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Resource | MEL Teaching Resources
The MEL project has developed a set of teaching resources to support the teaching of controversial and/or complex Earth and space science topics. Previously developed MEL teaching resources include those for climate change, earthquakes and fracking, wetlands use, and the formation of the moon. Current baMEL resources are under development for extreme weather, fossils and Earth's past, freshwater...
The MEL project has developed a set of teaching resources to support the teaching of controversial and/or complex Earth and space science topics. Previously developed MEL teaching resources include those for climate change, earthquakes and fracking, wetlands use, and the formation of the moon. Current baMEL resources are under development for extreme weather, fossils and Earth's past, freshwater...
Posted: Thursday, March 14
Resource | Illuminating Fractional Reasoning of Students with Learning Disabilities
Making sense of fractions can be challenging for students with learning disabilities. Dr. Jessica Hunt of North Carolina State University studies how these children think and learn and is developing novel teaching methods that facilitate mathematics learning for this underserved population.
Making sense of fractions can be challenging for students with learning disabilities. Dr. Jessica Hunt of North Carolina State University studies how these children think and learn and is developing novel teaching methods that facilitate mathematics learning for this underserved population.
Posted: Thursday, March 14
Resource | Validation: A Burgeoning Methodology for Mathematics Education Scholarship
Validity-related issues are a growing topic within the mathematics education community. Until recently, validation has been treated as something to gather when convenient or is rarely reported in ways that conform to current standards for assessment development. This theoretically-focused proceeding adds to a burgeoning theoretical argument that validation should be considered a methodology...
Validity-related issues are a growing topic within the mathematics education community. Until recently, validation has been treated as something to gather when convenient or is rarely reported in ways that conform to current standards for assessment development. This theoretically-focused proceeding adds to a burgeoning theoretical argument that validation should be considered a methodology...
Posted: Thursday, March 14
Resource | Content validity evidence for new problem-solving measures (PSM3, PSM4, and PSM5)
Bostic, J., Matney, G., Sondergeld, T., & Stone, G. (2018, November). Content validity evidence for new problem-solving measures (PSM3, PSM4, and PSM5). In T. Hodges, G. Roy, & A. Tyminski (Eds.), Proceedings for the 40h Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 1641). Greenville, SC.
Bostic, J., Matney, G., Sondergeld, T., & Stone, G. (2018, November). Content validity evidence for new problem-solving measures (PSM3, PSM4, and PSM5). In T. Hodges, G. Roy, & A. Tyminski (Eds.), Proceedings for the 40h Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 1641). Greenville, SC.
Posted: Thursday, March 14
Resource | Teaching of the associative property: A natural classroom investigation
In this study we investigate the teaching of the associative property in a natural classroom setting through observation of classroom video of several elementary math classes in a large urban school district. Findings indicate that the associative property was often conflated with the commutative property during teaching. The role of the associative property in many computational tasks remained...
In this study we investigate the teaching of the associative property in a natural classroom setting through observation of classroom video of several elementary math classes in a large urban school district. Findings indicate that the associative property was often conflated with the commutative property during teaching. The role of the associative property in many computational tasks remained...
Posted: Thursday, March 14
Resource | Transitioning from textbook to classroom instruction in mathematics: The case of an expert Chinese teacher
This study reports how an expert Chinese teacher implements mathematics textbook lessons in enacted instruction. Our video analysis indicates that both textbook and enacted teaching included only one worked example; however, the teacher engaged students in unpacking the example in great depth. Both the textbook and the enacted teaching showed “concreteness fading” in students’ use of...
This study reports how an expert Chinese teacher implements mathematics textbook lessons in enacted instruction. Our video analysis indicates that both textbook and enacted teaching included only one worked example; however, the teacher engaged students in unpacking the example in great depth. Both the textbook and the enacted teaching showed “concreteness fading” in students’ use of...
Posted: Thursday, March 14
Resource | Modeling with tape diagrams
Two teachers use a powerful, challenging tool in their Chinese classrooms to build, ensure, and solidify students’ understanding of quantitative relationships. Ding, M. (2018). Modeling with tape diagrams. Teaching Children Mathematics, 25, 158-165. doi: 10.5951/teacchilmath.25.3.0158
Two teachers use a powerful, challenging tool in their Chinese classrooms to build, ensure, and solidify students’ understanding of quantitative relationships. Ding, M. (2018). Modeling with tape diagrams. Teaching Children Mathematics, 25, 158-165. doi: 10.5951/teacchilmath.25.3.0158
Posted: Thursday, March 14
Resource | Transferring specialized content knowledge to elementary classrooms: Preservice teachers’ learning to teach the associative property
This study explores how preservice teachers (PSTs) transfer the intended specialized content knowledge (SCK) to elementary classrooms. Focusing on the case of the associative property of multiplication, we compared three PSTs’SCK during enacted lessons in fourth grade classrooms with their own learning in professional development (PD) settings. Findings revealed the PSTs’ successes and challenges...
This study explores how preservice teachers (PSTs) transfer the intended specialized content knowledge (SCK) to elementary classrooms. Focusing on the case of the associative property of multiplication, we compared three PSTs’SCK during enacted lessons in fourth grade classrooms with their own learning in professional development (PD) settings. Findings revealed the PSTs’ successes and challenges...
Posted: Thursday, March 14
Resource | Most and Least: Differences in Integer Comparisons Based on Temperature Comparison Language
The language involved in de-contextualized integer comparisons poses challenges, as students may interpret “most” based on absolute values rather than on order. Using the context of temperature, we explored how students’ integer value comparisons differed based on question phrasing (which temperature is hottest, most hot, least hot, coldest, most cold, least cold) and on numbers presented (...
The language involved in de-contextualized integer comparisons poses challenges, as students may interpret “most” based on absolute values rather than on order. Using the context of temperature, we explored how students’ integer value comparisons differed based on question phrasing (which temperature is hottest, most hot, least hot, coldest, most cold, least cold) and on numbers presented (...
Posted: Thursday, March 14
Resource | Teachers' framing of argumentation goals: Working together to develop individual versus communal understanding
For students to meaningfully engage in science practices, substantive changes need to occur to deeply entrenched instructional approaches, particularly those related to classroom discourse. Because teachers are critical in establishing how students are permitted to interact in the classroom, it is imperative to examine their role in fostering learning environments in which students carry out...
For students to meaningfully engage in science practices, substantive changes need to occur to deeply entrenched instructional approaches, particularly those related to classroom discourse. Because teachers are critical in establishing how students are permitted to interact in the classroom, it is imperative to examine their role in fostering learning environments in which students carry out...
Posted: Thursday, March 14
Event | ECR Building Capacity in STEM Education Research (ECR: BCSER) Full Proposal Deadline
Learn more at https://nsf.gov/funding/pgm_summ.jsp?pims_id=505645.
Learn more at https://nsf.gov/funding/pgm_summ.jsp?pims_id=505645.
Posted: Wednesday, March 13
Event | AIR Webinar: Evidence Standards for Evaluating Math and Science Programs
Register online: https://zoom.us/webinar/register/WN_Wowse7ofQGuMBU-1Gk-Rvw What are evidence standards for evaluating math and science programs? Join experts from the American Institutes for Research (AIR) for an engaging webinar about evidence standards. Presenters will discuss the Every Student Succeeds Act (ESSA) Tiers of Evidence and the What Works Clearinghouse (WWC) evidence rating...
Register online: https://zoom.us/webinar/register/WN_Wowse7ofQGuMBU-1Gk-Rvw What are evidence standards for evaluating math and science programs? Join experts from the American Institutes for Research (AIR) for an engaging webinar about evidence standards. Presenters will discuss the Every Student Succeeds Act (ESSA) Tiers of Evidence and the What Works Clearinghouse (WWC) evidence rating...
Posted: Wednesday, March 13
Event | American Chemical Society 2019 ACS National Meeting & Expo; Orlando, FL
To learn more, visit https://global.acs.org/events/257th-acs-national-meeting-exposition/. DRK-12 Presenters: Adam Schafer, Ellen Yezierski, and Victoria Borland, Miami University
To learn more, visit https://global.acs.org/events/257th-acs-national-meeting-exposition/. DRK-12 Presenters: Adam Schafer, Ellen Yezierski, and Victoria Borland, Miami University
Posted: Wednesday, March 13
Event | European Association for Research on Learning and Instruction 18th Biennial EARLI Conference; Aachen, Germany
To learn more, visit: https://www.earli.org/EARLI2019 DRK-12 Presenters: Doug Lombardi, Timothy Klavon and Reed Kendall, Temple University; Margaret (Missy) Holzer, Chatham High School, NJ
To learn more, visit: https://www.earli.org/EARLI2019 DRK-12 Presenters: Doug Lombardi, Timothy Klavon and Reed Kendall, Temple University; Margaret (Missy) Holzer, Chatham High School, NJ
Posted: Wednesday, March 13
Event | 2019 FabLearn Conference; New York City, NY
To learn more, visit https://nyc2019.fablearn.org/. DRK-12 Presenters: Camillia Matuk*, New York University *Denotes CADRE Fellow or Fellows alumnus
To learn more, visit https://nyc2019.fablearn.org/. DRK-12 Presenters: Camillia Matuk*, New York University *Denotes CADRE Fellow or Fellows alumnus
Posted: Wednesday, March 13
Event | 37th National Conference on Magnet Schools; Baltimore, MD
To learn more, visit https://msabaltimore2019.org/. DRK-12 Presenters: Erin Peters-Burton, George Mason University
To learn more, visit https://msabaltimore2019.org/. DRK-12 Presenters: Erin Peters-Burton, George Mason University
Posted: Wednesday, March 13
Event | 2019 International Conference on Computer-Supported Collaborative Learning; Lyon, France
To learn more, visit https://www.cscl2019.com/en/-home/4. DRK-12 Presenters: Camillia Matuk*, New York University Nadav Ehrenfeld and Ilana Horn, Vanderbilt University *Denotes CADRE Fellow or Fellows alumnus
To learn more, visit https://www.cscl2019.com/en/-home/4. DRK-12 Presenters: Camillia Matuk*, New York University Nadav Ehrenfeld and Ilana Horn, Vanderbilt University *Denotes CADRE Fellow or Fellows alumnus
Posted: Wednesday, March 13
Event | European Science Education Research Association 2019 ESERA Conference; Bologna, Italy
To learn more, visit https://www.esera.org/news/esera-announcements/653-esera-conference-2019. DRK-12 Presenters: Christa Haverly*, Michigan State University *Denotes CADRE Fellow or Fellows alumnus
To learn more, visit https://www.esera.org/news/esera-announcements/653-esera-conference-2019. DRK-12 Presenters: Christa Haverly*, Michigan State University *Denotes CADRE Fellow or Fellows alumnus
Posted: Wednesday, March 13
Event | 17th Annual Keefe-Bruyette Symposium; Hartford, CT
To learn more, visit https://events.ctnow.com/events/view/447568/17th_annual_keefe_bruyette_s... DRK-12 Presenters: Alissa Lange, East Tennessee State University
To learn more, visit https://events.ctnow.com/events/view/447568/17th_annual_keefe_bruyette_s... DRK-12 Presenters: Alissa Lange, East Tennessee State University
Posted: Wednesday, March 13
Resource | Research and Product Dissemination and Sustainability: Approaches and Considerations
Many, if not most, DRK–12 projects grapple with challenges and opportunities related to dissemination and sustainability. Dissemination strategies to optimize the visibility of a project and reach of key research outputs may be part of a larger sustainability plan to support uptake of research products, models, and interventions and extend the impact of the project results. This document features...
Many, if not most, DRK–12 projects grapple with challenges and opportunities related to dissemination and sustainability. Dissemination strategies to optimize the visibility of a project and reach of key research outputs may be part of a larger sustainability plan to support uptake of research products, models, and interventions and extend the impact of the project results. This document features...
Posted: Tuesday, March 12
Resource | From Pilots to Products: Notes from a Gathering of Researchers and Developers at the 2018 DRK-12 PI Meeting
This document captures the ideas and experiences shared by DRK–12 awardees who attended a forum to explore different routes toward product sustainability. It includes notes on types of DRK-12 products, use and adoption of products, resources needed to support dissemination and sustainability of products, sources of support, and indicators of successful product dissemination and sustainability.
This document captures the ideas and experiences shared by DRK–12 awardees who attended a forum to explore different routes toward product sustainability. It includes notes on types of DRK-12 products, use and adoption of products, resources needed to support dissemination and sustainability of products, sources of support, and indicators of successful product dissemination and sustainability.
Posted: Tuesday, March 12
Newsletter | February 2019 Newsletter
Dear Colleagues, In this newsletter, we feature current DRK-12 projects doing research on assessment and learning technologies, as well as share a framing piece by James Lester on recent advances in artificial intelligence (AI). Technology-enhanced assessment is a timely topic, with both game-based assessments and AI (the focus of a new White House initiative) in the news. Time and time...
Dear Colleagues, In this newsletter, we feature current DRK-12 projects doing research on assessment and learning technologies, as well as share a framing piece by James Lester on recent advances in artificial intelligence (AI). Technology-enhanced assessment is a timely topic, with both game-based assessments and AI (the focus of a new White House initiative) in the news. Time and time...
Posted: Tuesday, March 12
Announcement | EHR Building Capacity in STEM Education Research Solicitation
ECR’s Building Capacity for STEM Education Research (ECR: BCSER) solicitation supports projects that build individuals’ capacity to carry out high quality STEM education research that will enhance the nation’s STEM education enterprise and broaden the pool of researchers that can conduct fundamental research in STEM learning and learning environments, broadening participation in STEM fields, and...
ECR’s Building Capacity for STEM Education Research (ECR: BCSER) solicitation supports projects that build individuals’ capacity to carry out high quality STEM education research that will enhance the nation’s STEM education enterprise and broaden the pool of researchers that can conduct fundamental research in STEM learning and learning environments, broadening participation in STEM fields, and...
Posted: Tuesday, March 12
Announcement | Call for US Department of Education Peer Reviewers
The US Dept of Ed is looking for peer reviewers with K-12 education experience to evaluate Education Innovation and Research (EIR) grant applications. Learn more In the FY 2019 EIR grant competition, the US Department of Educations seeks to support: 1) innovative K-12 education projects that have the potential to increase student achievement and attainment, particularly among high-need students;...
The US Dept of Ed is looking for peer reviewers with K-12 education experience to evaluate Education Innovation and Research (EIR) grant applications. Learn more In the FY 2019 EIR grant competition, the US Department of Educations seeks to support: 1) innovative K-12 education projects that have the potential to increase student achievement and attainment, particularly among high-need students;...
Posted: Saturday, March 02
Announcement | AIR Webinar: Evidence Standards for Evaluating Math and Science Programs
Wednesday March 20, 2019 | 2-3 pm ET/ 1-2pm CT/ 12-1 pm MT/ 11-12 pm PT Register online: https://zoom.us/webinar/register/WN_Wowse7ofQGuMBU-1Gk-Rvw What are evidence standards for evaluating math and science programs? Join experts from the American Institutes for Research (AIR) for an engaging webinar about evidence standards. Presenters will discuss the Every Student Succeeds Act (ESSA) Tiers of...
Wednesday March 20, 2019 | 2-3 pm ET/ 1-2pm CT/ 12-1 pm MT/ 11-12 pm PT Register online: https://zoom.us/webinar/register/WN_Wowse7ofQGuMBU-1Gk-Rvw What are evidence standards for evaluating math and science programs? Join experts from the American Institutes for Research (AIR) for an engaging webinar about evidence standards. Presenters will discuss the Every Student Succeeds Act (ESSA) Tiers of...
Posted: Friday, March 01
Announcement | NSF Job Opportunities
NSF has recently posted 5 new job opportunties: Dear Colleague Letter: Detail Opportunity for Acting Deputy Division Director, Division of Research on Learning in Formal and Informal Settings (DRL), Directorate for Education and Human Resources (EHR) (Closes: 3/4/2019) NSF is offering a detail opportunity to serve as the acting deputy division director in DRL EHR. Dear Colleague Letter: Division...
NSF has recently posted 5 new job opportunties: Dear Colleague Letter: Detail Opportunity for Acting Deputy Division Director, Division of Research on Learning in Formal and Informal Settings (DRL), Directorate for Education and Human Resources (EHR) (Closes: 3/4/2019) NSF is offering a detail opportunity to serve as the acting deputy division director in DRL EHR. Dear Colleague Letter: Division...
Posted: Tuesday, February 26
Announcement | NSF Dear Colleague Letter: Expanding the NSF INCLUDES National Network
This Dear Colleague Letter encourages the submission of funding requests for supplements to NSF grants to connect with the NSF INCLUDES Network and supplemental funding requests for DDLPs to continue to participate in network activities. NSF welcomes supplemental funding requests from: Active NSF INCLUDES Design and Development Launch Pilot awards to maintain linkages to the NSF INCLUDES National...
This Dear Colleague Letter encourages the submission of funding requests for supplements to NSF grants to connect with the NSF INCLUDES Network and supplemental funding requests for DDLPs to continue to participate in network activities. NSF welcomes supplemental funding requests from: Active NSF INCLUDES Design and Development Launch Pilot awards to maintain linkages to the NSF INCLUDES National...
Posted: Monday, February 25
Announcement | New Effective Date for the Revised NSF PAPPG
Due to the recent lapse in appropriations, implementation of the revised NSF Proposal & Award Policies & Procedures Guide (PAPPG), (NSF 19-1) was postponed. The revised PAPPG will now be effective for proposals submitted, or due, on or after February 25, 2019. Significant changes include: Addition of Research.gov as an option for proposal preparation and submission, and proposal file...
Due to the recent lapse in appropriations, implementation of the revised NSF Proposal & Award Policies & Procedures Guide (PAPPG), (NSF 19-1) was postponed. The revised PAPPG will now be effective for proposals submitted, or due, on or after February 25, 2019. Significant changes include: Addition of Research.gov as an option for proposal preparation and submission, and proposal file...
Posted: Friday, February 15
Project | Investigating School District Resilience and the Impact of Hurricane Exposure on Student Outcomes
This Rapid Response Research (RAPID) project is an exploratory mixed methods study investigating the impact of vulnerability and resilience in the recovery of North Carolina schools affected by both Hurricanes Florence (2018) and Matthew (2016). Specifically, the study assesses whether schools that were impacted by both storms used organizational learning strategies to recover faster than schools...
This Rapid Response Research (RAPID) project is an exploratory mixed methods study investigating the impact of vulnerability and resilience in the recovery of North Carolina schools affected by both Hurricanes Florence (2018) and Matthew (2016). Specifically, the study assesses whether schools that were impacted by both storms used organizational learning strategies to recover faster than schools...
Posted: Tuesday, February 05
Project | CAREER: Building on Diverse Students' Funds of Knowledge to Promote Scientific Discourse and Strengthen Connections to Science Learning in Urban Classrooms
This project will aim to investigate how to increase equitable and active participation of diverse students' science learning in middle schools. The central premise of this study will be that building upon and integrating diverse students' funds of knowledge into their learning opportunities would contribute to create equitable access to effective participation.
This project will aim to investigate how to increase equitable and active participation of diverse students' science learning in middle schools. The central premise of this study will be that building upon and integrating diverse students' funds of knowledge into their learning opportunities would contribute to create equitable access to effective participation.
Posted: Tuesday, February 05