and suggest implications for future practice.

To address the upcoming reform curriculum initiative following competency-based learning in Vietnam, this study examines how variations of a contextualized task allow students to experience the mathematical modelling process. We explore how Grade 10 students respond to tasks with different levels of authenticity when they first attempt such tasks. Adapting the Theory of Authentic Task Situations, we designed variations of the Goat Cage task and implemented them with six small groups of students. Results showed that the modelling processes that the students progressed through differed in mathematical models used and real-world considerations, with diverse approaches when solving the more-authentic variation. Not all phases of the modelling process were observed explicitly when they engaged in the tasks. Students showed a positive disposition towards tasks with more authentic contextual information. The study suggests ways to adapt contextualized tasks to make them more authentic, which allows students to experience a holistic modelling process.