Professional Development

Developing a Suite of Standards-based Instructionally Supportive Tools for Middle School Computer Science

This project will develop a set of educative resources, assessment tools and teacher professional development (PD) activities to support teachers in developing knowledge of CS standards and improving their instructional pedagogy. Teachers will learn to use formative assessments related to these standards to determine student understanding. Improved CS instruction that is responsive to the needs and challenges of the student population is particularly critical in school districts with a large population of students who are typically underserved and under-represented in computer science.

Lead Organization(s): 
Award Number: 
2010591
Funding Period: 
Fri, 05/15/2020 to Sun, 04/30/2023
Full Description: 

As computing has become an integral part of the world and the workforce, demand for computer science (CS) education in K-12 classrooms is growing. States and school districts in the U.S. are increasing CS course offerings, increasing the need for teachers with CS content and teaching knowledge. However, many CS teachers are not originally certified to teach computer science and often lack the necessary tools, resources, and training. This project will develop a set of educative resources, assessment tools and teacher professional development (PD) activities to support teachers in developing knowledge of CS standards and improving their instructional pedagogy. Teachers will learn to use formative assessments related to these standards to determine student understanding. Improved CS instruction that is responsive to the needs and challenges of the student population is particularly critical in school districts with a large population of students who are typically underserved and under-represented in computer science. The project, a partnership between SRI International and the Milwaukee Public School District, will provide professional development experiences tied to standards instead of a specific curriculum in order to support diverse teachers teaching a variety of computer science curricula using different programming languages. Teachers will receive training via a combination of virtual webinars and face-to-face instruction. Teachers will have opportunities to evaluate their own teaching and measure their students' progress towards the standards.

The research will examine how these teacher professional development activities can help improve CS content and pedagogical knowledge for teachers. The team will use a mixed-methods design to answer three research questions: 1) How can CS standards-aligned educative instructional supports be designed to be informative and useful to middle school CS teachers using different CS curricula and what professional development (PD) do teachers need to be able to use and benefit from these educative instructional supports? 2) What are the different ways in which teachers adapt and use the standards-aligned educative resources and instructionally supportive CS assessment tools in their CS classes? 3) How can standards-aligned instructional supports and teacher PD improve middle school teachers' CS pedagogical content knowledge and improve their implementation of standards-aligned CS instruction? To answer research question one, the team will use an Evidence-Centered Design approach to systematically unpack each standard and develop aligned instructionally supportive assessments and scoring guides. Data analysis for research question one includes qualitative analysis of student cognitive interviews to determine students' proficiencies and challenges, analysis of teacher PD surveys, inter-rater reliability analysis of teacher and researcher scores on assessments, psychometric analysis of student responses for reliability and validity evidence, analysis of classroom observations of teachers responding to data from assessments, and analysis of teacher interviews providing feedback on the usefulness of the PD provided and the assessment tasks and scoring guides that have been developed. For research questions two and three, the project will collect and analyze data from multiple sources, including teacher interviews, classroom observations, teacher PCK (pedagogical content knowledge) surveys, and teacher logs to determine the impacts of the project. Data analysis for questions two and three will include analysis of shifts in teacher PCK between the start of year two and the end of year three, qualitative analysis of observations of teachers' instructional practices, and analysis of teacher interviews reflecting on individual formative assessment practices and decisions. The project will recruit 16 teachers of varying experience levels. Additionally, upto 450 middle school students will be recruited with a significant number of female, African-American, and Hispanic students represented in the sample. Project evaluation will examine the overall achievement of program goals and objectives. Project results will be disseminated widely at national conferences and through submissions to refereed journals. The project resources and instructionally supportive tools including PD Webinars will be made available online to school districts and teachers.

The Discovery Research preK-12 program (DRK-12) seeks to significantly enhance the learning and teaching of science, technology, engineering and mathematics (STEM) by preK-12 students and teachers, through research and development of innovative resources, models and tools. Projects in the DRK-12 program build on fundamental research in STEM education and prior research and development efforts that provide theoretical and empirical justification for proposed projects.

This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.

Comparing the Efficacy of Collaborative Professional Development Formats for Improving Student Outcomes of a Student-Teacher-Scientist Partnership Program

The goal of this project is to study how the integration of an online curriculum, scientist mentoring of students, and professional development for both teachers and scientist mentors can improve student outcomes. In this project, teachers and scientist mentors will engage collaboratively in a professional development module which focuses on photosynthesis and cellular respiration and is an example of a student-teacher-scientist partnership.

Lead Organization(s): 
Award Number: 
2010556
Funding Period: 
Tue, 09/01/2020 to Sun, 08/31/2025
Full Description: 

Science classrooms in the U.S. today increasingly expect students to engage in the practices of science in a way that help them form a deeper understanding of disciplinary core ideas and the practices by which science is done. To do this, students should learn how scientists work and communicate. It also calls for changes in how teachers teach science, which in turn creates a need for high-quality professional development so they can be more effective in the classroom. Professional scientists can also benefit from training preparing them to support teachers, motivate students, and model for students how scientists think and work. Preparing teachers and scientists through collaborative professional development can help maximize the impact they can have on student outcomes. To have the broadest impact, such professional development should be cost-effective and available to teachers in rural or underserved areas. This project focuses on high school life science (biology) teachers and their students. It will make use of an online mentoring platform, a student-teacher-scientist partnership program established in 2005. That study found that implementing in combination with high-quality, in-person collaborative teacher/scientist professional development resulted in positive and statistically significant effects on student achievement and attitudes versus business-as-usual methods of teaching the same science content. This project has two main components: 1) a replication study to determine if findings of the previous successful study hold true; and 2) adding an online format for delivering collaborative professional development to teachers and scientists enabling one to compare the effectiveness of online professional development and in-person professional development delivery formats for improving student outcomes.

The goal of this project is to study how the integration of an online curriculum, scientist mentoring of students, and professional development for both teachers and scientist mentors can improve student outcomes. In this project, teachers and scientist mentors will engage collaboratively in a professional development module which focuses on photosynthesis and cellular respiration and is an example of a student-teacher-scientist partnership. Teachers will use their training to teach the curriculum to their students with students receiving mentoring from the scientists through an online platform. Evaluation will examine whether this curriculum, professional development, and mentoring by scientists will improve student achievement on science content and attitudes toward scientists. The project will use mixed-methods approaches to explore potential factors underlying efficacy differences between in-person and online professional development. An important component of this project is comparing in-person professional development to an online delivery of professional development, which can be more cost-effective and accessible by teachers, especially those in rural and underserved areas.

The Discovery Research K-12 program (DRK-12) seeks to significantly enhance the learning and teaching of science, technology, engineering, and mathematics (STEM) by preK-12 students and teachers, through research and development of innovative resources, models, and tools. Projects in the DRK-12 program build on fundamental research in STEM education and prior research and development efforts that provide theoretical and empirical justification for proposed

This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.

Advancing Equity and Strengthening Teaching with Elementary Mathematical Modeling (Collaborative Research: Aguirre)

Advancing Equity and Strengthening Teaching with Elementary Mathematical Modeling is a teacher PD project focused on strengthening K-5 teaching with mathematics modeling. Building on previous foundational work around mathematics modeling and equity, this project will bring together equity oriented teaching practices and mathematical modeling to design and research the impact of a blended PD program on teacher practice. The project will include video-enhanced reflection and online mentoring in addition to face-to-face components of PD.

Lead Organization(s): 
Award Number: 
2008997
Funding Period: 
Fri, 05/15/2020 to Tue, 04/30/2024
Full Description: 

Students bring many mathematical assets to the classroom from their life experiences in their cultures and communities, particularly with respect to being able to model real-world situations in their everyday lives with mathematics. Many equity-related challenges in students' communities can be understood through the use of mathematics and specifically the use of mathematical modeling (the analysis of complex real-world situations using mathematical resources and tools). Supporting teachers to make use of mathematical modeling in the elementary classroom to advance issues of equity will require targeted teacher professional development (PD). Advancing Equity and Strengthening Teaching with Elementary Mathematical Modeling is a teacher PD project focused on strengthening K-5 teaching with mathematics modeling. Building on previous foundational work around mathematics modeling and equity, this project will bring together equity oriented teaching practices and mathematical modeling to design and research the impact of a blended PD program on teacher practice. The project will include video-enhanced reflection and online mentoring in addition to face-to-face components of PD. Using five pivotal spaces for elementary mathematics modeling as a framework, the project will explore the ways in which tools and structures that support practices aligned with pivotal spaces in mathematics modeling lessons can help teachers advance equitable participation and develop student competencies in mathematics modeling. The project will engage in cycles of design-based implementation research (DBIR) to study the relationships between features of the PD and changes in teacher practice, understandings, and dispositions.

The project will deploy a blended PD model that includes face-to-face sessions, coaching, and video-based reflection. Three DBIR cycles will be undertaken, starting with case study-based design cycles, focused PD cycles facilitated by project staff, and full-scale PD cycles facilitated by teacher leaders. Sites in four states have been recruited that represent a wide range of contexts and student demographics. Six professional learning modules related to elementary math modeling will be created. The project will use the lesson observation protocol known as M2C3-Scan to assess changes in teacher practice, conduct student pre and post assessments of mathematical modeling competencies for students in grades 3-5 and formative assessments of mathematical modeling competencies for all students, and assess beliefs and confidence of teachers teaching mathematical modeling. The project team will also interview teachers, collect implementation logs, and use a teacher-annotated video reflection platform to analyze changes in classroom practice. Repeated measures analyses will be conducted on student learning data, with cycles of qualitative analyses related to understand changes in teacher practices, competencies, and beliefs.

The Discovery Research preK-12 program (DRK-12) seeks to significantly enhance the learning and teaching of science, technology, engineering and mathematics (STEM) by preK-12 students and teachers, through research and development of innovative resources, models and tools. Projects in the DRK-12 program build on fundamental research in STEM education and prior research and development efforts that provide theoretical and empirical justification for proposed projects.

This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.

Advancing Equity and Strengthening Teaching with Elementary Mathematical Modeling (Collaborative Research: Carlson)

Advancing Equity and Strengthening Teaching with Elementary Mathematical Modeling is a teacher PD project focused on strengthening K-5 teaching with mathematics modeling. Building on previous foundational work around mathematics modeling and equity, this project will bring together equity oriented teaching practices and mathematical modeling to design and research the impact of a blended PD program on teacher practice. The project will include video-enhanced reflection and online mentoring in addition to face-to-face components of PD.

Lead Organization(s): 
Award Number: 
2010202
Funding Period: 
Fri, 05/15/2020 to Tue, 04/30/2024
Full Description: 

Students bring many mathematical assets to the classroom from their life experiences in their cultures and communities, particularly with respect to being able to model real-world situations in their everyday lives with mathematics. Many equity-related challenges in students' communities can be understood through the use of mathematics and specifically the use of mathematical modeling (the analysis of complex real-world situations using mathematical resources and tools). Supporting teachers to make use of mathematical modeling in the elementary classroom to advance issues of equity will require targeted teacher professional development (PD). Advancing Equity and Strengthening Teaching with Elementary Mathematical Modeling is a teacher PD project focused on strengthening K-5 teaching with mathematics modeling. Building on previous foundational work around mathematics modeling and equity, this project will bring together equity oriented teaching practices and mathematical modeling to design and research the impact of a blended PD program on teacher practice. The project will include video-enhanced reflection and online mentoring in addition to face-to-face components of PD. Using five pivotal spaces for elementary mathematics modeling as a framework, the project will explore the ways in which tools and structures that support practices aligned with pivotal spaces in mathematics modeling lessons can help teachers advance equitable participation and develop student competencies in mathematics modeling. The project will engage in cycles of design-based implementation research (DBIR) to study the relationships between features of the PD and changes in teacher practice, understandings, and dispositions.

The project will deploy a blended PD model that includes face-to-face sessions, coaching, and video-based reflection. Three DBIR cycles will be undertaken, starting with case study-based design cycles, focused PD cycles facilitated by project staff, and full-scale PD cycles facilitated by teacher leaders. Sites in four states have been recruited that represent a wide range of contexts and student demographics. Six professional learning modules related to elementary math modeling will be created. The project will use the lesson observation protocol known as M2C3-Scan to assess changes in teacher practice, conduct student pre and post assessments of mathematical modeling competencies for students in grades 3-5 and formative assessments of mathematical modeling competencies for all students, and assess beliefs and confidence of teachers teaching mathematical modeling. The project team will also interview teachers, collect implementation logs, and use a teacher-annotated video reflection platform to analyze changes in classroom practice. Repeated measures analyses will be conducted on student learning data, with cycles of qualitative analyses related to understand changes in teacher practices, competencies, and beliefs.

The Discovery Research preK-12 program (DRK-12) seeks to significantly enhance the learning and teaching of science, technology, engineering and mathematics (STEM) by preK-12 students and teachers, through research and development of innovative resources, models and tools. Projects in the DRK-12 program build on fundamental research in STEM education and prior research and development efforts that provide theoretical and empirical justification for proposed projects.

This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.

Advancing Equity and Strengthening Teaching with Elementary Mathematical Modeling (Collaborative Research: Suh)

Advancing Equity and Strengthening Teaching with Elementary Mathematical Modeling is a teacher PD project focused on strengthening K-5 teaching with mathematics modeling. Building on previous foundational work around mathematics modeling and equity, this project will bring together equity oriented teaching practices and mathematical modeling to design and research the impact of a blended PD program on teacher practice. The project will include video-enhanced reflection and online mentoring in addition to face-to-face components of PD.

Lead Organization(s): 
Award Number: 
2010269
Funding Period: 
Fri, 05/15/2020 to Tue, 04/30/2024
Full Description: 

Students bring many mathematical assets to the classroom from their life experiences in their cultures and communities, particularly with respect to being able to model real-world situations in their everyday lives with mathematics. Many equity-related challenges in students' communities can be understood through the use of mathematics and specifically the use of mathematical modeling (the analysis of complex real-world situations using mathematical resources and tools). Supporting teachers to make use of mathematical modeling in the elementary classroom to advance issues of equity will require targeted teacher professional development (PD). Advancing Equity and Strengthening Teaching with Elementary Mathematical Modeling is a teacher PD project focused on strengthening K-5 teaching with mathematics modeling. Building on previous foundational work around mathematics modeling and equity, this project will bring together equity oriented teaching practices and mathematical modeling to design and research the impact of a blended PD program on teacher practice. The project will include video-enhanced reflection and online mentoring in addition to face-to-face components of PD. Using five pivotal spaces for elementary mathematics modeling as a framework, the project will explore the ways in which tools and structures that support practices aligned with pivotal spaces in mathematics modeling lessons can help teachers advance equitable participation and develop student competencies in mathematics modeling. The project will engage in cycles of design-based implementation research (DBIR) to study the relationships between features of the PD and changes in teacher practice, understandings, and dispositions.

The project will deploy a blended PD model that includes face-to-face sessions, coaching, and video-based reflection. Three DBIR cycles will be undertaken, starting with case study-based design cycles, focused PD cycles facilitated by project staff, and full-scale PD cycles facilitated by teacher leaders. Sites in four states have been recruited that represent a wide range of contexts and student demographics. Six professional learning modules related to elementary math modeling will be created. The project will use the lesson observation protocol known as M2C3-Scan to assess changes in teacher practice, conduct student pre and post assessments of mathematical modeling competencies for students in grades 3-5 and formative assessments of mathematical modeling competencies for all students, and assess beliefs and confidence of teachers teaching mathematical modeling. The project team will also interview teachers, collect implementation logs, and use a teacher-annotated video reflection platform to analyze changes in classroom practice. Repeated measures analyses will be conducted on student learning data, with cycles of qualitative analyses related to understand changes in teacher practices, competencies, and beliefs.

The Discovery Research preK-12 program (DRK-12) seeks to significantly enhance the learning and teaching of science, technology, engineering and mathematics (STEM) by preK-12 students and teachers, through research and development of innovative resources, models and tools. Projects in the DRK-12 program build on fundamental research in STEM education and prior research and development efforts that provide theoretical and empirical justification for proposed projects.

This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.

Advancing Equity and Strengthening Teaching with Elementary Mathematical Modeling (Collaborative Research: Turner)

Advancing Equity and Strengthening Teaching with Elementary Mathematical Modeling is a teacher PD project focused on strengthening K-5 teaching with mathematics modeling. Building on previous foundational work around mathematics modeling and equity, this project will bring together equity oriented teaching practices and mathematical modeling to design and research the impact of a blended PD program on teacher practice. The project will include video-enhanced reflection and online mentoring in addition to face-to-face components of PD.

Lead Organization(s): 
Award Number: 
2010178
Funding Period: 
Fri, 05/15/2020 to Tue, 04/30/2024
Full Description: 

Students bring many mathematical assets to the classroom from their life experiences in their cultures and communities, particularly with respect to being able to model real-world situations in their everyday lives with mathematics. Many equity-related challenges in students' communities can be understood through the use of mathematics and specifically the use of mathematical modeling (the analysis of complex real-world situations using mathematical resources and tools). Supporting teachers to make use of mathematical modeling in the elementary classroom to advance issues of equity will require targeted teacher professional development (PD). Advancing Equity and Strengthening Teaching with Elementary Mathematical Modeling is a teacher PD project focused on strengthening K-5 teaching with mathematics modeling. Building on previous foundational work around mathematics modeling and equity, this project will bring together equity oriented teaching practices and mathematical modeling to design and research the impact of a blended PD program on teacher practice. The project will include video-enhanced reflection and online mentoring in addition to face-to-face components of PD. Using five pivotal spaces for elementary mathematics modeling as a framework, the project will explore the ways in which tools and structures that support practices aligned with pivotal spaces in mathematics modeling lessons can help teachers advance equitable participation and develop student competencies in mathematics modeling. The project will engage in cycles of design-based implementation research (DBIR) to study the relationships between features of the PD and changes in teacher practice, understandings, and dispositions.

The project will deploy a blended PD model that includes face-to-face sessions, coaching, and video-based reflection. Three DBIR cycles will be undertaken, starting with case study-based design cycles, focused PD cycles facilitated by project staff, and full-scale PD cycles facilitated by teacher leaders. Sites in four states have been recruited that represent a wide range of contexts and student demographics. Six professional learning modules related to elementary math modeling will be created. The project will use the lesson observation protocol known as M2C3-Scan to assess changes in teacher practice, conduct student pre and post assessments of mathematical modeling competencies for students in grades 3-5 and formative assessments of mathematical modeling competencies for all students, and assess beliefs and confidence of teachers teaching mathematical modeling. The project team will also interview teachers, collect implementation logs, and use a teacher-annotated video reflection platform to analyze changes in classroom practice. Repeated measures analyses will be conducted on student learning data, with cycles of qualitative analyses related to understand changes in teacher practices, competencies, and beliefs.

The Discovery Research preK-12 program (DRK-12) seeks to significantly enhance the learning and teaching of science, technology, engineering and mathematics (STEM) by preK-12 students and teachers, through research and development of innovative resources, models and tools. Projects in the DRK-12 program build on fundamental research in STEM education and prior research and development efforts that provide theoretical and empirical justification for proposed projects.

This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.

Leveraging Simulations in Preservice Preparation to Improve Mathematics Teaching for Students with Disabilities (Collaborative Research: Jones)

This project aims to support the mathematics learning of students with disabilities through the development and use of mixed reality simulations for elementary mathematics teacher preparation. These simulations represent low-stakes opportunities for preservice teachers to practice research-based instructional strategies to support mathematics learning, and to receive feedback on their practices.

Lead Organization(s): 
Partner Organization(s): 
Award Number: 
2010298
Funding Period: 
Fri, 05/01/2020 to Tue, 04/30/2024
Full Description: 

The preparation of general education teachers to support the mathematics learning of students with disabilities is critical, as students with disabilities are overrepresented in the lower ranks of mathematics achievement. This project aims to address this need in the context of elementary mathematics teacher preparation through the development and use of mixed reality simulations. These simulations represent low-stakes opportunities for preservice teachers to practice research-based instructional strategies to support mathematics learning, and to receive feedback on their practices. Learning units that use the simulations will focus on two high leverage practices: teacher modeling of self-monitoring and reflection strategies during problem solving and using strategy instruction to teach students to support problem solving. These high-leverage teaching practices will support teachers engaging all students, including students with disabilities, in conceptually sophisticated mathematics in which students are treated as sense-makers and empowered to do mathematics in culturally meaningful ways.

The project work encompasses three primary aims. The first aim is to develop a consensus around shared definitions of high-leverage practices across the mathematics education and special education communities. To accomplish this goal, the project will convene a series of consensus-building panels with mathematics education and special education experts to develop shared definitions of the two targeted high leverage practices. This work will include engaging with current research, group discussion, and production of documents with specifications for the practices. The second aim is to develop learning units for elementary mathematics methods courses grounded in mixed reality simulation. These simulations will allow teacher candidates to enact the high leverage practices with simulated students and to receive coaching on their practice from the research team. The impact of this work will be assessed through the analysis of interviews with teacher educators implementing the units and observations and artifacts from the implementations. The third aim will be to assess the effectiveness of the simulations on teacher candidates? practices and beliefs through small-scaled randomized control trials. Teacher candidates will be randomly assigned to conditions that address the practices and make use of simulations, and a business as usual condition focused on lesson planning, student assessment, and small group discussions of the high leverage practices. The impact of the work will be assessed through the analysis of baseline and exit simulations, measures of teacher self-efficacy for teaching students with disabilities, and observations of classroom teaching in their clinical placement settings.

International Mind, Brain and Education Society (IMBES): 2020 Biennial Conference

This award will support teacher practitioners from the U.S. to attend the 2020 International Mind, Brain, and Education Society (IMBES) conference. The IMBES conference is an opportunity for scholars and educators to come together to engage in reciprocal dialogue about research and practice in biology, education, and the cognitive and developmental sciences.

Lead Organization(s): 
Award Number: 
2016241
Funding Period: 
Sun, 03/15/2020 to Thu, 12/31/2020
Full Description: 

The International Mind, Brain, and Education Society (IMBES) conference has taken place every 2-3 years since 2007. IMBES aims to facilitate cross-cultural collaboration in biology, education, and the cognitive and developmental sciences. The IMBES meeting is an opportunity for scholars and educators to come together to engage in reciprocal dialogue about research and practice. Researchers investigating learning processes have the opportunity to share results with educators and receive feedback on the translational opportunities for the research. Educators can update their understanding of the cognitive and neural bases of learning and impart their knowledge of efficacious techniques, tools, and classroom practices with researchers. This type of interaction between researchers and practitioners is crucial for generating research that contributes to usable knowledge for education. This conference aims to assess the degree to which scientific ideas are ready for the classroom, consider the extent to which further educational research is still required, evaluate the potential of current research in meaningfully shaping pedagogy, and recognize opportunities to use the classroom to challenge the robustness of research.

This award to Temple University will provide partial support for the International, Mind, Brain, and Education Society (IMBES) conference to be held in Montreal in June 2020. This award will specifically support teacher practitioners from the U.S. to attend the conference and learn more about educational neuroscience and its potential implications for practice. The teacher practitioners will also have opportunities to share with researchers the nature of effective educational practice.

Systemic Transformation of Inquiry Learning Environments for STEM

This project will help teachers design and facilitate high-quality, real world STEM experiences for students, as teachers move from traditional approaches to organizing their teaching around interdisciplinary questions or problems. The project will work with building administrators to make the structural changes needed for interdisciplinary STEM instruction.

Award Number: 
2010530
Funding Period: 
Wed, 07/01/2020 to Sun, 06/30/2024
Full Description: 

This project will address a special challenge for schools: preparing educators to adopt an integrated approach to Science, Technology, Engineering and Mathematics (STEM). This is especially important for educators in underserved urban populations where teacher expertise and guidance are necessary for meaningful student engagement with STEM. Frameworks for helping teachers make these changes are urgently needed, especially approaches that support new perspectives for STEM teaching and learning at the school level. This project will help teachers design and facilitate high-quality, real world STEM experiences for students, as teachers move from traditional approaches to organizing their teaching around interdisciplinary questions or problems. The project will work with building administrators to make the structural changes needed for interdisciplinary STEM instruction. School-based instructional coaches will develop new strategies for guiding STEM teaching and sustaining the work long-term.

The project goals are to: (1) determine the feasibility and utility of the refined project approach, (2) determine the utility of the project's implementation for facilitating change in teacher knowledge and practices, (3) understand the utility of the project's implementation for fostering student change, and (4) understand the extent to which the refined project model supports organizational change in schools. To do this, the program will make its professional development more accessible by adding a blended learning component, expanding the school leadership program, formalizing a training program for new facilitators, and identifying novel ways of defining student outcomes for transdisciplinary learning. The mixed methods research design will involve twenty schools (elementary and intermediate) in New York City and New Haven, CT. A quasi-experimental, within-school rotation model will randomize grade-level participation at the school level to yield a sample of at least 240 teachers, 3,000 students, 40 school-based coaches, and 20 administrators. Quantitative data will primarily capture teacher and student outcomes, while the qualitative data will describe the context of the model implementation and provide a deeper understanding of the quantitative results.

Bridging Science Teaching and Learning in Title 1 Schools

This project aims to expand opportunities for elementary science in Title 1 schools through the development, implementation, and evaluation of a professional development model that will prepare teachers to effectively utilize science education practices grounded in culturally responsive pedagogy. It provides a new science instruction model that intersects the best practices in science education with the theoretical principles of culturally relevant/responsive pedagogy found to influence students from low economic, diverse communities.

Lead Organization(s): 
Award Number: 
2010361
Funding Period: 
Fri, 05/01/2020 to Sat, 04/30/2022
Full Description: 

This project addresses a long-standing challenge in science education centered on a national commitment to and interest in advancing the prosperity and welfare of young learners who have been historically underrepresented in science. It addresses challenges with broadening participation in science by providing equity and access to quality science instruction at Title 1 elementary schools in metro Atlanta, Georgia. Title 1 schools are schools with large concentrations of low-income students that receive supplemental funds to assist in meeting educational goals and educational needs of students living near poverty levels. Opportunities to learn science in elementary school are particularly limited; especially in those schools that serve racially and ethnically diverse children and children suffering from poverty. Interventions aimed at broadening participation have been limited in both impact and scope. This project is addressing this challenge through the development, implementation, and evaluation of a professional development model that will prepare teachers to effectively utilize science education practices grounded in culturally responsive pedagogy. It provides a new science instruction model that intersects the best practices in science education with the theoretical principles of culturally relevant/responsive pedagogy found to influence students from low economic, diverse communities. By focusing on both in-service and preservice teachers, the project will make a valuable contribution to the understanding of teacher education across the trajectory of educators' careers and deepen an understanding of how to prepare teachers to adopt and effectively utilize effective practices in their everyday classrooms, particularly in relation to science teaching and learning.

The project will involve 30 preservice and 20 in-service teachers participating in a summer academy and workshops introducing them to instructional features of the model that will later be used during instruction with the students. Instruction provided by the teachers will impact approximately 1,420 students. The goal of the project is to design and test an innovative science instruction model that intersects the best practices in science education with the principles of culturally responsive pedagogy. The two-year design and development project incorporate mixed methods to examine the three components of the model hypothesized as critical for improvements in teacher practice: culturally responsive classroom management, discourse, and anchoring. Use of qualitative and quantitative methods and measures during exploration provides critical information on how to support instruction in Title 1 STEM schools in ways that are feasible, yet effective.

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