Kristin Lesseig

TL;DR: Investigating the commonalities and variations in educators’ conceptualizations of STEM education concluded that those working in the same system explore the common elements that are being attributed to STEM education and co-construct a vision that provides opportunities for all their students to attain STEM-related goals.

TL;DR: In this article, a research and development project is studying how to fill the knowledge gap in the limited research on professional development leaders is an urgent issue if teacher learning is to be improved.

TL;DR: In this article, a professional development (PD) model that involved a partnership among science, mathematics and education university faculty, science and mathematics coordinators, and middle school administrators, teachers, and students was described and analyzed.

TL;DR: The Researching Mathematics Leader Learning (RMLL) project as discussed by the authors was designed to support leaders in learning how to facilitate robust opportunities for teachers' mathematical learning by using videocases of professional development.

TL;DR: The authors examined teachers' collective activity during the development and initial year of a science, technology, engineering, and mathematics (STEM)-focused school in the USA. But, while the teachers received a variety of supports, including time and resources for collaborating, there was a lack of specific support for the conceptualization and creation of multi-disciplinary, STEM-focused projects.