This project has pioneered simulation-based assessments of model-based science learning and inquiry practices for middle school physical and life science systems. The assessment suites include curriculum-embedded, formative assessments that provide immediate, individualized feedback and graduated coaching with supporting reflection activities as well as summative end-of-unit benchmark assessments. The project has documented the instructional benefits, feasibility, utility, and technical quality of the assessments with over 7,000 students and 80 teachers in four states.
This project establishes and implements a professional development model with teachers of Native American students by creating a culturally relevant science, technology, engineering and mathematics teacher in-service model. The project seeks to improve teacher preparation in science and mathematics for Native Americans by creating culturally relevant curriculum materials and providing teacher participants with structured professional development. The goal is to develop an in-service model that can be transported to other Native American nations and schools.
This project is developing a system for producing automated professional mentoring while students play computer games based on STEM professions. The project explores a specific hypothesis about STEM mentoring: A sociocultural model as the basis of an automated tutoring system can provide a computational model of participation in a community of practice, which produces effective professional feedback from nonplayercharacters in a STEM learning game.
This project is demonstrating the use of cyber-enabled technologies to build and share adaptable interventions for pre- and in-service teacher growth that effectively make use of major video collections and have high promise of success at multiple sites. The cyber infrastructure being significantly extended through this project is supporting development and documentation of additional interventions for teacher professional development using this video collection, as well as other videos that might be added in the future.
The Video Mosaic Collaborative features videos of student mathematics reasoning, tools and services to encourage learning, research and practices fostering the development of student reasoning. The VMC is a collection and service portal intended to support three primary audiences—teacher educators and their pre-service and in-service students, practicing teachers, and researchers. The Video Mosaic Collaborative features a 22-year longitudinal study of students’ mathematical reasoning skills as they are developed from elementary through high school grades. The VMC has been carefully designed to leverage the insights and strategies that can be mined in this extensive and unique video collection featuring observations, interventions and interviews with students solving mathematics problems in the classroom and in informal learning settings. A careful metadata strategy was designed by the library and education research partners in collaboration to capture elements for searching that include forms of reasoning and heuristics, math strand, math problem, NCTM standards, grade level and type of educational environment. Students and researchers are identified and can be individually tracked through the collection. Transcripts, student work and dissertations resulting from the videos are linked in metadata. Tools, such as the VMCAnalytic, a video annotation and analysis tool, are provided to enable registered participants to reuse the videos for instruction, study and research by creating personal clips and combining clips to accomplish research goals such as demonstrating changes in reasoning for an individual student studying probability over several video sessions. Unlike other video annotation tool, the VMC analytic creates XML-based independent resources that can be kept private in the researcher’s workspace but that can also be shared. Shared analytics will be mined for keywords, which will retrieve the video(s) being analyzed, thus adding user tagging to the metadata for the videos. The analytic resources created are not independently searched and displayed but will display as part of the context for the videos in the collection, along with student work, dissertations, and ultimately published articles, etc., all of which form the critical context of research and study surrounding each video.
Different search strategies, guidance in using videos and opportunities to consult or collaborate with others will be provided for each primary audience of the VMC. The latest iteration of the portal, with collections and services available for immediate use, will be presented and demonstrated at the DRK12 Principal Investigators’ meeting poster session. Visitors to the poster will be encouraged to search the portal and to create a small analytic, in a hands-on, interactive one on one demonstration. We believe that the VMC makes a unique and significant contribution to the efforts of teacher educators, practicing teachers and researchers to discover insights and develop innovative strategies to support the development of student reasoning in mathematics education.
This project will define and synthesize effective feedback strategies that can be linked to specific features of daily classroom assessment practices. It will develop a framework, including a conceptual strand (will conceptualize feedback practice considering intrinsic and contextual dimensions) and a methodological strand (used to describe and evaluate the feedback studies and findings to be synthesized). The framework will provide a shared language within and across multiple forms of research in various disciplines.
The goal of this project is to accelerate the progress of early-career and pre-service science teachers from novice to expert-like pedagogical reasoning and practice by developing and studying a system of discourse tools. The tools are aimed at developing teachers' capabilities in shaping instruction around the most fundamental science ideas; scaffolding student thinking; and adapting instruction to diverse student populations by collecting and analyzing student data on their thinking levels.
This project creates materials for grades 5-8 that address and assess STEM concepts through a robotics curriculum. The curriculum addresses STEM standards through such documents as the NCTM Focal Points and the Atlas of Science Literacy. Students can use the TekBot robotics platform in three problem-based ways: building, moving, and programming. The intent is to scale up to a cyber-infrastructure that supports the national distribution and implementation of the curriculum.
This project is designed to enhance understanding of how online professional development environments contribute to teach learning, changes in classroom practice and changes in student learning in comparison to face-to-face professional development. Using secondary school teachers learning to use a reformed-oriented environmental science curriculum, groups of teachers will be randomly assigned to one of three conditions: (1) traditional face-to-face workshop, (2)self-guided online professional development, or (3)online “short course” professional development guided by a facilitator.
This project augmenting the traditional professional development model with an online professional development platform—the Active Physics Teacher Community—that provides just-in-time support for teachers as they are enacting targeted units of the Active Physics curriculum. Teachers are helped in preparing lessons by providing them with formal instruction related to the lessons they are teaching in the classroom. In addition, teachers can participate in a moderated forum where they can share experiences.
This project aims to find principles of instruction for developing students' visual models in science, including design principles for curriculum development, technological tools, and new pedagogical principles. The project concentrates on methods teachers use to guide class discussions while using innovative model-based curricula in middle school biology and in high school physical science.