Urban

Building Environmental and Educational Technology Competence and Leadership Among Educators: An Exploration in Virtual Reality Professional Development

This project will bring locally relevant virtual reality (VR) experiences to teachers and students in areas where there is historically low participation of women and underrepresented minorities in STEM. This exploratory project will support the professional growth and development of current middle and high school STEM teachers by providing multiyear summer training and school year support around environmental sciences themed content, implementing VR in the classroom, and development of a support community for the teachers.

Lead Organization(s): 
Award Number: 
2010563
Funding Period: 
Mon, 06/15/2020 to Wed, 05/31/2023
Full Description: 

Many of the nation's most vulnerable ecosystems exist near communities with scant training opportunities for teachers and students in K-12 schools. The Louisiana wetlands is one such example. Focusing on these threatened natural environments and their connection to flooding will put science, technology, engineering, and mathematics (STEM) concepts in a real-world context that is relatable to students living in these areas while integrating virtual reality technology. This technology will allow students in rural and urban schools lacking resources for field trips to be immersed into simulated field experiences. This exploratory project will support the professional growth and development of current middle and high school STEM teachers by providing multiyear summer training and school year support around three specific areas: (1) environmental sciences themed content; (2) implementing virtual reality (VR) in the classroom, and (3) development of a support community for the teachers. Findings from this project will advance the knowledge of the most effective components in professional development for teachers to incorporate new knowledge into their classrooms. This project will bring locally relevant VR experiences to teachers and students in areas where there is historically low participation of women and underrepresented minorities in STEM. Through new partnerships formed with collaborators, the results of this project will be shared broadly in informal and formal education environments including public outreach events for an increase in public scientific literacy and public engagement.

This project will expand the understanding of the impact that a multi-layered professional development program will have on improving the self-efficacy of teachers in STEM. This project will add to the field's knowledge tied to the overall research question: What are the experiences of secondary STEM teachers in rural and urban schools who participate in a multiyear professional development (PD) program? This project will provide instructional support and PD for two cohorts of ten teachers in southeastern Louisiana. Each summer, teachers will complete a two-week blended learning PD training, and during the academic year, teachers will participate in an action research community including PD meetings and monthly Critical Friends Group meetings. A longitudinal pre-post-post design will be employed to analyze whether the proposed method improves teacher's self-efficacy, instructional practices, integration of technology, and leadership as the teachers will deploy VR training locally to grow the base of teachers integrating this technology into their curriculum. The findings of this project will improve understanding of how innovative place-based technological experiences can be brought into classrooms and shared through public engagement.

Pandemic Learning Loss in U.S. High Schools: A National Examination of Student Experiences

As a result of the COVID-19 pandemic, schools across much of the U.S. have been closed since mid-March of 2020 and many students have been attempting to continue their education away from schools. Student experiences across the country are likely to be highly variable depending on a variety of factors at the individual, home, school, district, and state levels. This project will use two, nationally representative, existing databases of high school students to study their experiences in STEM education during the COVID-19 pandemic.

Lead Organization(s): 
Award Number: 
2030436
Funding Period: 
Fri, 05/15/2020 to Fri, 04/30/2021
Full Description: 

As a result of the COVID-19 pandemic, schools across much of the U.S. have been closed since mid-March of 2020 and many students have been attempting to continue their education away from schools. Student experiences across the country are likely to be highly variable depending on a variety of factors at the individual, home, school, district, and state levels. This project will use two, nationally representative, existing databases of high school students to study their experiences in STEM education during the COVID-19 pandemic. The study intends to ascertain whether students are taking STEM courses in high school, the nature of the changes made to the courses, and their plans for the fall. The researchers will identify the electronic learning platforms in use, and other modifications made to STEM experiences in formal and informal settings. The study is particularly interested in finding patterns of inequities for students in various demographic groups underserved in STEM and who may be most likely to be affected by a hiatus in formal education.

This study will collect data using the AmeriSpeak Teen Panel of approximately 2,000 students aged 13 to 17 and the Infinite Campus Student Information System with a sample of approximately 2.5 million high school students. The data sets allow for relevant comparisons of student experiences prior to and during the COVID-19 pandemic and offer unique perspectives with nationally representative samples of U.S. high school students. New data collection will focus on formal and informal STEM learning opportunities, engagement, STEM course taking, the nature and frequency of instruction, interactions with teachers, interest in STEM, and career aspirations. Weighted data will be analyzed using descriptive statistics and within and between district analysis will be conducted to assess group differences. Estimates of between group pandemic learning loss will be provided with attention to demographic factors.

This RAPID award is made by the DRK-12 program in the Division of Research on Learning. The Discovery Research PreK-12 program (DRK-12) seeks to significantly enhance the learning and teaching of science, technology, engineering and mathematics by preK-12 students and teachers, through the research and development of new innovations and approaches. 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 the 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.

 

 

 

 

Place-Based Learning for Elementary Science at Scale (PeBLES2)

To support equitable access to place-based science learning opportunities, Maine Mathematics and Science Alliance in collaboration with BSCS Science Learning, will develop and test a model to support 3rd-5th grade teachers in incorporating locally or culturally relevant place-based phenomena into rigorously tested curricular units that meet the expectations of the NGSS. The project team will develop two units that could be used in any region across the country with built-in opportunities and embedded supports for teachers to purposefully adapt curriculum to include local phenomena.

Award Number: 
2009613
Funding Period: 
Fri, 05/15/2020 to Tue, 04/30/2024
Full Description: 

This project investigates how to design instructional resources and supporting professional learning that value rigor and standardization while at the same time creating experiences that help students understand their worlds by connecting to local phenomena, communities, and cultures. Currently, many instructional materials designed for widespread use do not connect to local phenomena, while units that do incorporate local phenomena are often developed from the ground up by community members, requiring extensive time and resources.  To support equitable access to place-based science learning opportunities, the Maine Mathematics and Science Alliance in collaboration with BSCS Science Learning, will develop and test a model to support 3rd-5th grade teachers in incorporating locally or culturally relevant place-based phenomena into rigorously tested units that meet the expectations of the Next Generation Science Standards (NGSS). The project team will develop two units and associated professional learning that could be used in any region across the country with built-in opportunities for teachers to purposefully adapt curriculum to include local phenomena.

A design based research approach will be used to: 1) iteratively design, test, and revise, two locally adaptable instructional resource packages for Grades 3-5 science; 2) examine how teachers apply unit resources and professional learning experiences to incorporate local phenomena into the curriculum and their teaching; and 3) examine how the process of curriculum adaptation can support teacher understanding of the science ideas and phenomena within the units, teacher agency and self-efficacy beliefs in science teaching, and student perceptions of relevance and interest in science learning. Participating teachers will range from rural and urban settings in California, Colorado, and Maine. Data sources will include instructional logs, teacher surveys, and student electronic exit tickets from 50 classrooms per unit as well as teacher interviews, classroom observations, and student focus groups from six exemplar case study teachers per unit. Evaluation of the project will focus on monitoring the (1) quality of the research and development components, (2) quality of program implementation to inform program improvement and future implementation, and (3) potential of scaling up the program to other sites and organizations. The design and research from this project will advance the field’s knowledge about how to design instructional materials and professional learning experiences that meet the expectations of the NGSS while also empowering teachers to adapt materials in productive ways, drawing on locally or culturally relevant phenomena.

 

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 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.

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.

Evolving Minds: Promoting Causal-Explanatory Teaching and Learning of Biological Evolution in Elementary School

Adopting a teaching and curricular approach that will be novel in its integration of custom explanatory storybook materials with hands-on investigations, this project seeks to promote third grade students' understanding of small- and large-scale evolution by natural selection. By studying students across multiple school districts, this research will shed light on the benefits to diverse students of instruction that focuses on supporting children's capacities to cogently explain aspects of the biological world rather than learn disparate facts about it.

Lead Organization(s): 
Partner Organization(s): 
Award Number: 
2009176
Funding Period: 
Mon, 06/01/2020 to Fri, 05/31/2024
Full Description: 

Natural selection is a fundamental mechanism of evolution, the unifying principle of biology. It is central to understanding the functional specialization of living things, the origin of species diversity and the inherent unity of biological life. Despite the early emergence of tendencies that can make evolution increasingly challenging to learn over time, natural selection is currently not taught until middle or high school. This is long after patterns of misunderstanding are likely to have become more entrenched. The current research responds to this situation. It targets elementary school as the time to initiate comprehensive instruction on biological evolution. Adopting a teaching and curricular approach that will be novel in its integration of custom explanatory storybook materials with hands-on investigations, it seeks to promote third grade students' understanding of small- and large-scale evolution by natural selection. By studying students across multiple school districts, this research will shed light on the benefits to diverse students of instruction that focuses on supporting children's capacities to cogently explain aspects of the biological world rather than learn disparate facts about it. It will also illuminate the value of simple tools, like explanatory storybooks, for elementary school teachers who are often expected to teach counterintuitive topics such as natural selection while not feeling confident in their own understanding.

This project will investigate changes in Grade 3 students' learning and reasoning about living things during implementation of a guided inquiry curriculum unit on evolution by natural selection that emphasizes causal-mechanistic explanation. Classroom inquiry activities and investigations into a range of real-world phenomena will be framed by engagement with a sequence of innovative custom causal-explanatory storybook, animation and writing prompt materials that were developed under prior NSF support to promote transferable, scientifically accurate theory- and evidence-based reasoning about natural selection. In response to the distinctive challenges of life science and evolution learning, the project will integrate and thematically unify currently disparate Next Generation Science Standards (NGSS) content and practice standards to create a comprehensive unit that addresses all three NGSS dimensions and is accompanied by evidence-based approaches to teacher professional development (PD). Using a design based research approach, and informed by cognitive developmental findings, this 4-year project will engage at least 700 students and their teachers and include partners from at least four school districts, Boston University, and TERC.

CAREER: Exploring Teacher Noticing of Students' Multimodal Algebraic Thinking

This project investigates and expands teachers' learning to notice in two important ways. First, the research expands beyond teachers' noticing of written and verbal thinking to attend to gesture and other aspects of embodied and multimodal thinking. Second, the project focuses on algebraic thinking and seeks specifically to understand how teacher noticing relates to the content of algebra. Bringing together multimodal thinking and the mathematical ideas in algebra has the potential to support teachers in providing broader access to algebraic thinking for more students.

Award Number: 
1942580
Funding Period: 
Mon, 06/01/2020 to Sat, 05/31/2025
Full Description: 

Effective teachers of mathematics attend to and respond to the substance of students' thinking in supporting classroom learning. Teacher professional development programs have supported teachers in learning to notice students' mathematical thinking and using that noticing to make instructional decisions in the classroom. This project investigates and expands teachers' learning to notice in two important ways. First, the research expands beyond teachers' noticing of written and verbal thinking to attend to gesture and other aspects of embodied and multimodal thinking. Second, the project focuses on algebraic thinking and seeks specifically to understand how teacher noticing relates to the content of algebra. Bringing together multimodal thinking and the mathematical ideas in algebra has the potential to support teachers in providing broader access to algebraic thinking for more students.

To study teacher noticing of multimodal algebraic thinking, this project will facilitate video club sessions in which teachers examine and annotate classroom video. The video will allow text-based and visual annotation of the videos to obtain rich portraits of the thinking that teachers notice as they examine algebra-related middle school practice. The research team will create a video library focused on three main algebraic thinking areas: equality, functional thinking, and proportional reasoning. Clips will be chosen that feature multimodal student thinking about these content areas, and provide moments that would be fruitful for advancing student thinking. Two cohorts of preservice teachers will engage in year-long video clubs using this video library, annotate videos using an advanced technological tool, and engage in reflective interviews about their noticing practices. Follow-up classroom observations will be conducted to see how teachers then notice multimodal algebraic thinking in their classrooms. Materials to conduct the video clubs in other contexts and the curated video library will be made available, along with analyses of the teacher learning that resulted from their implementation.

CAREER: Spreading Computational Literacy Equitably via Integration of Computing in Preservice Teacher Preparation

This project will study the effect of integrating computing into preservice teacher programs. The project will use design-based research to explore how to connect computing concepts and integration activities to teachers' subject area knowledge and teaching practice, and which computing concepts are most valuable for general computational literacy.

Lead Organization(s): 
Award Number: 
1941642
Funding Period: 
Wed, 07/01/2020 to Mon, 06/30/2025
Full Description: 

Understanding and creating computer-powered solutions to professional and personal problems enables people to be safe, resourceful, and inventive in the technology-infused world. To empower society, K-12 education is rapidly changing to spread computational literacy. To spread literacy equitably, schools must give all students opportunities to understand and design computing solutions. However, school schedules are already packed with required coursework, and most teachers graduated from programs that did not offer computer science courses. To spread computational literacy within the K-12 system, this project will integrate computing into all preservice teacher programs at Georgia State University. This approach enables all teachers, regardless of primary discipline or grade band, to introduce their students to authentic computing solutions within their discipline and use these solutions as powerful tools for teaching disciplinary content and practices. In addition, this approach ensures equity because all preservice teachers will learn to use computing tools through their regular coursework, rather than a self-selected group that chooses to engage in elective courses or professional development on the topic. The project will also require preservice teachers to use computing-integrated activities in their student teaching experiences. This requirement helps teachers gain the confidence to use the activities in their future classrooms and immediately benefits students in the Atlanta area, who are primarily from groups that are underrepresented in computing, including women, people of color and those who are from low-income families.

This project will study the effect of computing integration in preservice teacher programs on computational literacy. Preservice teacher programs, like K-12 school schedules, are loaded with subject area, pedagogy, and licensure requirements. Therefore, research needs to examine the most sustainable methods for integrating computing into these programs. The proposed project will use design-based research to explore 1) how to connect computing concepts and integration activities to teachers' subject area knowledge and teaching practice, and 2) which computing concepts are most valuable for general computational literacy. Because computational literacy is a relatively new literacy, the computing education community still debates which concepts are foundational for all citizens. By studying computing integration in a range of grade bands and subject areas, this project will explore which computing concepts are applicable in a wide range of subjects. These research activities will feed directly into the teaching objective of this project ? to provide computing education and computational literacy to all preservice teachers. This project will prepare about 1500 preservice teachers (more than half of them will be women) across all grades and subject areas who can teach computing integrated activities.

 

Looking Back and Looking Forward: Increasing the Impact of Educational Research on Practice

The focus of this conference is to carefully examine past and current research with an eye toward improving its impact on practice and to create concrete steps that could shape the nature and impact of mathematics education research.

Lead Organization(s): 
Award Number: 
1941494
Funding Period: 
Sun, 09/01/2019 to Mon, 08/31/2020
Full Description: 

The focus of the proposed conference is to carefully examine past and current research with an eye toward improving its impact on practice. This conference is designed to create concrete steps that could shape the nature and impact of mathematics education research for years to come. A diverse group of 50 participants will be invited to participate. Participants include 10 experienced K-12 educators whose perspectives will be used to anchor the conference in problems of practice. Other participants represent senior through more junior scholars who have demonstrated a commitment to addressing the disconnect between research and practice, along with technology experts to advise participants on capabilities and innovative uses of modern technologies for instruction, assessment and data management.

The overarching goal for the conference is to help the field of mathematics education think deeply about the most productive ways to answer the following questions: [1] Why hasn't past research had a more direct impact on practice? What can be learned from this historical analysis for future research? [2] What is a possible vision for research that would have a more direct impact on practice? What questions should be asked? What methods should be used? What concrete steps can be taken to launch the new research programs? [3] What are the implications of adopting new kinds of research programs? If they gain traction, how will such changes affect the broader education community and infrastructure, including preservice teacher education, teacher professional development, and the training of future researchers? How should the roles of researchers and teachers change? What incentive structures might motivate these changes? How will new programs of research interact with existing programs?

Teaching Science Outdoors: A Next Generation Approach for Advancing Elementary Science Teaching in Urban Communities

This project project is designed to enhance the capacity of elementary teachers in high-poverty urban communities for enacting Next Generation Science Standards (NGSS)-aligned science approaches using the outdoors as part of their classroom. The goal of the project is to advance elementary teachers' pedagogical practices and determine how this affects cognitive and non-cognitive learning outcomes of their students, particularly those who are traditionally marginalized in science classrooms.

Lead Organization(s): 
Award Number: 
1907506
Funding Period: 
Mon, 07/01/2019 to Fri, 06/30/2023
Full Description: 

This project addresses a long-standing challenge in science education centered on providing meaningful science education opportunities to students living in communities of high poverty and attending under-resourced elementary schools. These students are significantly less likely to receive high-quality science learning opportunities and to be encouraged to engage in (rather than simply learn about) science. This Michigan State University research project is designed to enhance the capacity of elementary teachers in high-poverty urban communities for enacting Next Generation Science Standards (NGSS)-aligned science approaches using the outdoors as part of their classroom. It builds on and advances prior outdoor education work for the current context of science education that requires elementary teachers to engage students in making sense of phenomena using next generation science and engineering practices. The goal of this project is to advance elementary teachers' pedagogical practices and determine how this affects cognitive and non-cognitive learning outcomes of their students, particularly those who are traditionally marginalized in science classrooms. It also will advance knowledge on ways to bridge informal and formal learning environments. To achieve these goals, the project will develop, enact and study a program that involves a scaffolded series of summer professional development sessions focused on outdoor learning and school year follow-up meetings and classroom-based coaching for elementary teachers and informal educators from two high-need districts.

Design-based research will be utilized to: 1) foster teacher practices and study how these develop over time, 2) work with teachers to measure student outcomes, and 3) determine what aspects of this formal/informal approach are productive, measures of student engagement and student learning artifacts--will be analyzed. The project will serve as a model for developing partnerships between informal science organizations, educators, and K-12 programs. Revised measures and outcomes of teacher practices and student learning; outdoor-focused lesson plans; cases illustrating how elementary teachers develop and enact NGSS-aligned outdoor lessons; a revised informal-formal theoretical model; and information about dissemination of products including facilitation guidelines and coaching approaches will be developed and disseminated.

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