Teachers' use of formative assessment (FA) has been shown to improve student outcomes; however, teachers enact FA in many ways. We examined classroom videos of nine experienced teachers of elementary, middle, and high school science, aiming to create a model of FA enactment that is useful to teachers.We developed a coding scheme through a validation-in-use approach to characterize teachers' practices using three streams of data that included teachers' self-interviews about the purposes and outcomes of their FAs, our analysis of their noticing/interpreting and acting, and their comments on intentions behind the teaching acts they considered significant.In contrast to cycles of eliciting-noticing-interpreting-acting, we found noticing/interpreting to be central to FA enactment, driving teachers' eliciting or advancing acts. We characterized ways of noticing/interpreting as more authoritative or dialogic and observed that eliciting acts and advancing acts occurred along a similar range. Teachers' in-the-moment purposes and larger learning goals were synthesized as they made choices about teaching acts. The model is framed in terms of utility to teachers to examine their own FA practices, with the aim of becoming better equipped to strategically enact FA in intentional ways to achieve their purposes.

Research on student epistemologies in introductory courses has highlighted the importance of understanding physics as "a refinement of everyday thinking" [A. Einstein, J. Franklin Inst. 221, 349 (1936)]. That view is difficult to sustain in quantum mechanics, for students as for physicists. How might students manage the transition? In this article, we present a case study of a graduate student's approaches and reflections on learning over two semesters of quantum mechanics, based on a series of nine interviews. We recount his explicit grappling with the shift in epistemology from classical to quantum, and we argue that his success in learning largely involved his framing mathematics as expressing physical meaning. At the same time, we show he was not entirely stable in these framings, shifting away from them in particular during his study of scattering. The case speaks to literature on students' epistemologies, with respect to the roles of everyday thinking and mathematics. We discuss what this case suggests for further research, with possible implications for instruction.

This paper focuses on interactions in a science professional development (PD) course in which participating teachers engaged in doing science. Whereas the PD design of this course aligned with research on effective PD practices, we found that these practices did not sufficiently account for the affective and relational dynamics that unfolded in the PD interactions. In this paper we explore how critical discourse analysis (CDA) can be used both to theorize and analyze the affective and relational work happening in PD, through the critical lenses of power and positioning. Our analysis surfaces tensions between participants and facilitators, as well as among participants, which often related to their notions of disciplinary expertise. More important, our analysis shows that attunement to affective and relational dynamics, including explicit attention to communication norms, is essential for engendering productive learning opportunities within PD spaces. We discuss the implications of this study for teacher educators and PD facilitators, and we end with directions for future research on affective and relational dynamics in teacher learning. | BACKGROUNDDuring a hot August, a dozen elementary and middle school science teachers have gathered in a high school classroom to engage in a science professional development (PD) program. They spend 2 days together with three university instructors, exploring the question of what keeps a blimp in the air. This group of teachers is at the beginning of a hybrid (in person and online) series of graduate-level PD courses.For the following 3 weeks until their next in-person meeting, the teachers continue to pursue their thinking about the blimp phenomenon through a number of online forums, where they exchange ideas with each other and receive Science Education. 2019;103:338-361. wileyonlinelibrary.com/journal/sce Hawley & Valli, 2007).However, we find that addressing these components in our PD activity design does not sufficiently account for the affective aspects of teacher learning or the complex relational dynamics that unfold between teachers and PD facilitators. In our work, we consider affective aspects to comprise a host of constructs including feelings, emotions, drives, and motivations; in particular, we find ourselves attuning to emotionally charged moments that raise expressions of teachers' anxiety, discomfort, uncertainty, insecurity, or frustration. We view relational dynamics to mean the ongoing and reflexive ways in which all participants (teachers and PD facilitators) interact with, orient to FINKELSTEIN ET AL. | 339and position each other in terms of their contributions within the PD interactions. We argue that attention to affective and relational dynamics may be essential to leveraging teachers' engagement and productive participation in learning opportunities.In this paper, we explore how critical discourse analysis (CDA) can be used both to theorize and analyze the affective and relational work happening in PD. As theory, CDA allows us to examine PD dynamics thr...

While research shows that responsive teaching fosters students' disciplinary learning and equitable opportunities for participation, there is yet much to know about how teachers come to be responsive to their students' experiences in the science classroom. In this work, we set out to examine whether and how engaging teachers as learners in doing science may support responsive instructional practices. We draw on data from a year-long blendedonline science professional development (PD) program that began with an emphasis on teachers' doing science and progressed to supporting their attention to their students' doing science. By analyzing videos from teachers'