"Project","Funding Period","Body"
" Integrating Chemistry and Earth Science","August 15, 2017 to July 31, 2019","This project will design, develop, and test a new curriculum unit for high school chemistry courses that is organized around the question, ""How does chemistry shape where I live?"" The new unit will integrate relevant Earth science data, scientific practices, and key urban environmental research findings with the chemistry curriculum to gain insights into factors that support the approach to teaching and learning advocated by current science curriculum standards.
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"2018 DRK-12 PI Meeting STEM+C Presenters' Projects","June 6, 2018 to June 8, 2018","The following STEM+C awardees will present at the 2018 DRK-12 PI Meeting. Learn more about their projects.
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"A Conference on Progress and Factors that Contribute to Closing the STEM Achievement Gap","September 1, 2014 to August 31, 2015","The objectives of this proposed conference are to: (1) review current research on the achievement gap in mathematics and science with a focus on school-related variables that adversely affect outcomes from low-income and minority students; (2) discuss teacher quality and effective teaching in STEM; (3) identify effective strategies and models that promote equity in education and close the STEM achievement gap; and (4) build collaborative, interdisciplinary partnerships for addressing the U.S. achievement gap in STEM.
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"A Digital Resource for Developing Mathematics Teachers' TPCK","September 1, 2009 to August 31, 2012","This project aims to advance the preparation of preservice teachers in middle school mathematics, specifically on the topic of proportionality, a centrally important and difficult topic in middle school mathematics that is essential to students’ later success in algebra. To address the need for a workforce of high-quality teachers to teach this mathematics, the project is developing a digital text that could be widely used to communicate the unique transitional nature of middle school mathematics.
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"A Framework for Assessing Environmental Literacy ","November 15, 2010 to October 31, 2012","This workshop developed a new, comprehensive, research-based framework for assessing environmental literacy. By bringing together, for the first time, experts in research, assessment, and evaluation from the fields of science education, environmental education, and related social science fields, this project accessed and built its work on the literature and the insights of many disciplines.
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"A Learning Progression for Scientific Modeling ","October 1, 2006 to March 31, 2011","This project will provide an empirically-supported learning progression for a key scientific practice, scientific modeling. The specific instructional materials created as part of the project can serve as a model other developers can use to design materials supporting scientific modeling and other practices. The model for educative curriculum materials as a form of teacher support can be adapted to support teacher learning about modeling or other scientific practices in other curriculum materials.
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"A Learning Progression-Based System for Promoting Understanding of Carbon-Transforming Processes","September 15, 2010 to August 31, 2015","This project builds on prior efforts with learning progressions, and is focused on key carbon-transforming processes in socio-ecological systems at multiple scales, including cellular and organismal metabolism, ecosystem energetics and carbon cycling, carbon sequestration, and combustion of fossil fuels. The primary project outcomes will be coordinated instructional tools that are useful to professionals at all levels in the science education system--classroom teachers, professional developers, and developers of curricula, standards and assessments.
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"A Longitudinal Comparison of the Effects of the Connected Mathematics Program and Other Curricula on Middle School Students' Learning of Algebra","March 1, 2005 to February 28, 2011","This project compares the effects on algebraic learning when using the Connected Math Program to the effects of using other (non-NSF supported) middle school mathematics curriculum materials at the middle school level. The algebra focus skills/concepts to be assessed are: conceptual understanding and problem solving; algebraic manipulative skills; solution strategies, representations and mathematical justifications.
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"A Longitudinal Examination of Children's Developing Knowledge of Measurement: Mathematical and Scientific Concept and Strategy Growth from Pre-K through Grade 5","August 15, 2007 to July 31, 2012","The project proposes a longitudinal study that investigates the development of an understanding of measurement across seven grades-from pre-K through Grade 5. Specifically, the project will establish clear cognitive accounts of the development of students' strategic and conceptual knowledge of measurement on increasingly demanding sets of length, perimeter, and area measurement tasks.
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"A Longitudinal Randomized Trial Study of Middle School Science for English Language Learners (Project MSSELL) (Collaborative Research: Irby)","September 1, 2008 to August 31, 2012","Project MSSELL will conduct a two-year randomized trial longitudinal evaluation of an enhanced standards-based science curriculum model. In Year 1, the project will refine and pilot the model based on learnings from its previous developmental phase and implementation with K-3 grade students. In Years 2 and 3, the enhanced model will be implemented and studied with fifth- and sixth-grade students.
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"A Longitudinal Randomized Trial Study of Middle School Science for English Language Learners (Project MSSELL) (Collaborative Research: Lara-Alecio)","September 1, 2008 to August 31, 2012","This project seeks to improve the science achievement and the academic English language proficiency of middle school Spanish-speaking English language learners (ELLs). This project will conduct a randomized trial longitudinal evaluation of an enhanced standards-based science curriculum model, consisting of five major components: (a) English language acquisition strategies integrated into the science curriculum, (b) technology-assisted instruction, (c) bi-weekly teacher professional development, (d) family involvement, and (e) paraprofessionals in working with individual ELLs.
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"A Partnership to Adapt, Implement and Study a Professional Learning Model and Build District Capacity to Improve Science Instruction and Student Understanding (Collaborative Research: Borko)","October 1, 2017 to September 30, 2021","This project will work in partnership with the Santa Clara Unified School District (SCUSD) to adapt the Professional Learning (PL) model based on the District's objectives and constraints to build the capacity of teacher leaders and a program coordinator to implement the adapted PL program. The project is examining the sustainability and scalability of a PL model that supports the development of teachers' pedagogical content knowledge and instructional practices. The project is contributing knowledge about how to build capacity in districts to lead professional learning in science that addresses the new teaching and learning standards and is responsive to the needs of their local context.
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"A Partnership to Adapt, Implement and Study a Professional Learning Model and Build District Capacity to Improve Science Instruction and Student Understanding (Collaborative Research: Weiss)","October 1, 2017 to September 30, 2021","This project will work in partnership with the Santa Clara Unified School District (SCUSD) to adapt the Professional Learning (PL) model based on the District's objectives and constraints to build the capacity of teacher leaders and a program coordinator to implement the adapted PL program. The project is examining the sustainability and scalability of a PL model that supports the development of teachers' pedagogical content knowledge and instructional practices. The project is contributing knowledge about how to build capacity in districts to lead professional learning in science that addresses the new teaching and learning standards and is responsive to the needs of their local context.
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"A Research Design Conference: How Can Digital Resources Increase Collaboration and Support Teachers Implementing Standards?","August 15, 2013 to July 31, 2014","A two day workshop/colloquium will be hosted at Northwestern University and is focused on the use of video and online learning in support of the College and CAREER Readiness Standards.
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"A Study Group on Diversity, Equity and Excellence in Achievement and Assessment in Science, Technology, Engineering and Mathematics Education","September 1, 2014 to February 29, 2016","This project seeks to find ways to make the measurement sciences more useful to the production of intellective competence in diverse students of the STEM disciplines. A Study Group on Diversity, Equity and Excellence in Achievement and Assessment in STEM Education will be established to address a set of issues posed as critical to the future of assessment for education and will undertake a series of activities culminating in the production of a report.
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"A Study of Professional Learning Communities Amongst Secondary Science & Mathematics Teachers: Changes, Support Systems, Student Learning","May 1, 2006 to August 31, 2010","This project is designed to study the Partnership for Reform in Secondary Science and Mathematics professional development model. The research on this model will contribute to the knowledge base on professional development through an empirical investigation of the model of supported teacher collaborative inquiry. The research addresses how the interactions amongst Professional Learning Community teachers contribute to new understandings about teaching, learning, and disciplinary content, and whether this translates into changes in classroom practice.
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"A Study of the Struggling Learner's Knowledge and Development for Number and Operation","September 1, 2009 to August 31, 2012","This project targets first- and second-grade children who struggle to develop a deeper understanding of the mathematical strand of number and operation. The research team will (a) identify the various specific cognitive obstacles of first- and second-grade students who are struggling in number and operation, and (b) explore how instructional tasks designed to address specific cognitive obstacles affect the learning trajectory of struggling learners in number and operation.
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"A Task Force on Conceptualizing Elementary Mathematical Writing: Implications for Mathematics Education Stakeholders","September 1, 2015 to August 31, 2016","The Elementary Mathematical Writing (EMW) Task Force was made up of educators with unique perspectives about elementary mathematical writing and with the goal to reach a consensus about and priorities for the types of and purposes for elementary mathematical writing. The EMW Task Force met in October 2015, analyzed elementary writing prompts and samples, standards documents, and recommendations, and identified four types of mathematical writing and their associated purposes: Exploratory, Informative/Explanatory, Argumentative, and Mathematically Creative.
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"A Technology Exemplar: Post-textbook UDL Materials","October 1, 2006 to September 30, 2010","This project is developing technology-rich science curriculum exemplars for grades 3-6 based on Universal Design for Learning (UDL) principles. The project is testing the effectiveness of the approach and providing an exemplar that can inspire additional content and further development. A set of professional development materials to support teacher implementation of UDL science curriculum in the classroom is planned. Probes are used for lab investigations and computational models are used for experimentation in virtual environments.
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"ABI and CSTA Collaboration to Reach K-12 Teachers from Under-represented Communities at the 2009 Grace Hopper Celebration","August 15, 2009 to July 31, 2010","This project convenes K-12 teachers working with underrepresented populations of students at the 2009 Grace Hopper Celebration and produces a workshop and white paper designed to (1) instigate discussion of equity and computer science curricula; (2) create knowledge sharing opportunities on concrete solutions grounded in teachers’ articulated needs; (3) disseminate these solutions to a broad audience of teachers, STEM practitioners, and interested stakeholders; and (4) evaluate the effectiveness of these solutions in classrooms.
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"Access, Agency, and Allies in Mathematical Systems (A3IMS)","September 1, 2014 to August 31, 2018","This project involves designing, facilitating, and studying professional development (PD) to support equitable mathematics education. The PD will involve grades 4-8 mathematics teachers across three sites to support the design of a two-week institute focused on enhancing access and agency in relationship to important math practices, followed by ongoing interactions for the math teachers to engage in systematic inquiry of their practice over time to facilitate equitable mathematics teaching and learning in their classrooms.
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"Accessing Science Ideas: Enhancing Curriculum to Support Scientific Reasoning of Students with Learning Disabilities","August 15, 2008 to July 31, 2012","The Accessing Science Ideas (ASI) project is developing and researching content enhancements that support science learning of middle school students with executive function and related learning disabilities. The goal of ASI research is to measure the extent to which curricular units with content enhancements lead to increased student understanding of science concepts, improved reasoning, and greater confidence."
"Achievements and Challenges of Modeling-based Instruction (ACMI) in Science Education: from 1980 to 2009","July 15, 2010 to June 30, 2012","This project will synthesize existing literature on modeling-based instruction (MBI) in K-12 science education over the last three decades. It will rigorously code and examine the literature to conceptualize the landscape of the theoretical frameworks of MBI approaches, identify the effective design features of modeling-based learning environments with an emphasis on technology-enhanced ones, and identify the most effective MBI practices that are associated with successful student learning through a meta-analysis."
"Across the Sciences: Multidisciplinary Learning for Teachers through Multimedia ","July 1, 2006 to June 30, 2011","This project will conduct a professional development series to improve the content knowledge of science teachers. ""Across the Sciences,"" a ten-unit series requiring approximately 145 hours to complete, will better qualify 9th and 10th grade science teachers to teach multidisciplinary science courses. Teachers prepared in one science discipline will benefit from opportunities to increase and deepen their interdisciplinary science content knowledge and their understanding of student needs associated with learning science.
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"Activate Computational Thinking (ACT)","July 15, 2012 to June 30, 2014","This project offers a two-year professional development model to support a cohort of 16 middle school science teachers of underrepresented students as the teachers gain computational thinking (CT) competencies and design and teach CT-integrated classroom science lessons that will provide students with CT learning experiences. The project will contribute to the understanding of what it takes to empower middle school science teachers as designers of CT learning opportunities for students from underrepresented groups.
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"Active Physics Teacher Community","September 15, 2007 to August 31, 2010","This project augmenting the traditional professional development model with an online professional development platform—the Active Physics Teacher Community—that provides just-in-time support for teachers as they are enacting targeted units of the Active Physics curriculum. Teachers are helped in preparing lessons by providing them with formal instruction related to the lessons they are teaching in the classroom. In addition, teachers can participate in a moderated forum where they can share experiences.
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"Addressing the Needs of the Nation's Physics Teachers through State-of-the-art Video Applications and Contemporary Pedagogical Theory (Collaborative Research: Stevens)","April 1, 2005 to March 31, 2011","This project builds upon the prototype Physics Teaching Web Advisory (Pathway), which was designed to demonstrate the ability to address issues related to the lack of preparation of many physics teachers, and to provide resources that can enliven even the most expert physics teachers' classrooms. Pathway combines state-of-the-art digital video library technology, pedagogical advances and materials contributed by master teachers.
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"Addressing the Needs of the Nation's Physics Teachers through State-of-the-art Video Applications and Contemporary Pedagogy (Collaborative Research: Zollman)","April 1, 2005 to March 31, 2011","This project extends the Physics Teaching Web Advisory (Pathway) to the full curriculum. Pathway's Synthetic Interviews and related video materials provide pre-service and out-of-field in-service teachers with much needed professional development and well-prepared teachers with new perspectives on teaching physics. Pathway combines state-of-the-art digital video library technology, developed pedagogical advances and materials contributed by master teachers. This dynamic digital library provides continuous assistance and expertise for teachers.
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"Advancing Science Performance with Emerging Computer Technologies (ASPECT)","September 1, 2013 to August 31, 2016","This project combines Unity (a cross-platform game engine and integrated development environment) with cutting-edge haptic technology to provide upper elementary students with a new way of accessing core science content. The core research question that undergirds this exploratory project is: How does the addition of haptic feedback influence users' understandings of core, often invisible, science content?
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"Agency in Sustained Problem-Based Inquiry: Learning Science Through and as Innovation","August 15, 2010 to July 31, 2013","This research and development project develops and tests in the classroom three fifth-grade and two second-grade science units that combine both socio-cultural and socio-cognitive perspectives in order to more fully engage both students and teachers in authentic inquiry and tests the units in second- and fifth-grade classrooms."
"Albert Einstein Distinguished Educator Fellowship Program","September 1, 2008 to August 31, 2010","This project supports up to eight fellows per year to participate in the Albert Einstein Distinguished Educator Fellows Program. This program provides opportunities for teachers to work on educational issues and/or programs in a federal agency or congressional office. It promotes professional growth; fosters the exchange of ideas that are relevant to STEM education at the national and state levels through conferences, workshops, and presentations; provides opportunities for teachers' input; and awards outstanding teachers.
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"Algebra Project Mathematics Content and Pedagogy Initiative","September 15, 2016 to August 31, 2020","This project will scale up, implement, and assess the efficacy of interventions in K-12 mathematics education based on the well-established Algebra Project (AP) pedagogical framework, which seeks to improve performance and participation in mathematics of students in distressed school districts, particularly low-income students from underserved populations.
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"Algebra: A Challenge at the Crossroads of Policy and Practice","March 1, 2010 to February 28, 2011","This project is reviewing and analyzing policy documents and studies related to Algebra I learning and teaching, in order to (1) gain a better understanding of algebra education in the United States; and (2) conduct an accounting of research questions that have and have not been taken up by policy documents to date. The results are to be disseminated to both the mathematics education research community and to the education policy community.
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"An Agent-Based Simulation Environment for Predictive Longitudinal Modeling of High School Math Performance (Collaborative Research: Resta)","November 15, 2011 to October 31, 2012","This project will test the efficacy of using agent-based simulation and visualization models to identify the factors that predict mathematics achievement for students from the 8th grade to the 12th grade and beyond. The team is using data that includes 14 years of data on student grade reports, coursework, demographics, teacher variables such as years of service, professional development courses taken, years of service, and other artifacts.
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"An Agent-Based Simulation Environment for Predictive Longitudinal Modeling of High School Math Performance (Collaborative Research: Strong)","November 15, 2011 to October 31, 2012","This project will test the efficacy of using agent-based simulation and visualization models to identify the factors that predict mathematics achievement for students from the 8th grade to the 12th grade and beyond. The team is using data that includes 14 years of data on student grade reports, coursework, demographics, teacher variables such as years of service, professional development courses taken, years of service, and other artifacts.
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"An Architecture of Intensification: Building a Comprehensive Program for Struggling Students in Double-Period Algebra Classes","September 1, 2009 to March 1, 2012","This project is carrying out a research and development initiative to increase the success rates of our most at-risk high school students—ninth-grade students enrolled in algebra classes but significantly underprepared for high school mathematics. It will also result in new understandings about effective approaches for teaching mathematics to struggling students and about effective ways for implementing these approaches at scale, particularly in urban school districts."
"An Efficacy Study of a Comprehensive Middle School Science Curriculum that Integrates Disciplinary Core Ideas, Science and Engineering Practices, and Crosscutting Concepts","August 1, 2017 to July 31, 2021","The project team will conduct an efficacy study of a new comprehensive science curriculum for middle grades 6-8 called Amplify Science Middle School (ASMS). This school science curriculum integrates disciplinary core ideas, science and engineering practices, and crosscutting concepts. The overarching aim of the study will be to understand the impact of the curriculum on student achievement, classroom implementation, and teacher practice in relation to the recommendations of ""A Framework for K-12 Science Education"" and the Next Generation of Science Standards.
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"An Efficacy Study of the Learning and Teaching Geometry PD Materials: Examining Impact and Context-Based Adaptations","July 1, 2015 to June 30, 2019","This study will examine the impact of the Learning and Teaching Geometry (LTG) professional development for secondary mathematics teachers on the teachers' knowledge and classroom instruction, as well as on their students' learning. As the nation invests vast resources in the professional development of teachers to meet new curriculum and instruction challenges, exploring the efficacy of professional development is important to understand how best to direct those resources.
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"An Examination of Science and Technology Teachers' Conceptual Learning Through Concept-Based Engineering Professional Development ","September 1, 2011 to October 31, 2011","This project will determine the viability of an engineering concept-based approach to teacher professional development for secondary school science teachers in life science and in physical science. The project refines the conceptual base for engineering at the secondary level learning to increase the understanding of engineering concepts by the science teachers. The hypothesis is that when teachers and students engage with engineering design activities their understanding of science concepts and inquiry are also enhanced.
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"An Examination of the Impact of Teachers' Domain as a Professional Development Tool on Teacher Knowledge and Student Achievement in Biology","September 1, 2007 to August 31, 2012","Using an experimental design, this project examines the effects of online professional development courses on high school biology teachers' content and pedagogical knowledge, and on their students' knowledge. The project is testing the impact of using digital resouces and is using hierarchal linear modeling techniques to analyze data. It will contribute to the knowledge base of what impacts student achievement by testing the efficacy of online professional development for science teachers.
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"An Initial Learning Progression in Chemical Design (Collaborative Research: Sevian)","September 1, 2012 to August 31, 2014","In this project, investigators are developing and testing a learning progression for the study of chemistry. Likely pathways are investigated for how grade 8-13 student's implicit assumptions develop on five major threads of chemical design. A focus on chemical design facilitates the coherent integration of scientific and engineering practices, cross-cutting concepts, and disciplinary core ideas. This approach should make chemistry more engaging to a greater variety of students.
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"An Initial Learning Progression in Chemical Design (Collaborative Research: Talanquer)","September 1, 2012 to August 31, 2014","In this project, investigators are developing and testing a learning progression for the study of chemistry. Likely pathways are investigated for how grade 8-13 student's implicit assumptions develop on five major threads of chemical design. A focus on chemical design facilitates the coherent integration of scientific and engineering practices, cross-cutting concepts, and disciplinary core ideas. This approach should make chemistry more engaging to a greater variety of students.
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"An Innovative Approach to Earth Science Teacher Preparation: Uniting Science, Informal Science Education, and Schools to Raise Student Achievement ","September 1, 2011 to August 31, 2017","The American Museum of Natural History in New York City, in partnership with New York University, and in collaboration with five high-needs schools, is developing, implementing, and researching a five-year pilot Master of Arts in Teaching (MAT) program in Earth Science. The program is delivered by the Museum's scientific and education teams and its evaluation covers aspects of the program from recruitment to first year of teaching."
"An Integrated Instructional Model for Accelerating Student Achievement in Science and Literacy in Grades 1-2","September 15, 2013 to August 31, 2018","This research and development project is focused on accelerating both student science understanding and reading comprehension proficiency at the primary level (grades 1-2). The project is being implemented in diverse classrooms and addresses age-appropriate content from the areas of the physical, earth/environmental, and life sciences.
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"An Intelligent Ecosystem for Science Writing Instruction","September 1, 2014 to August 31, 2017","The ability to express scientific ideas in both written and oral form is an important 21st century skill. This project would help teachers help students achieve these skills through automating an effective feedback process, in ways that are customized to particular disciplines and local classroom needs, particularly in high needs districts. The project will contribute to knowledge about how students learn to write and how computer assisted systems can support this learning.
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"An Investigation of Elementary Teachers' Learning, Understanding and Use of Research-based Knowledge about Students' Mathematical Thinking","June 1, 2008 to May 31, 2010","This project uses classroom and individual teaching experiments, along with numerous and extensive interviews, to investigate: (a) the nature of teachers' understandings of students' mathematical thinking before and after instruction on that thinking, (b) the processes by which teachers learn about students' mathematical thinking while participating in instruction, (c) factors affecting teachers' learning of this material and (d) effects of learning this material on teachers' conceptualizations of mathematics learning, teaching and assessment .
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"An Investigation of the Impact of Strengthening the ""T"" and ""E"" Components of STEM in High School Biology and Chemistry Courses","September 1, 2009 to August 31, 2012","The overriding goal of this project is to strengthen the “T” and “E” components of STEM in high school courses taken by a majority of students. Our hypothesis is that increasing the presence of engineering and technological design at the high school level, specifically by incorporating engineering activities in high school biology and chemistry classes, will improve students’ understanding of science concepts and strengthen students’ 21st century skills more than traditional methods."
"An Online STEM Career Exploration and Readiness Environment for Opportunity Youth","September 15, 2016 to August 31, 2020","This project aims to create a web-based STEM Career Exploration and Readiness Environment (CEE-STEM) that will support opportunities for youth ages 16-24 who are neither in school nor are working, in rebuilding engagement in STEM learning and developing STEM skills and capacities relevant to diverse postsecondary education/training and employment pathways.
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"Analysis of Effective Science Coaching: What, Why and How","October 1, 2016 to September 30, 2019","This project will conduct an in-depth analysis of instructional coaching by analyzing archived video-recorded coaching sessions with middle and high school science teachers. The goal of the project is to analyzing the videos and previously collected quantitative outcome data to create descriptive profiles of instructional coaching and identify which key coaching elements lead to desired teacher and student outcomes.
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"Analyzing and Building Science Inquiry Skills through Evidence-based Technology Integration","June 15, 2006 to October 31, 2009","This project assists teachers in analyzing their own science inquiry skills as well as those of their students via the development of an inquiry skill analyzer (iSA); and to assist teachers in selecting, designing, developing, implementing and evaluating technology-supported learning activities to develop science inquiry skills, especially in identified weak areas through the development of an inquiry activity portal (iAP).
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"Antarctic Penguins, Teaching the Science of Climate Change: A Celebration of IPY","September 15, 2007 to August 31, 2009","This project uses Antarctic pack-ice penguins to hook students into exploring how science investigates changes in Earths biota and climate. The project builds on a pilot effort, called Penguin Science, and will develop PowerPoint presentations, short video \""webisodes,\"" background reading material, and live and interactive website components to engage students in ongoing field research. Students, K-14, will be involved in climate-change research that will include ecology, sedimentology, paleontology, glaciology and oceanography.
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"Application of Evidence-centered Design to States Large-scale Science Assessment","September 1, 2007 to August 31, 2012","This project aims to (1) determine ways in which Evidence-Centered Design enhances the quality of large-scale, technology-based science assessments for middle school grades and high school equivalency; (2) implement resulting procedures in operational test development; (3) evaluate the efficiency, effectiveness and generalizability of these procedures, and (4) disseminate findings to the assessment community.
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"Applying Research on Science Materials Implementation: Bringing Measurement of Fidelity of Implementation (FOI) to Scale","January 1, 2007 to June 30, 2010","This project is creating a suite of instruments for measuring fidelity of implementation of several science and mathematics instructional materials programs and a User's Guide for customizing those instruments to other programs. The instruments are grounded in a shared conceptual framework that organizes ""critical components"" that the programs share. The suite was piloted and field tested in over 50 schools in Chicago.
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"Arcadia: The Next Generation—Transforming STEM Learning Through Transmedia Games","September 1, 2011 to August 31, 2013","This project will study the design features of an experimental gaming environment called Arcadia: The Next Generation. Researchers working with a group of formal and informal educators to study the connections between scientific inquiry in Arcadia and STEM learning. The project provides a dynamic and evolving place where gamers, educators, parents, and citizen scientists can come together to share, rate, and build knowledge through a variety of fun science inquiry games.
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"Assessing Instructional Quality in Mathematics: A Comparative Study of High and Low Value-Added Teachers' Videotaped Lessons","October 1, 2007 to August 31, 2009","This project’s researchers are determining individual teacher effect estimates and investigating their stability across models. This study also investigates the instructional practices of a subsample of 30 highly effective and 30 less effective sixth-grade mathematics teachers using videotaped classroom lessons, which are coded and analyzed by researchers who are blind to the value-added effectiveness of the teachers.
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"Assessing Secondary Teachers' Algebraic Habits of Mind (Collaborative Research: Matsuura)","August 15, 2012 to July 31, 2018","This collaborative project is developing instruments to assess secondary teachers' Mathematical Habits of Mind (MHoM). These habits bring parsimony, focus, and coherence to teachers' mathematical thinking and, in turn, to their work with students. This work fits into a larger research agenda with the ultimate goal of understanding the connections between secondary teachers' mathematical knowledge for teaching and secondary students' mathematical understanding and achievement.
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"Assessing Secondary Teachers' Algebraic Habits of Mind (Collaborative Research: Stevens)","August 15, 2012 to July 31, 2016","This collaborative project is developing instruments to assess secondary teachers' Mathematical Habits of Mind (MHoM). These habits bring parsimony, focus, and coherence to teachers' mathematical thinking and, in turn, to their work with students. This work fits into a larger research agenda with the ultimate goal of understanding the connections between secondary teachers' mathematical knowledge for teaching and secondary students' mathematical understanding and achievement.
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"Assessing Secondary Teachers' Algebraic Habits of Mind (Collaborative Research: Sword)","August 15, 2012 to July 31, 2016","This collaborative project is developing instruments to assess secondary teachers' Mathematical Habits of Mind (MHoM). These habits bring parsimony, focus, and coherence to teachers' mathematical thinking and, in turn, to their work with students. This work fits into a larger research agenda with the ultimate goal of understanding the connections between secondary teachers' mathematical knowledge for teaching and secondary students' mathematical understanding and achievement.
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"Assessing Student Engagement in Math and Science in Middle School: Classroom, Family, and Peer Effects on Engagement","September 1, 2013 to August 31, 2016","The project will use a comprehensive mixed methods design to develop theoretically-grounded measures of student engagement in middle school math and science classes that reflect a multidimensional construct within an ethnically and socioeconomically diverse sample of urban youth. The project conceptualizes student engagement as a multidimensional construct including behavioral, emotional, and cognitive components. This multidimensional perspective of student engagement provides a rich characterization of how students act, feel, and think.
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"Assessing Teachers' Pedagogical Design Capacity and Mathematics Curriculum Use (Collaborative Research: Kim)","September 1, 2009 to August 31, 2013","This project is assessing the capacities needed by elementary teachers for productive use of mathematics curriculum materials. The project is guided by the assumption that well-designed curriculum programs have the potential to contribute to improvement in mathematics learning opportunities in K-12 classrooms. Yet, minimal research has examined the kind of knowledge and capacities necessary for teachers to use these resources productively. The project will undertake such research and develop tools to assess these capacities.
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"Assessing Teachers' Pedagogical Design Capacity and Mathematics Curriculum Use (Collaborative Research: Remillard)","September 1, 2009 to August 31, 2013","This project is assessing the capacities needed by elementary teachers for productive use of mathematics curriculum materials. The project is guided by the assumption that well-designed curriculum programs have the potential to contribute to improvement in mathematics learning opportunities in K-12 classrooms. Yet, minimal research has examined the kind of knowledge and capacities necessary for teachers to use these resources productively. The project will undertake such research and develop tools to assess these capacities.
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"Assessing the Educational, Career, and Social Impacts of the XO Laptop Program in Birmingham, AL City Schools","April 15, 2008 to September 30, 2010","The mayor of Birmingham is making a two year loan of XO laptops to middle school students in the Birmingham City Schools in Alabama. The educational and social changes that will occur in classrooms and the effects on several student outcomes are studied in this Small Grant for Exploratory Research. It is expected that access to technology will change the educational and social environment in classrooms and affect student outcomes.
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"Assessing, Validating, and Developing Content Knowledge for Teaching Energy (Collaborative Research: Gitomer)","September 1, 2012 to August 31, 2017","This project develops an instrument to measure the content knowledge that teachers need to teach about energy in high school classroom instruction that focuses on mechanical energy. The project uses a framework that includes tasks based on instructional practices in the classroom that can identify the extent to which the teacher understands both the disciplinary knowledge and the appropriate teaching processes that support student learning.
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"Assessing, Validating, and Developing Content Knowledge for Teaching Energy (Collaborative Research: Minstrell)","September 1, 2012 to August 31, 2017","This project develops an instrument to measure the content knowledge that teachers need to teach about energy in high school classroom instruction that focuses on mechanical energy. The project uses a framework that includes tasks based on instructional practices in the classroom that can identify the extent to which the teacher understands both the disciplinary knowledge and the appropriate teaching processes that support student learning.
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"Assessing, Validating, and Developing Content Knowledge for Teaching Energy (Collaborative Research: Vokos)","September 1, 2012 to August 31, 2016","This project develops an instrument to measure the content knowledge that teachers need to teach about energy in high school classroom instruction that focuses on mechanical energy. The project uses a framework that includes tasks based on instructional practices in the classroom that can identify the extent to which the teacher understands both the disciplinary knowledge and the appropriate teaching processes that support student learning.
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"Assessing, Validating, and Developing Content Knowledge for Teaching Energy (Collaborative Research: Wittmann)","September 1, 2012 to August 31, 2016","This project develops an instrument to measure the content knowledge that teachers need to teach about energy in high school classroom instruction that focuses on mechanical energy. The project uses a framework that includes tasks based on instructional practices in the classroom that can identify the extent to which the teacher understands both the disciplinary knowledge and the appropriate teaching processes that support student learning.
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"Assessment for Learning Research Scholars: Capacity Building in Mathematics and Science Education","September 1, 2007 to August 31, 2010","This project seeks to advance knowledge in K-12 STEM education and assessment practices by building capacity for Assessment for Learning, improving assessments and teacher preparation courses, and providing models for pre-service teacher preparation through enhanced teaching modules. Three goals are: (1) faculty from three centers form a learning community, (2) recruit 5 STEM research scholars to conduct research on measurement and evaluation, and (3) expose pre-service teachers to assessment models in their coursework.
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"ASSISTments Meets Inquiry","September 1, 2007 to August 31, 2010","This project addresses middle school students’ learning of science through the improvement of their inquiry science skills. The main goal is to develop a rigorous, technology-based assessment system for standards-aligned assessment of inquiry skills in six physical science content areas (i.e., Properties of Matter; Elements, Compounds, and Mixtures; Motion of Objects; Forms of Energy; and Heat Energy). Assessments are aligned with the Massachusetts Curricular Framework and National Science Education Standards.
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"Astrobiology in the Secondary Classroom Project: An Interdisciplinary Curriculum Developed by a Collaboration of Scientists and Educators from Three Different Minority Communities","September 1, 2007 to August 31, 2010","This project is designed to enhance an existing interdisciplinary high school science curriculum—Astrobiology in the Secondary Classroom (ASC)—in an innovative way and conduct research to determine the effectiveness of these materials in three different underrepresented student populations—African Americans, Hispanics, and Native Americas—experiencing an achievement gap in STEM areas at five sites. Improvements will focus on program alignment and increased use of data sets made available by research scientists.
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"AutoMentor: Virtual Mentoring and Assessment in Computer Games for STEM Learning","September 1, 2009 to August 31, 2012","This project is developing a system for producing automated professional mentoring while students play computer games based on STEM professions. The project explores a specific hypothesis about STEM mentoring: A sociocultural model as the basis of an automated tutoring system can provide a computational model of participation in a community of practice, which produces effective professional feedback from nonplayercharacters in a STEM learning game.
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"Beyond Bridging: Co-education of Pre-service and In-service Elementary Teachers in Science and Mathematics","September 1, 2010 to August 31, 2014","This project will implement and study a professional community designed to alleviate the mismatch between the expectations of student teachers in mathematics and science and their mentor in-service teachers. The project is creating a neutral forum for the exchange of perspectives on issues of pedagogy with the expectation that student teachers would implement inquiry-based science and problem-solving mathematics pedagogies with the knowledgeable support of their mentor teachers.
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"Beyond Penguins and Polar Bears: Integrating Literacy and IPY in the K-5 Classroom","September 1, 2007 to August 31, 2011","Beyond Penguins and Polar Bears, an online professional development magazine for elementary teachers, focuses on preparing teachers to teach science concepts in an already congested curriculum by integrating inquiry-based science with literacy teaching. Launched in March 2008, each thematic issue relates elementary science topics and concepts to the real-world context of the polar regions and includes standards-based science and content-rich literacy learning.
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"Bio-Sphere: Fostering Deep Learning of Complex Biology for Building our Next Generation's Scientists","September 1, 2014 to August 31, 2018","The goal of this project is to help middle school students, particularly in rural and underserved areas, develop deep scientific knowledge and knowledge of the practices and routines of science. Research teams will develop an innovative learning environment called Bio-Sphere, which will foster learning of complex science issues through hands-on design and engineering.
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"Biocomplexity and the Habitable Planet -- An Innovative Capstone Course for High School (Collaborative Research: Berkowitz)","October 1, 2006 to September 30, 2010","This project is developing a set of instructional materials that engages students, teachers, and their parents in the science of coupled natural human (CNH) systems. Teacher guides, a website and family/community materials accompany the four student modules (which focus on an urban watershed, an urban/agricultural system, Amazonia and a polar system).
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"Biocomplexity and the Habitable Planet -- An Innovative Capstone Course for High School (Collaborative Research: Puttick)","October 1, 2006 to March 31, 2013","This project is developing a set of instructional materials that engages students and teachers in the science of coupled natural human (CNH) systems. Teacher guides, a website and multimedia resources accompany the four student modules (which focus on an urban watershed, an urban/agricultural system, Amazonia and a polar system).
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"Biocomplexity: Transforming an Innovative High School Curriculum with UDL Scaffolds and Multimedia Resources","September 1, 2010 to August 31, 2013","This project transforms an already-useful curriculum to reach a wider population of students and teachers. The curriculum effectively builds on a base of core science and math concepts to bring important current science to high school, using a case-based approach that incorporates authentic scientific inquiry. The Biocomplexity and the Habitable Planet curriculum is designed to provide material for a year-long capstone course in ecology and environmental science, or two individual modules for semester-long electives."
"BioGraph 2.0: Online Professional Development for High School Biology Teachers for Teaching and Learning About Complex Systems","September 1, 2017 to August 31, 2019","This proposal will develop and test an open-access, online system of professional development for high school biology teachers in order to build pedagogical competencies for teaching about complex systems and to support the application of those competencies in high school biology classrooms.
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"Bioinformatics: Learning by Doing","September 1, 2007 to August 31, 2010","This project addresses two grand challenges—cutting-edge STEM content and K-12 science assessments. Using DNA Sequencing Analysis Program (DSAP), which will be modified, high school students and teachers will learn molecular biology and modern genetics by working with authentic genomic sequences, and submit their findings for review by scientists. The objective is to develop state-of-the-art Web-based tools and resources that will make it possible for high school students to conduct authentic research in bioinformatics.
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"Bridging the Gap Between Content Knowledge and Practice: Improving Middle School Teachers' Content Knowledge and Classroom Practices","August 1, 2005 to July 31, 2010","This project focuses on scaling up the SimCalc project and emphasizes bridging mathematical knowledge for teaching (MKT) on proportional reasoning and argumentation as part of teachers' classroom practices. This project will test the hypothesis that professional development that helps to bridge content knowledge and classroom practice can effect positive teacher change and seeks to understand how this is accomplished.
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"Bridging the Gap Between High School and College Physics: An Exploratory Study","August 15, 2010 to July 31, 2012","This project will bring together two promising innovations: a high school course entitled Energizing Physics and the BEAR assessment system. The goal of this study is to develop and test a formative assessment system for Energizing Physics that has the potential to enable all students to learn physics, so they can succeed in college."
"BSCS Science: An Inquiry Approach -- A Phase II Proposal","March 15, 2003 to February 28, 2010","This project is developing a three-year science program for grades 9, 10, and 11. This program presents the core concepts in physical science, life science, earth-space science, and inquiry as articulated in the National Science Education Standards. The program also engages students in integration across the disciplines in relevant, social contexts to address other standards, and provides high school students and teachers nationwide with a coherent alternative to the traditional sequence of biology, chemistry, and physics.
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"Building a Community of Science Teacher Educators to Prepare Novices for Ambitious Science Teaching","August 1, 2017 to July 31, 2018","This conference will bring together a group of teacher educators to focus on preservice teacher education and a shared vision of instruction called ambitious science teaching. It is a critical first step toward building a community of teacher educators who can collectively share and refine strategies, tools, and practices for preparing preservice science teachers for ambitious science teaching.
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"Building a Grades K-2 Early Algebra Learning Progression Prototype for Diverse Populations","September 1, 2017 to August 31, 2020","This study will design a curricular framework for developing children's algebraic thinking across Grades K-2, with a particular focus on understanding how to support the teaching and learning of algebra with students in at-risk settings.
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"Building a Next Generation Diagnostic Assessment and Reporting System within a Learning Trajectory-Based Mathematics Learning Map for Grades 6-8","September 15, 2016 to August 31, 2019","This project will build on prior funding to design a next generation diagnostic assessment using learning progressions and other learning sciences research to support middle grades mathematics teaching and learning. The project will contribute to the nationally supported move to create, use, and apply research based open educational resources at scale.
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"Building an Understanding of Science ","March 12, 2007 to May 11, 2011","Understanding Science provides an accurate portrayal of the nature of science and tools for teaching associated concepts. This project has at its heart a public re-engagement with science that begins with teacher preparation. To this end, its immediate goals are (1) improve teacher understanding of the nature of the scientific enterprise and (2) provide resources and strategies that encourage and enable K-16 teachers to incorporate and reinforce the nature of science throughout their science teaching.
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"Building Assessment Items and Instructional Tasks to Build Intercommunity Capacity to Develop Teachers' Mathematical Knowledge for Teaching","September 1, 2015 to August 31, 2019","The infrastructure to improve mathematics education in the US requires building human resources in mathematics and mathematics education into a professional community that can respond to the critical needs in the field. This project seeks to build a professional community with shared understanding of the specialized content knowledge (SCK) - the special forms and ways of reasoning about mathematical knowledge used in teaching (MKT).
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"Building BLOCKS for Science: What Young Children Should Know and Be Able to Do When They Enter Kindergarten","September 1, 2008 to August 31, 2012","Building Base Line Objectives for Children’s Knowledge Skills for Science (BLOCKS)is a 4-year project that integrates research and applied teaching to take a close look inside prekindergarten classrooms. The overall research project includes extensive classroom observation by teachers and researchers of children’s ability to learn science processes and content; intensive professional development and mentoring support for teachers to learn science; and multiple qualitative, as well as, quantitative assessment strategies."
"Building Capacity for Science Standards Through Networked Improvement Communities","October 1, 2013 to September 30, 2015","This project brings together teams of teachers, teacher educators, administrators, and researchers to inquire into the development of ambitious and equitable practices that support learning the scientific practices and creating scaffolds for the special language demands of the scientific practices, particularly for English Language Learners.
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"Building Capacity to Retain Underrepresented Students in STEM Fields","May 1, 2017 to April 30, 2018","This workshop provides minority serving institutions with an opportunity to engage in dialogue about effective ways to create, implement, and evaluate models of intervention that will advance knowledge about retaining underrepresented minorities in STEM fields. It will advance knowledge in life science and the biosciences for K-12 and undergraduate students attending local schools or eligible minority-serving institutions. The workshop will focus on assisting minority serving institutions with use of research designs, and review of best practices for intervention shown to be effective in helping underrepresented student cope with chronic stresses that interfere with their retention in STEM fields and careers.
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"Building High School Students’ Understanding of Evolution through Collection and Analysis of Data, Evidence-based Arguments, and an Understanding of Heredity","September 1, 2014 to August 31, 2018","This project will address widespread misunderstandings related to evolution by developing and testing a new high school curriculum unit and assessment measures focusing on biological evolution. The new curriculum will integrate the three dimensions of the Next Generation Science Standards, the Common Core Mathematics standards on reasoning abstractly and quantitatively, and an English Language Arts standard for writing arguments focused on discipline-specific content.
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"Building High School Students’ Understanding of Evolution—Both Common Ancestry and Natural Selection—Through Mathematical Arguments, Evidence-based Explanations, and an Understanding of Heredity","October 1, 2012 to September 30, 2015","The University of Utah will develop a plan for a model curriculum and associated assessments project that integrates science practices, crosscutting concepts, and core disciplinary ideas through the integration of mathematics and science and the application of appropriate educational technologies. The unit plan and prototype lessons will model ways in which quantitative literacy and the Common Core Standards of Mathematics can be addressed in the biology curriculum.
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"Building on Cross-national Comparisons to Improve the Preparation and Support of Teachers of Mathematics","May 1, 2008 to October 31, 2010","This bilateral workshop examines the preparation of mathematics teachers in the United States and China. It will initiate knowledge exchanges among teacher educators in both countries and forge a joint research agenda. Objectives include increasing the comparative knowledge base in both nations about promising practices in and existing challenges to mathematics teacher preparation and mathematics instruction, and promoting the exchange of ideas and exploration of questions and points for possible collaborative research in mathematics education.
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"Building on the Success of Critical Issues in Mathematics Education Workshops","April 1, 2015 to March 31, 2017","This project will convene two workshops, held in 2015 and 2016, which will focus on developmental mathematics and other critical issues in mathematics education. The workshop will frame critical issues; draw attention to issues of diverse participation and success in mathematics; and provide images of productive engagement for participants to draw upon as they return to their professional communities.
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"Building State Representative Samples by Merging State Administrative Data with National Longitudinal Data to Study Transitions from High School to College","August 15, 2008 to July 31, 2010","This project augments an NCES data collection effort for the High School Longitudinal Study by including 150 additional schools in up to 10 selected states to create state representative samples of at least 40 schools in each state. The purpose of this augmentation is to provide support for additional schools to create state samples. NSF will also be involved in planning for future surveys of these students as they reach college age.
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"Building Systems for Quality Teaching and Learning in Science","June 1, 2006 to May 31, 2010","This project develops tools and materials that address the need schools have to implement results-oriented teacher learning programs that ensure highly qualified science teachers in every classroom. The project will (1) develop and disseminate the Building Systems for Quality Teaching and Learning in Science Simulation and Facilitator Guide, and (2) develop and disseminate three Building Systems for Science Learning Modules.
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"CAESL2008: International Conference on Assessment for Learning in Mathematics and Science","September 1, 2007 to August 31, 2009","The primary purpose of this international conference was for participants in the US to exchange views and discuss the latest research findings on (primary) science assessment. The conference focused on research around building assessment systems that help teachers diagnose student learning in the classroom but also link meaningfully to large-scale accountability systems (in districts or national levels). The project resulted in a report, proceedings, journal publications.
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"Calipers II: Using Simulations to Assess Complex Science Learning","October 1, 2007 to September 30, 2010","This project has pioneered simulation-based assessments of model-based science learning and inquiry practices for middle school physical and life science systems. The assessment suites include curriculum-embedded, formative assessments that provide immediate, individualized feedback and graduated coaching with supporting reflection activities as well as summative end-of-unit benchmark assessments. The project has documented the instructional benefits, feasibility, utility, and technical quality of the assessments with over 7,000 students and 80 teachers in four states.
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"Capacity Building Conference Series: Supporting an Emerging Community of Science Education Researchers","August 1, 2007 to July 31, 2010","This project covers participants' costs to attend a national conference series focusing upon supporting incipient science education research projects. A primary objective is to provide a venue in which researchers can describe their lines of inquiry and to then receive guidance and input about refining those ambitions. The other primary objective is to promote an innovative conference design in which a structured presentation format serves as an incubator for scholarly work.
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"Capacity Building in Computer Science","January 1, 2008 to December 31, 2009","This exploratory project aims to develop a community of individuals and organizations working together to address critical issues in K-12 computer science education by broadening the awareness of the need for curriculum computer science standards, providing multiple levels of professional development, conducting and disseminating research in computer science education, and promoting this subject as a unique field of study in schools.
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"CAREER: Advancing Secondary Mathematics Teachers' Quantitative Reasoning","July 15, 2014 to June 30, 2019","Advancing Reasoning addresses the lack of materials for teacher education by investigating pre-service secondary mathematics teachers' quantitative reasoning in the context of secondary mathematics concepts including function and algebra. The project extends prior research in quantitative reasoning to develop differentiated instructional experiences and curriculum that support prospective teachers' quantitative reasoning and produce shifts in their knowledge.
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"CAREER: A Comprehensive Modeling Approach to Cognitively Diagnostic Assessment: Methodological Developments and Practical Implementations","August 1, 2008 to July 31, 2010","This project is developing an 8th-grade assessment for proportional reasoning from a cognitive diagnosis model (CDM) framework. CDMs are psychometric models developed specifically for diagnosing the presence or absence of fine-grained skills or processes required in solving problems on a test. Assessments based on CDMs can provide information deemed more diagnostic and descriptive, and therefore, more relevant in applied instructional settings.
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"CAREER: A Study of Factors that Affect Middle School Levels of Readiness for Implementing STEM Programs","February 15, 2016 to January 31, 2021","This project will investigate whether six urban middle schools are implementing highly effective science, technology, engineering and mathematics (STEM) programs based on factors identified through relevant research and national reports on what constitutes exemplary practices in 21st century-focused schools.
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"CAREER: A Study of Strategies and Social Processes That Facilitate the Participation of Latino English Language Learners in Elementary Mathematics Classroom Communities ","July 15, 2009 to June 30, 2014","The project aims to: (1) study resources and strategies for teachers that will facilitate participation of 3rd grade Latino English Language Learners (ELLs) in the mathematics classrooms; (2) develop related teacher professional development (PD) materials; and (3) integrate research and teaching activities. The basic research question is: How can 3rd grade teachers facilitate better mathematics instruction for ELLs?
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"CAREER: Adapting Curriculum for Learning in Mathematics Education (ACCLIME): Processes and Factors in Teachers' Evolving Adaptations of Curriculum Materials","June 1, 2008 to May 31, 2013","The ACCLIME project investigates teachers' uses and adaptations of CMP, an NSF-funded middle school curriculum. The study seeks to better articulate: (1) the ways that teachers adapt CMP over time and how they develop professionally as a result of using the curriculum materials; (2) the connection between district policy, resource development, and teachers' curriculum processes; and (3) the dynamic nature of districts' long-term curriculum implementations.
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"CAREER: Algebraic Knowledge for Teaching: A Cross-Cultural Perspective","August 15, 2014 to July 31, 2019","The goal of this CAREER program of research is to identify, from a cross-cultural perspective, essential Algebraic Knowledge for Teaching (AKT) that will enable elementary teachers to better develop students' algebraic thinking. This study explores AKT based on integrated insights of the U.S. and Chinese expert teachers' classroom performance.
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"CAREER: Analyzing the Nexus Between Advantaged Social Positioning and Science Identity Development Among English Language Learners","September 1, 2017 to August 31, 2022","This project examines the empirical nexus between ELL students' language identity and science identity development. The project addresses the pressing need for empirical studies that combine theoretical perspectives from second language education, linguistics, and science education to understand science identity development among ELLs.
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"CAREER: Changing the Landscape: Towards the Development of a Physics Identity in High School","July 1, 2010 to June 30, 2015","This project will contribute to the understanding of how high school physics can have a positive impact on students' self-perceptions, impacting important educational outcomes in this subject matter. Its focus is on the development of a positive physics identity (self-perceptions with respect to physics in terms of competence, performance, interest, and recognition by others) among high school students, particularly females, as a means to increase current and future engagement with the subject."
"CAREER: Characterizing Critical Aspects of Mathematics Classroom Discourse","July 30, 2012 to May 31, 2017","This research study expands on the characteristics of mathematical discourse and examines and specifies relationships between descriptive elements across multiple content foci in mathematics. The micro-genetic study is based on examination of video data from multiple routine classroom settings with teachers who demonstrate varying levels of discourse across three curricular topics in mathematics. The resulting framework and redesigned teacher education courses will provide models on which other teacher education programs might build.
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"CAREER: Collaborative Learning with Classroom Networks: Integrating Technological and Pedagogical Innovations","July 1, 2008 to June 30, 2013","This project studies teaching practices in a year-long high school algebra course that integrates hand-held and other electronic devices. Of particular interest is how these technologies can support learners' capacity to efficiently and effectively draw on the distributed intelligences that technical and social networks make available. The investigation focuses on collaborative learning tasks centered on collective mathematical objects, such as functions, expressions, and coordinates that participants in a group must jointly manipulate through networked computers.
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"CAREER: Community-Based Engineering as a Learning and Teaching Strategy for Pre-service Urban Elementary Teachers","May 15, 2013 to April 30, 2018","This is a Faculty Early Career Development project aimed at developing, implementing, and assessing a model that introduces novice elementary school teachers to community-based engineering design as a strategy for teaching and learning in urban schools. Reflective of the new Framework for K-12 Science Education, the model addresses key crosscutting concepts, disciplinary core ideas, and scientific and engineering practices. It builds on theoretical perspectives and empirical foundations, including situated learning, engineering design cognition, and children's resources and funds of knowledge, including cultural and linguistic diversity.
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"CAREER: Creating Effective, Sustainable Inquiry-Based Instruction in Middle School Science Classrooms","February 15, 2010 to January 31, 2015","The goal of this project is to improve the quality of middle school science in a select number of schools and to gain insight into effective science professional development practice more generally. The project will focus on the following objectives: (1) increasing the quantity and quality of inquiry-based instruction; (2) facilitating the development and implementation of inquiry-based instruction; and (3) improving student achievement in middle school science classrooms."
"CAREER: Designing and Enacting Mathematically Captivating Learning Experiences for High School Mathematics","February 15, 2017 to January 31, 2022","This project explores how secondary mathematics teachers can plan and enact learning experiences that spur student curiosity, captivate students with complex mathematical content, and compel students to engage and persevere (referred to as ""mathematically captivating learning experiences"" or ""MCLEs""). The study will examine how high school teachers can design lessons so that mathematical content itself is the source of student intrigue, pursuit, and passion. To do this, the content within mathematical lessons (both planned and enacted) is framed as mathematical stories and the felt tension between how information is revealed and withheld from students as the mathematical story unfolds is framed as its mathematical plot.
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"CAREER: Designing Learning Environments to Foster Productive and Powerful Discussions Among Linguistically Diverse Students in Secondary Mathematics","February 1, 2016 to January 31, 2021","
This project will design and develop specialized instructional materials and guidelines for teaching secondary algebra in linguistically diverse classrooms. These materials will incorporate current research on student learning in mathematics and research on the role of language in students' mathematical thinking and learning. The work will connect research on mathematics learning generally with research on the mathematics learning of ELLs, and will contribute practical resources and guidance for mathematics teachers who teach ELLs.
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"CAREER: Engaging Elementary Students in Data Analysis Through Study of Physical Activities ","July 1, 2011 to June 30, 2016","This project is investigating the learning that can take place when elementary school students are directly involved in the collection, sense-making, and analysis of real, personally-meaningful data sets. The hypotheses of this work are that by organizing elementary statistics instruction around the study of physical activities, students will have greater personal engagement in data analysis processes and that students will also develop more robust understandings of statistical ideas.
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"CAREER: Examining the Role of Context in the Mathematical Learning of Young Children","June 15, 2009 to May 31, 2011","This project involves a longitudinal, ethnographic study of children's mathematical performances from preschool to first grade in both formal classroom settings and informal settings at school and home. The study seeks to identify opportunities for mathematical learning, to map varied performances of mathematical competence, to chart changes in mathematical performance over time, and to design and assess the impact of case studies for teacher education.
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"CAREER: Exploring Beginning Mathematics Teachers' Career Patterns","August 15, 2014 to July 31, 2019","Research increasingly provides insights into the magnitude of mathematics teacher turnover, but has identified only a limited number of factors that influence teachers' career decisions and often fails to capture the complexity of the teacher labor market. This project will address these issues, building evidence-based theories of ways to improve the quality and equity of the distribution of the mathematics teaching workforce.
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"CAREER: Exploring the Role of Variability as an Organizing Concept for the Teaching and Learning of Statistical Reasoning in Middle School","April 1, 2010 to March 31, 2011","This CAREER project explores interrelated research questions: (1) What understandings of variability can provide conceptual support for the scheme of ideas that underlie statistical inference--making claims about a population on the basis of samples? (2) What conceptions about variability do students bring to study of data analysis and statistical reasoning in middle grades? (3) How can instruction support students in coming to develop understanding and skill in reasoning about variability?
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"CAREER: Fraction Activities and Assessments for Conceptual Teaching (FAACT) for Students with Learning Disabilities","July 1, 2014 to June 30, 2019","
The goal of this project is to study and support the development of conceptual understanding of fractions by students with learning disabilities (LD). Dr. Hunt proposes that rather than focusing on whether students can or cannot develop conceptual understanding of fractions, research should attempt to uncover the complex understanding students DO have. Dr. Hunt is re-conceptualizing intensive intervention as children's knowing and learning in ""Small Environments"". This approach suggests a redirect of research and instructional practice in mathematics for an underserved population of students.
Through a series of experiments that involve cycles of theorizing, design, implementation, and refinement, the project develops instructional trajectories for individual students in the area of fractions. The research questions addressed are:
What initial and developing key developmental understandings of fractions do students with learning disabilities evidence through employed strategies, language, and representations?
How do students with learning disabilities progress in developing and solidifying conceptual understandings of fractions through their mathematical activity? and,
To what extent does an intervention reflective of a research based instructional trajectory facilitate strategic development and increased fraction conceptual knowledge in students with learning disabilities?
The main outcomes of the project include (a) a theory of knowing, learning, and teaching connected to students with LDs in the small environment of intensive intervention, (b) selected research-based trajectories specific to the conceptual understandings of fractions evidenced by students with LD presented in case study format, and (c) a set of practices and tools for teaching in the small environment (e.g., explicated knowing and learning framework; a set of learning situations to be used for teaching and/or formative assessment in fraction concepts, and suggestions for instructional decision making to aid teachers in designing individualized, student-centered instruction). Most importantly, the project has the potential to offer a transformative approach to mathematics instruction for students with LD, bringing together expertise on learning disabilities and mathematics education to address an area in which there is very little research.
Dr. Hunt has incorporated findings from the study into methods courses for both mathematics education and special education undergraduate and graduate students across three universities. She has developed a graduate level course from this work alongside several case studies and is in the process of translating aspects of this course into a web-based platform.
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"CAREER: Investigating Changes in Students' Prior Mathematical Reasoning: An Exploration of Backward Transfer Effects in School Algebra","July 1, 2017 to June 30, 2022","This project explores ""backward transfer"", or the ways in which new learning impacts previously-established ways of reasoning. The PI will observe and evaluate algebra I students as they learn quadratic functions and examine how different kinds of instruction about the new concept of quadratic functions helps or hinders students' prior mathematical knowledge of the previous concept of linear functions. This award will contribute to the field of mathematics education by expanding the application of knowledge transfer, moving it from only a forward focused direction to include, also, a backward focused direction.
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"CAREER: Investigating Differentiated Instruction and Relationships Between Rational Number Knowledge and Algebraic Reasoning in Middle School","August 1, 2013 to July 31, 2018","The proposed project initiates new research and an integrated education plan to address specific problems in middle school mathematics classrooms by investigating (1) how to effectively differentiate instruction for middle school students at different reasoning levels; and (2) how to foster middle school students' algebraic reasoning and rational number knowledge in mutually supportive ways.
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"CAREER: Investigating Fifth Grade Teachers' Knowledge of Noticing Appalachian Students' Thinking in Science","July 1, 2016 to June 30, 2021","This project will investigate teachers' knowledge of noticing students' science thinking. The project will examine teacher noticing in practice, use empirical evidence to model the teacher knowledge involved, and design teacher learning materials informed by the model. The outcomes of this project will be a model of teachers' knowledge of noticing Appalachian students' thinking in science and the design of web-based interactive instructional materials supporting teachers' knowledge construction around noticing Appalachian students' thinking in science.
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"CAREER: Investigating Middle and Secondary Mathematics Teachers' Transformative Learning of Statistics Within Professional Development","June 1, 2012 to May 31, 2017","The project will examine how teachers reason about variation subsequent to focused instruction and contribute knowledge to in-service middle and secondary mathematics teacher education by targeting characteristics of professional development that might support teachers' reasoning about variation in increasingly sophisticated ways. The project will produce a coherent collection of shareable instructional materials for use in introductory statistics education and teacher education in statistics.
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"CAREER: Investigating the Critical Junctures: Strategies that Broaden Minority Participation in STEM Fields","August 15, 2008 to July 31, 2012","This project conducts a systematic and empirical (both quantitative and qualitative) longitudinal study of the factors that influence students' decisions at critical junctures in the educational pipeline. The goals are too (a) broaden participation in science, technology, engineering, and math (STEM) fields and (b) improve the recruitment, retention, and success of minority undergraduate men in STEM and STEM-related fields across colleges and universities in the United States.
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"CAREER: L-MAP: Pre-service Middle School Teachers' Knowledge of Mathematical Argumentation and Proving","July 15, 2014 to June 30, 2019","This program of research will examine how middle school pre-service teachers' knowledge of mathematical argumentation and proving develops in teacher preparation programs. The project explores the research question: What conceptions of mathematical reasoning and proving do middle school preservice teachers hold in situations that foster reasoning about change, proportionality, and proportional relationships, as they enter their mathematics course sequence in their teacher preparation program, and how do these conceptions evolve throughout the program?
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"CAREER: Learning About Complex Causality in the Classroom ","July 1, 2009 to June 30, 2014","This project focuses on how children learn to reason about three aspects of complex causality; probabilistic causation; action at a distance; and distributed causality;and how to best support the development of this reasoning in classrooms. Through microgenetic study across the school year with small numbers of students in grades K-6, the study will characterize children's reasoning at different ages and how it shifts over time and with different learning supports."
"CAREER: Learning to Make Mathematical Connections","March 1, 2013 to July 31, 2015","The main goal of this mathematics education research project is to determine through experimentation specific teaching strategies that can be used to support middle school students in drawing connections between mathematical representations (fractions and ratios). The potential instructional strategies were identified from the Third International Mathematics and Science Study (TIMSS) video analyses study as the ones that best distinguished high performing countries from low performing countries.
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"CAREER: Learning to Support Productive Collective Argumentation in Secondary Mathematics Classes","July 1, 2012 to June 30, 2018","Research has shown that engaging students, including students from underrepresented groups, in appropriately structured reasoning activities, including argumentation, may lead to enhanced learning. This project will provide information about how teachers learn to support collective argumentation and will allow for the development of professional development materials for prospective and practicing teachers that will enhance their support for productive collective argumentation.
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"CAREER: Leveraging Contrasting Cases to Investigate Integer Understanding","May 15, 2014 to April 30, 2019","Most students learn about negative numbers long after they have learned about positive numbers, and they have little time or opportunity to build on their prior understanding by contrasting the two concepts. The purpose of this CAREER project is to identify language factors and instructional sequences that contribute to improving elementary students' understanding of addition and subtraction problems involving negative integers.
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"CAREER: Making Science Visible: Using Visualization Technology to Support Linguistically Diverse Middle School Students' Learning in Physical and Life Sciences","June 1, 2016 to May 31, 2021","
This project will investigate the potential benefits of interactive, dynamic visualization technologies in supporting science learning for middle school students, including ELLs. This project will identify design principles for developing such technology, develop additional ways to support student learning, and provide guidelines for professional development that can assist teachers in better serving linguistically diverse students. The project has the potential to transform traditional science instruction for all students, and to broaden their participation in science.
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"CAREER: Mathematics Instruction for English Language Learners (MI-ELL) ","July 15, 2011 to June 30, 2012","This study is investigating the classroom factors and teacher characteristics that contribute to Latino English Language Learners' (ELL) gains in mathematics learning in the eighth grade. In addition to looking for key characteristics that influence mathematics learning, the researchers are measuring teachers' knowledge of mathematics for teaching, quality of instruction, and knowledge about English learners.
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"CAREER: Multilevel Mediation Models to Study the Impact of Teacher Development on Student Achievement in Mathematics","September 1, 2016 to August 31, 2021","This project will develop a comprehensive framework to inform and guide the analytic design of teacher professional development studies in mathematics. An essential goal of the research is to advance a science of teaching and learning in ways that traverse both research and education.
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"CAREER: Noticing and Capitalizing on Important Mathematical Moments in Instruction","April 15, 2011 to March 31, 2012","This project investigates the outcomes of a teacher education model designed to foster prospective mathematics teachers' abilities to notice and capitalize on important mathematical moments in instruction. The project engages prospective teachers in research-like analysis of unedited teacher-perspective classroom video early in their teacher education coursework in order to help them learn to identify, assess the mathematical potential of, and respond to important student ideas and insights that arise during instruction.
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"CAREER: Noticing and Using Students' Prior Knowledge in Problem-Based Instruction","May 15, 2013 to April 30, 2018","This project will develop and study a professional development framework that is designed to help high school geometry teachers attend more carefully to student prior knowledge, interpret the learning implications of student prior knowledge, and adjust teaching practices accordingly. Participating teachers will participate in study groups that analyze animations of productive teaching practices; they will collaborate in planning, implementing, and analyzing geometry lessons; and they will critique videos of their own classroom instruction.
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"CAREER: Proof in Secondary Classrooms: Decomposing a Central Mathematical Practice","July 15, 2015 to June 30, 2020","This project will develop an intervention to support the teaching and learning of proof in the context of geometry. This study takes as its premise that if we introduce proof, by first teaching students particular sub-goals of proof, such as how to draw a conclusion from a given statement and a definition, then students will be more successful with constructing proofs on their own.
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"CAREER: Reciprocal Noticing: Latino/a Students and Teachers Constructing Common Resources in Mathematics","May 15, 2013 to April 30, 2018","The goal of this project is to extend the theoretical and methodological construct of noticing to develop the concept of reciprocal noticing, a process by which teacher and student noticing are shared. The researcher argues that through reciprocal noticing the classroom can become the space for more equitable mathematics learning, particularly for language learners.
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"CAREER: Scaffolding Engineering Design to Develop Integrated STEM Understanding with WISEngineering","July 1, 2013 to June 30, 2018","The development of six curricular projects that integrate mathematics based on the Common Core Mathematics Standards with science concepts from the Next Generation Science Standards combined with an engineering design pedagogy is the focus of this CAREER project.
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"CAREER: Supporting Computational Algorithmic Thinking (SCAT)—Exploring the Development of Computational Algorithmic Thinking Capabilities in African-American Middle School Girls","July 15, 2012 to June 30, 2017","The project at Spelman College includes activities that develop computational thinking and encourage middle school, African-American girls to consider careers in computer science. Over a three-year period, the girls attend summer camp sessions of two weeks where they learn to design interactive games. Experts in Computational Algorithmic Thinking as well as undergraduate, computer science majors at Spelman College guide the middle-school students in their design of games and exploration of related STEM careers.
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"CAREER: Supporting Middle School Students' Construction of Evidence-Based Arguments","August 15, 2010 to July 31, 2015","Doing science requires that students learn to create evidence-based arguments (EBAs), defined as claims connected to supporting evidence via premises. In this CAREER project, I investigate how argumentation ability can be enhanced among middle school students. The project entails theoretical work, instructional design, and empirical work, and involves 3 middle schools in northern Utah and southern Idaho."
"CAREER: Supporting Students' Proof Practices Through Quantitative Reasoning in Algebra","March 15, 2010 to June 30, 2017","The aim of this project is to explore the hypothesis that a curricular focus on quantitative reasoning in middle grades mathematics can enhance development of student skill and understanding about mathematical proof. The project is addressing that hypothesis through a series of studies that include small group teaching experiments with students, professional development work with teachers, and classroom field tests of curricular units that connect quantitative reasoning and proof in algebra."
"CAREER: Teacher Learning Communities: Centering the Teaching of Mathematics on Urban Youth","August 1, 2008 to July 31, 2013","This project integrates educational and research activities with the ultimate goal of improving the mathematics education of students in high poverty, urban high schools. The project focuses on developing secondary mathematics teachers‘ capacity for implementing culturally relevant mathematics pedagogy (CuReMaP). CuReMaP consists of teaching mathematics for understanding; centering mathematics instruction on students; and providing opportunities for students to develop critical consciousness about and with mathematics.
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"CAREER: Teaching and Learning Social Science Inquiry and Spatial Reasoning with GIS","April 1, 2010 to March 31, 2011","This research project aims to explore and understand how geographic information systems (GIS) can be used to promote and teach spatial thinking and social science inquiry skills. It addresses the research question: What are effective teaching practices using GIS to teach spatial thinking and social science inquiry in middle-school and undergraduate classrooms? This program will study the effectiveness of teaching practices for social science instruction with GIS in urban public schools for specific learning objectives.
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"CAREER: Teaching Practices That Support Fraction-Based Algorithmic Thinking","August 15, 2010 to July 31, 2015","The research and educational activities of this project focus on advancing the field in the area of fraction operation algorithm development. The goal of this research is to identify core mathematical teaching practices that engage and support students in algorithmic thinking associated with fraction operations. The educational product of this work will be written educational materials that can be used to support the general population of teachers in this domain."
"CAREER: Work Contexts, Teacher Learning Opportunities, and Mathematics Achievement of Middle School Students","December 15, 2012 to June 30, 2014","This CAREER proposal has four objectives: 1) examine the nature of mathematics teachers' learning opportunities for instructional improvement, 2) examine how work contexts influence the quality of teacher learning opportunities, 3) examine the impact of teacher learning opportunities on changes in student mathematics achievement over four years, and 4) work with district and school administrators to promote instructional improvement and student achievement by effectively providing learning opportunities to mathematics teachers.
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"Cases of Reasoning and Proving in Secondary Mathematics (CORP)","September 1, 2007 to August 31, 2012","Researchers are developing a practice-based curriculum for the professional education of preservice and practicing secondary mathematics teachers that focuses on reasoning and proving; has narrative cases as a central component; and supports the development of knowledge of mathematics needed for teaching. This curriculum is comprised of eight constellations of activities that focus on key aspects of reasoning and proving such as identifying patterns; making conjectures; providing proofs; and providing non-proof arguments.
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"CBMS Forum on the Content and Assessment of School Mathematics","October 1, 2009 to September 30, 2010","The Conference Board for the Mathematical Sciences (CBMS) is organizing and hosting a National Forum on the Content and Assessment of School Mathematics. The conference is intended to provide an opportunity for policy makers and the broad mathematics education community to provide input into the standards development process. CBMS will produce a white paper on the key issues.
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"CBMS National Forum on Content-based Professional Development for Teachers of Mathematics","September 15, 2010 to August 31, 2011","This project is organizing and hosting a National Forum on Content-Based Professional Development for Teachers of Mathematics. Expanding on work begun at two previous CBMS Forums, this third forum will provide the participants with a better understanding of the features of high quality content-based professional development and increase the number of college and university mathematics departments who partner with state departments and local school districts to provide professional development to working teachers.
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"CEIN: Predictive Toxicology Assessment and Safe Implementation of Nanotechnology in the Environment","September 1, 2008 to August 31, 2013","This project establishes a Center to conduct research and education on the interactions of nanomaterials with living systems and with the abiotic environment. The research combines high throughput screening assays with computational and physiological modeling to predict impacts at higher levels of biological organization. It will unite the fields of engineering, chemistry, physics, materials science, cell biology, ecology, toxicology, computer modeling, and risk assessment to establish the foundations of a new scientific discipline: environmental nanotoxicology.
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"CENSNet: An Architecture for Authentic Web-based Science Inquiry in Middle and High School","July 1, 2004 to December 31, 2009","This project provides middle school students and teachers access to live scientific data from the Center for Embedded Networked Sensing, and curriculum modules built around sensor networks that target core life science content and inquiry standards. This Web-based architecture allows students from ethnically diverse urban schools, typically underserved by technological innovation, to explore the same data that scientists use, and develops and evaluates fading technological and pedagogical scaffolds for inquiry as students gain competence.
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"Center for Emergent Materials","September 1, 2008 to August 31, 2014","This project performs integrated research on emergent materials and phenomena in magnetoelectronics. The aim of the research activities is to advance understanding of the emergent materials and phenomena and to develop highly sophisticated experimental and theoretical tools required to study them. Project activities include an innovative education research program aimed at cognition of materials science concepts, K-12 outreach and visitation programs, undergraduate research programs, and graduate-education enhancement programs.
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"Center for High Energy Physics Research and Education Outreach (CHEPREO): An Inter-regional Grid Enabled Center for High Energy Physics at FIU","September 15, 2008 to August 31, 2010","In its first five years, this project established a durable and vibrant learning community of high school teachers, high school students, university students, scientists, faculty, and associated stake-holders that continues to attract science and math students, using the project’s cutting-edge science and advanced cyberinfrastructure as compelling elements of study. This project continues by providing an education and research partnership derived from basic research in particle physics, grid computing, and advanced networking.
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"Center for the Mathematics Education of Latinos (CEMELA)","August 1, 2004 to July 31, 2012","The goal of the Center for the Mathematics Education of Latinos/as is to advance the field of mathematics education by:
(A) Developing an integrated model that connects mathematics teaching and learning to the cultural, social, and linguistic contexts of Latino/as students and (B) Increasing the number of mathematics educators and teachers with this integrated knowledge to ultimately improve the mathematics education of Latinos/as, particularly those of low-income backgrounds.
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"Center for the Study of Mathematics Curriculum","January 1, 2004 to June 30, 2013","This project will advance the research base and leadership capacity supporting K-12 mathematics curriculum design, analysis, implementation and evaluation. It will serve the K-12 educational community by focusing scholarly inquiry and professional development around the issues of mathematics curriculum, examining and characterizing their role and influence on both teaching and student learning. The Center will test strategies and produce new knowledge about the impact of curriculum materials on student and teacher learning.
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"Centers for Learning and Teaching: Research to Identify Changes in Mathematics Education Doctoral Preparation and the Production of New Doctorates","August 1, 2014 to July 31, 2018","This project will research the programmatic changes that resulted from the NSF investment in Centers for Learning and Teaching of Mathematics (CLT) at the 31 participating institutions. It will provide information on the core elements of doctoral preparation in mathematics education at the institutions and ways in which participation in the CLTs has changed their programs.
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"Change Associated with Readiness, Education and Efficacy in Reform Science (CAREERS)","July 15, 2005 to June 30, 2011","This study brings together researchers from education, psychology and the sciences and scholar-practitioners to examine the factors that can be addressed in the preparation of both pre-service and in-service teachers to guide elementary children in exploratory and inquiry-based science lessons. The goal is to develop models that describe the interconnections among key constructs in order to reexamine the content of elementary science methods courses, mentoring for early career teachers, professional development opportunities and coaching.
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"Change Thinking for Global Science: Fostering and Evaluating Inquiry Thinking About the Ecological Impacts of Climate Change","August 1, 2009 to July 31, 2013","This project draws from the expertise of a fully collaborative educator-scientist team to create learning progressions, curricular units and assessment instruments towards large scale research on the teaching and learning of climate change and impacts by 7-12th graders in primarily under-resourced schools. Products include eight week curricular units, IPCC-compliant simplified future scenarios, an online interface with guided predictive distribution modeling, and research results."
"Changing Culture in Robotics Classroom (Collaborative Research: Schunn)","September 1, 2014 to August 31, 2017","Computational and algorithmic thinking are new basic skills for the 21st century. Unfortunately few K-12 schools in the United States offer significant courses that address learning these skills. However many schools do offer robotics courses. These courses can incorporate computational thinking instruction but frequently do not. This research project aims to address this problem by developing a comprehensive set of resources designed to address teacher preparation, course content, and access to resources.
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"Changing Culture in Robotics Classroom (Collaborative Research: Shoop)","September 1, 2014 to August 31, 2017","Computational and algorithmic thinking are new basic skills for the 21st century. Unfortunately few K-12 schools in the United States offer significant courses that address learning these skills. However many schools do offer robotics courses. These courses can incorporate computational thinking instruction but frequently do not. This research project aims to address this problem by developing a comprehensive set of resources designed to address teacher preparation, course content, and access to resources.
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"Changing Curriculum, Changing Practice","September 1, 2010 to August 31, 2012","This project is studying the impact of implementing a NSF-funded, high school mathematics curriculum that emphasizes mathematical habits of mind. This curriculum focuses on ways of thinking and doing mathematics in contrast with curricula that focus on mathematical topics. The project is studying the development of teachers' mathematical knowledge for teaching and their capacity to align their instruction with the new curriculum.
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"Chemistry Facets: Formative Assessment to Improve Student Understanding in Chemistry","September 15, 2007 to August 31, 2011","This project implemented a facets-of-thinking perspective to design tools and practices to improve high school chemistry teachers' formative assessment practices. Goals are to identify and develop clusters of facets related to key chemistry concepts; develop assessment items; enhance the assessment system for administering items, reporting results, and providing teacher resource materials; develop teacher professional development and resource materials; and examine whether student learning in chemistry improves in classes that incorporate a facet-based assessment system.
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"Children's Understanding of Functions in Grades K-2 ","August 1, 2011 to July 31, 2014","This project is studying how young children in grades K-2 understand mathematical concepts that are foundational for developing algebraic thinking. Researchers are contributing to an ongoing effort to develop a learning trajectory that describes how algebraic concepts are developed. The project uses teaching experiments, with researchers talking directly to students as they explore algebraic ideas. They explore how students think about and develop concepts related to covariation, representations of functions, relationships among variable, and generalization.
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"Climate Change Narrative Game Education (CHANGE)","September 15, 2013 to August 31, 2016","This exploratory project helps high school students learn complex Global Climate Change (GCC) science by making it personally relevant and understandable. CHANGE creates a prototype curriculum, and integrates it into elective Marine Sciences high school courses. Research will examine the project's impact on student learning of climate science, student attitude toward science, and teacher instruction of climate science.
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"Closing the Math Achievement Gap for English Language Learners: Technology Resources for Pre-algebra","August 21, 2008 to July 31, 2011","The project addresses the relatively poor mathematics achievement of students who are not proficient in English. It includes research on how English language learners in beginning algebra classes solve math word problems with different text characteristics. The results of this research inform the development of technology-based resources to support ELLs’ ability to learn mathematics through instruction in English, including tutorials in math vocabulary, integrated glossaries, and interactive assistance with forming equations from word problem text.
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"Cluster Randomized Trial of the Efficacy of Early Childhood Science Education for Low-Income Children ","August 15, 2011 to July 31, 2017","The research goal of this project is to evaluate whether an early childhood science education program, implemented in low-income preschool settings produces measurable impacts for children, teachers, and parents. The study is determining the efficacy of the program on Science curriculum in two models, one in which teachers participate in professional development activities (the intervention), and another in which teachers receive the curriculum and teachers' guide but no professional development (the control).
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"CLUSTER: Investigating a New Model Partnership for Teacher Preparation (Collaborative Research: Gupta)","April 1, 2006 to March 31, 2011","This project integrates the informal and formal science education sectors, bringing their combined resources to bear on the critical need for well-prepared and diverse urban science teachers. The study is designed to examine and document the effect of this integrated program on the production of urban science teachers. This study will also research the impact of internships in science centers on improving classroom science teaching in urban high schools.
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"CLUSTER: Investigating a New Model Partnership for Teacher Preparation (Collaborative Research: Steinberg)","April 1, 2006 to March 31, 2011","This project integrates the informal and formal science education sectors, bringing their combined resources to bear on the critical need for well-prepared and diverse urban science teachers. The study is designed to examine and document the effect of this integrated program on the production of urban science teachers. This study will also research the impact of internships in science centers on improving classroom science teaching in urban high schools.
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"CodeR4STATS - Code R for AP Statistics","September 1, 2014 to August 31, 2018","This project builds on prior efforts to create teaching resources for high-school Advanced Placement Statistics teachers to use an open source statistics programming language called ""R"" in their classrooms. The project brings together datasets from a variety of STEM domains, and will develop exercises and assessments to teach students how to program in R and learn the underlying statistics concepts.
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"Coherent Implementation of Mathematics Instructional Materials: A Study of the Variations and Effects of District Supports for Implementation","October 1, 2009 to September 30, 2013","This project is a four-year, longitudinal, mixed-methods study of 12 school districts’ implementation of elementary mathematics instructional materials. It investigates the relationships among the district level of coherence of implementation, the school level of support for implementation, the school level of use of materials, and the effects on student outcomes.
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"Collaborative Math: Creating Sustainable Excellence in Mathematics for Head Start Programs","September 1, 2015 to August 31, 2019","This project will adapt and study a promising and replicable teacher professional development (PD) intervention, called Collaborative Math (CM), for use in early childhood programs. Prepared as generalists, preschool teachers typically acquire less math knowledge in pre-service training than their colleagues in upper grades, which reduces their effectiveness in teaching math. To address teacher PD needs, the project will simultaneously develop teacher content knowledge, confidence, and classroom practice by using a whole teacher approach.
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"Collaborative Online Projects for ELL Students (COPELLS)","September 1, 2009 to August 31, 2013","This project is studying effects of linguistically sensitive science instructional materials by translating, enhancing, and evaluating culturally relevant and linguistically appropriate Collaborative Online Projects (originally written in Spanish) for middle school Spanish-speaking English Language Learners.
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"Common Online Data Analysis Platform (CODAP)","October 1, 2013 to September 30, 2016","This project aims to engage students in meaningful scientific data collection, analysis, visualization, modeling, and interpretation. It targets grades 9-12 science instruction. The proposed research poses the question ""How do learners conceive of and interact with empirical data, particularly when it has a hierarchical structure in which parameters and results are at one level and raw data at another?""
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"Communication in Science Inquiry Project (CISIP)","July 1, 2004 to December 31, 2010","CISIP is a professional development program that enables English and science teachers to help students to learn content and communicate scientifically. The CISIP program: Translates How Students Learn Science in the Classroom and Common Core State Standards for student success; targets learning within a classroom discourse community that focuses on argumentation; and takes a team of science and English teachers at schools from middle level through university who collaborate.
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"Communities of Effective Practice: A Professional Stem Development Model for Teachers of American Indian Students","May 1, 2006 to April 30, 2010","This project establishes and implements a professional development model with teachers of Native American students by creating a culturally relevant science, technology, engineering and mathematics teacher in-service model. The project seeks to improve teacher preparation in science and mathematics for Native Americans by creating culturally relevant curriculum materials and providing teacher participants with structured professional development. The goal is to develop an in-service model that can be transported to other Native American nations and schools.
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"Community for Advancing Discovery Research in Education (CADRE)","October 1, 2008 to September 30, 2018","CADRE is the resource network that supports researchers and developers who participate in DR K-12 projects on teaching and learning in the science, technology, engineering and mathematics disciplines. CADRE works with projects to strengthen and share methods, findings, results and products, helping to build collaboration around a strong portfolio of STEM education resources, models and technologies. CADRE raises external audiences’ awareness and understanding of the DR K-12 program, and builds new knowledge.
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"Community Oriented Science Education","September 1, 2009 to August 31, 2012","This project contributes to the emerging knowledge base for reform-minded middle school STEM instructional materials development through the development, field-testing, and evaluation of a prototype instructional materials module specifically designed to stimulate and sustain urban-based students’ interest in STEM. The module includes guided inquiry-oriented activities thematically linked by the standards-aligned concept of energy transfer, which highlight the fundamental processes and integrative nature of 21st century scientific investigation.
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"Community-Based Engineering Design Challenges for Adolescent English Learners","October 1, 2012 to September 30, 2015","This study is based on a theoretical model that embeds engineering design within social, cultural, and linguistic activity, seeking to understand (a) how adolescent English learners draw from various linguistic, representational, and social resources as they work toward solving community-based engineering design challenges; (b) the problems they face in working on the challenges and how they seek to overcome those problems; and (c) adolescents' willingness to conceptualize themselves as future engineers.
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"Completing, Validating, and Linking Learning Trajectories for K-8 Rational Number Reasoning Tied to the Common Core Standards ","August 1, 2011 to July 31, 2015","This project will build and validate learning trajectories (LTs) in mathematics for fraction, ratio, and for decimal and percent to represent learning by grades 3-7 students. A system will be developed to automate data collection for field testing assessment items to determine students' attainment of proficiency levels. Three LTs will be produced and validated along with over 125 assessment items for each of these three trajectories. These assessment items will be useful for diagnosing student learning.
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"Computer Science in Secondary Schools (CS3): Studying Context, Enactment, and Impact","August 1, 2014 to July 31, 2018","This project will examine the relationships among the factors that influence the implementation of the Exploring Computer Science (ECS), a pre-Advanced Placement curriculum that prepares students for further study in computer science. This study elucidates how variation in curricular implementation influences student learning and determines not only what works, but also for whom and under what circumstances.
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"Computer-Supported Math Discourse Among Teachers and Students (Collaborative Research: Powell)","September 1, 2011 to August 31, 2018","This project will design, develop, and test an online collaborative learning environment where students and teachers solve mathematical problems and communicate their thinking. This online collaborative learning environment will help increase the quality and quantity of math discourse among mathematics teachers and students. The researchers will also examine the impact of the online collaborative learning environment on students' significant mathematical discourse and achievement.
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"Computer-Supported Math Discourse Among Teachers and Students (Collaborative Research: Weimar)","September 1, 2011 to August 31, 2018","This project will design, develop, and test an online collaborative learning environment where students and teachers solve mathematical problems and communicate their thinking. This online collaborative learning environment will help increase the quality and quantity of math discourse among mathematics teachers and students. The researchers will also examine the impact of the online collaborative learning environment on students' significant mathematical discourse and achievement.
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"Concept Inventories and Chemistry Misconceptions: Chemistry Education Research Doctoral Scholars Program","September 1, 2007 to August 31, 2011","In response to the critical need for scholars with deep content knowledge in chemistry and the specialized training to conduct CER, this capacity building project prepares scholars whose research marries expertise in instrument design with extensive literature on chemistry misconceptions, resulting in the development of concept inventories as reliable and valid measures of student learning for use by chemistry teachers (both high school and post-secondary) and chemistry education researchers.
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"Conceptual Model-based Problem Solving: A Response to Intervention Program for Students with Learning Difficulties in Mathematics","September 1, 2015 to August 31, 2018","This project will develop a cross-platform mathematics tutoring program that addresses the problem-solving skill difficulties of second- and third-grade students with learning disabilities in mathematics (LDM). COMPS-A is a computer-generated instructional program focusing on additive word problem solving; it will provide tutoring specifically tailored to each individual student's learning profile in real time.
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"Conference 2008 -- Integrating Science and Mathematics Education Research into Teaching IV: Resources and Tool for Improved Learning","May 1, 2008 to April 30, 2010","The purposes of this conference include bringing together 150 participants from all aspects of STEM education to exchange ideas about research, curriculum, and assessment; to help teachers integrate research-based instructional strategies in their teaching; and to build sustainable collaborations between participants. It includes three days of parallel presentations and discussion followed by a two-day summer academy. A focus on research-based strategies that advance the successful participation of underrepresented groups is embedded in all activities.
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"Conference on Research on the Enacted Mathematics Curriculum","April 1, 2010 to March 31, 2012","The University of South Florida is hosting a conference on Research on the Enacted K-12 Mathematics Curriculum. The purpose of the conference is to explicate the theory on mathematics curriculum enactment, defining key constructs and explaining how they are expected to interact, and why, in order to facilitate the systematic accumulation of knowledge about mathematics curriculum enactment that can guide policy and practice."
"Conference Series for Recent Graduates and Advanced Doctoral Students in Mathematics Education","September 1, 2009 to August 31, 2013","The Service, Teaching, and Research (STaR) Project supports networking of early career professionals in mathematics education in higher education. Summer conferences and academic year networking allow time for trust and collegiality to develop, and thereby provide opportunities for important issues/challenges to be identified and addressed. This sustained effort promotes networking, constructs an environment that allows working research groups to be established, and provides time for significant professional growth and leadership capacity to flourish.
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"Confronting the Challenges of Climate Literacy (Collaborative Research: Ellins)","September 15, 2010 to August 31, 2014","This project is developing inquiry-based, lab-focused, online Climate Change EarthLabs modules as a context for ongoing research into how high school students grasp change over time in the Earth System on multiple time scales. This project examines the challenges to high-school students' understanding of Earth's complex systems, operating over various temporal and spatial scales, and by developing research-based insights into effective educational tools and approaches that support learning about climate change and Earth Systems Science.
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"Confronting the Challenges of Climate Literacy (Collaborative Research: Ledley)","September 15, 2010 to August 31, 2012","This project is developing inquiry-based, lab-focused, online Climate Change EarthLabs modules as a context for ongoing research into how high school students grasp change over time in the Earth System on multiple time scales. This project examines the challenges to high-school students' understanding of Earth's complex systems, operating over various temporal and spatial scales, and by developing research-based insights into effective educational tools and approaches that support learning about climate change and Earth Systems Science.
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"Confronting the Challenges of Climate Literacy (Collaborative Research: McNeal)","September 15, 2010 to October 31, 2015","This project is developing inquiry-based, lab-focused, online Climate Change EarthLabs modules as a context for ongoing research into how high school students grasp change over time in the Earth System on multiple time scales. This project examines the challenges to high-school students' understanding of Earth's complex systems, operating over various temporal and spatial scales, and by developing research-based insights into effective educational tools and approaches that support learning about climate change and Earth Systems Science.
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"Connected Biology: Three-Dimensional Learning from Molecules to Populations (Collaborative Research: Reichsman)","October 1, 2016 to September 30, 2020","This project will design, develop, and examine the learning outcomes of a new curriculum unit for biology that embodies the conceptual framework of the Next Generation Science Standards (NGSS). The curriculum materials to be developed by this project will focus on two areas of study that are central to the life sciences: genetics and the processes of evolution by natural selection.
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"Connected Biology: Three-Dimensional Learning from Molecules to Populations (Collaborative Research: White)","October 1, 2016 to September 30, 2020","This project will design, develop, and examine the learning outcomes of a new curriculum unit for biology that embodies the conceptual framework of the Next Generation Science Standards (NGSS). The curriculum materials to be developed by this project will focus on two areas of study that are central to the life sciences: genetics and the processes of evolution by natural selection.
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"Connected Chemistry as Formative Assessment","September 1, 2009 to August 31, 2012","This project is developing, validating, and evaluating computer modeling-based formative assessments to improve student learning in chemistry. Activities include developing a series of computer models related to key topics in high school chemistry, developing questions to probe student understanding of matter and energy, identifying teaching and learning resources appropriate for different levels of student conceptual understanding, and developing professional development resources on integrating formative assessments into high school chemistry courses.
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"Connecting Children's Mathematical Thinking to Community and Family Funds of Knowledge in Elementary Mathematics Methods Course","September 1, 2007 to August 31, 2009","This conference, convened in May 2008, produced a conceptual framework, a research agenda, and an instructional unit for elementary mathematics methods classes. A total of 35 participants were invited to attend, and participating faculty members were asked to bring a graduate student. The conference was scheduled for 2.5 days supplemented with significant pre-conference and post-conference activities.
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"Connecting Content and Pedagogical Education of Pre-service Teachers (CONCEPT)","June 1, 2005 to May 31, 2009","The primary goal of the project is to enhance secondary mathematics teacher education for pre-service teachers by developing, implementing and disseminating resources from a four-course curriculum that brings together the study of mathematics content and pedagogy. Three of the courses are problem-based technology enhanced (PBTE) courses in Algebra and Calculus, Geometry, and Probability and Statistics. A fourth course is a capstone course in Teaching and Learning Secondary School Mathematics.
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"Connecting Science and Literacy Program: Professional Development Resources for Elementary Teachers","July 1, 2004 to June 30, 2010","This project is developing multi-media professional development resources that will enhance PreK-8 teachers' understanding of how to employ instructional strategies from the field of literacy in developing students' scientific understanding. Four modules are resources on specific uses of science literacy; four are case studies offering examples of best practices, including video components. The 9th module provides an introduction to the theoretical underpinnings and research studies that support linking science and literacy.
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"Considering the Future of K-12 STEM Curricula and Instructional Materials: Stimulating and Supporting New Developments","September 15, 2009 to August 31, 2011","This project provides visionary leadership to the education community by (a) identifying and analyzing the needs and opportunities for future STEM curriculum development and (b) recommending policy positions and actions by funding agencies and STEM educators regarding the development and implementation of STEM school curricula.
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"Constructing and Critiquing Arguments in Middle School Science Classrooms: Supporting Teachers with Multimedia Educative Curriculum Materials ","September 1, 2011 to August 31, 2014","This project is developing Earth and Space Science multimedia educative curriculum materials (MECMs) and a system to facilitate teachers' learning and beliefs of scientific argumentation. The project is investigating the impact of the MECMs on teachers' beliefs about scientific argumentation and their related pedagogical content knowledge. The overarching research question focuses on how can multimedia educative curriculum materials provide support to middle school science teachers in implementing standards for constructing and critiquing arguments.
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"Content Mentoring and Its Impact on Middle Grades Mathematics and Science Teacher Effectiveness","July 1, 2006 to June 30, 2011","This project tests whether mentoring middle school science and math teachers by University Ph.D. STEM faculty has a positive effect on the teachers' understanding of science, their teaching ability and the learning outcomes of their students. The goal of this research study is to strengthen the theoretical underpinning of best practices in middle grades math and science teaching and to enhance the knowledge base for teacher recruitment, preparation, induction and retention.
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"Continuous Learning and Automated Scoring in Science (CLASS)","September 1, 2011 to August 31, 2015","This five-year project investigates how to provide continuous assessment and feedback to guide students' understanding during science inquiry-learning experiences, as well as detailed guidance to teachers and administrators through a technology-enhanced system. The assessment system integrates validated automated scorings for students' written responses to open-ended assessment items into the ""Web-based Inquiry Science Environment"" (WISE) program.
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"Core Math Tools","January 15, 2012 to December 31, 2012","This project is developing Core Math Tools, a suite of Java-based software including a computer algebra system (CAS), interactive geometry, statistics, and simulation tools together with custom apps for exploring specific mathematical or statistical topics. Core Math Tools is freely available to all learners, teachers, and teacher educators through a dedicated portal at the National Council of Teachers of Mathematics (NCTM) web site.
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"Creation and Dissemination of Upper-elementary Mathematics Assessment Modules","May 1, 2009 to April 30, 2012","This project has constructed, pilot tested, validated, and is now disseminating assessments of student achievement for use in upper elementary grades.
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"Crisis in K-16 STEM Education: A Regional Conference to Promote Local Solutions to a National Problem","February 1, 2012 to January 31, 2013","This award is for the funding of a regional conference to study the future of STEM education, the impact of underrepresented and disadvantaged groups with regards to STEM, and STEM job growth and workforce development in a regional, as opposed to a national, context.
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"Critical Issues in Mathematics Education 2017","April 1, 2017 to March 31, 2018","This conference will continue the workshop series Critical Issues in Mathematics Education (CIME). The CIME workshops engage professional mathematicians, education researchers, teachers, and policy makers in discussions of issues critical to the improvement of mathematics education from the elementary grades through undergraduate years. The workshop will deal with the problem of providing quality math education to all, and the barriers to doing so.
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"Cross-National Comparison of School and District Supports for High-Quality Mathematics Instruction in the US and China","September 15, 2013 to August 31, 2014","This RAPID project is a cross-national comparative study of U.S. and Chinese instructional support systems, building from earlier data about mathematics teaching and learning in large urban school districts of both the United States and the People's Republic of China. The study uses quantitative methods to compare and contrast the effectiveness of supports (e.g., professional development, teacher networks, school leadership) in improving teachers' instructional practices and student achievement using comparable instrumentation.
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"Cross-Sector Insights Toward Aligning Education Research and Real-World Impact","September 1, 2013 to August 31, 2014","The goal of the project is to inform the development of an impact-based research methodology (IBR) to enable a more direct and overt connections between academic research on games and the development of educational products and services that are sustainable and scalable.
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"Cultivating Hispanics and African Americans Reading, Math, Science (CHARMS) in Elementary Schools for Girls Conference","September 1, 2010 to August 31, 2011","This project is analyzing and sharing baseline data on the achievement of African American and Hispanic girls on national and state assessments. The objectives of the project are to: (1) conduct a critical analysis of achievement data for African American and Hispanic female students; (2) organize a conference featuring presentation of the data analysis and a national speaker; (3) provide STEM career information and materials; and (4) share results of the achievement data analysis.
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"Culturally Responsive Indigenous Science: Connecting Land, Language, and Culture","September 1, 2017 to August 31, 2021","This Culturally Responsive Indigenous Science project seeks to advance this knowledge base through research and by catalyzing new approaches to Indigenous science, technology, engineering, and mathematics (ISTEM) learning. Using an ISTEM focused model, the project will develop, test, and implement a culturally responsive land-based curriculum that integrates Western science, multimodal technologies and digital tools, and Native American tribal knowledge, cultures and languages to investigate and address local environmental science and sustainability concerns.
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"Cumulative Learning using Embedded Assessment Results (CLEAR)","September 15, 2008 to August 31, 2012","This project focuses on the challenge of using assessment of relevant STEM content to improve K-12 teaching and learning. CLEAR takes advantage of new technologies and research findings to investigate ways that science assessments can both capture and contribute to cumulative, integrated learning of standards-based concepts in middle school courses. The project will research new forms of assessment that document students' accumulation of knowledge and also serve as learning events.
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"Current Climate Changes over Eastern Siberia and Interior Alaska and their Impact on Permafrost Landscapes, Ecosystem Dynamics, and Hydrological Regime","May 15, 2008 to April 30, 2011","Through integration of research and education, this project is providing high resolution data on the spatial distribution of the thermal state of permafrost in Alaska, improving the general knowledge of Earth's climatic patterns, bringing science to remote Alaskan villages, and providing an opportunity for younger generations to take part in understanding Earth's climatic and hydrologic systems.
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"Curriculum and Assessment Partnership Conference ","March 1, 2011 to February 29, 2012","This conference's primary goal is to discuss issues and recommend actions regarding assessment design and production that arise in an environment of Common Core State Standards (CCSS). Participants will include representatives from the governing states as well as from the leadership teams of the assessment consortia along with experts in curriculum development, standards implementation and assessment.
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"Curriculum Topic Study -- A Systematic Approach to Utilizing National Standards and Cognitive Research","May 15, 2004 to April 30, 2010","This project is developing a series of print and web resource guides in science and mathematics based on curriculum topic study (CTS), an approach developed and tested successfully. CTS is used to provide a systematic way of intellectually engaging K-12 mathematics and science teachers with national standards and cognitive research. It is used to engage teachers in thought and discussion about both content and appropriate ways of teaching that content.
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"Cyber-enabled Design Research to Enhance Teachers' Critical Thinking Using a Major Video Collection on Children's Mathematical Reasoning (Collaborative Research: Derry)","September 15, 2008 to August 31, 2012","This project is demonstrating the use of cyber-enabled technologies to build and share adaptable interventions for pre- and in-service teacher growth that effectively make use of major video collections and have high promise of success at multiple sites. The cyber infrastructure being significantly extended through this project is supporting development and documentation of additional interventions for teacher professional development using this video collection, as well as other videos that might be added in the future.
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"Cyber-enabled Design Research to Enhance Teachers' Critical Thinking Using a Major Video Collection on Children's Mathematical Reasoning (Collaborative Research: Maher)","September 15, 2008 to August 31, 2012","This project is working to create a cyber infrastructure that supports development and documentation of additional interventions for teacher professional development using the video collection, as well as other videos that might be added in the future by teacher educators or researchers, including those working in other STEM domains.
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"Cyber-enabled Earth Exploration: Development of Materials for Middle School Earth Science Instruction","August 1, 2009 to July 31, 2012","This project is developing new instructional materials for middle school earth science classes that incorporate emerging cyber-enabled technologies such as Google Earth as a transformative data analysis tool. The materials emphasize the use of claims, evidence, and reasoning in the exploration of volcanoes, earthquakes, and plate tectonics, leading students through a process of discovery to help them build a deeper understanding of the driving forces and resulting manifestations of plate tectonics.
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"Cyber-Enabled Learning: Digital Natives in Integrated Scientific Inquiry Classrooms (Collaborative Research: Campbell)","October 1, 2012 to September 30, 2015","This project explores the potential of information and communications technologies (ICT) as cognitive tools for engaging students in scientific inquiry and for enhancing teacher learning. A comprehensive professional development program of over 240 hours, along with follow-up is used to determine how teachers can be supported to use ICT tools effectively in classroom instruction to create meaningful learning experiences for students, reduce the gap between formal and informal learning, and improve student learning outcomes.
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"Cyber-Enabled Learning: Digital Natives in Integrated Scientific Inquiry Classrooms (Collaborative Research: Wang)","September 1, 2010 to August 31, 2011","This project investigated the professional development needed to make teachers comfortable teaching with multi-user simulations and communications that students use every day. The enactment with OpenSim (an open source, modular, expandable platform used to create simulated 3D spaces with customizable terrain, weather and physics) also provides an opportunity to demonstrate the level of planning and preparation that go into fashioning modules with all selected cyber-enabled cognitive tools framed by constructivism, such as GoogleEarth and Biologica."
"CyberSTEM: Making Discovery Visible Through Digital Games ","September 1, 2011 to August 31, 2014","CyberSTEM is developing and testing an integrated digital gaming network that spans homes, schools, and informal learning settings, offering a suite of digital games based on cutting-edge discoveries in the life sciences. The project asks if participation in CyberSTEM leads to increased learning in six areas: interest in science, conceptual knowledge, scientific reasoning, reflection on knowing, participating in science, and identifying as a scientist. The target audience includes youth in grades 6-9.
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"Data Explorations in Ecology Project (DEEP)","September 1, 2010 to August 31, 2013","This project evaluates the benefits of using different types of place-based ecological data in high school science classrooms. This project will assess the use of first-hand (collected by students) and real-time second-hand data in teaching science and critical thinking skills. The guiding question for the project is ""Does using place-based, first-hand ecological evidence, and relating that to place-based, second-hand data, improve students' environmental science literacy, nature of science understanding, and knowledge of ecological concepts?""
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"Data Games: Tools and Materials for Learning Data Modeling (Collaborative Research: Finzer)","September 1, 2009 to August 31, 2012","The Data Games project has developed software and curriculum materials in which data generated by students playing computer games form the raw material for mathematics classroom activities. Students play a short video game, analyze the game data, develop improved strategies, and test their strategies in another round of the game.
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"Data Games—Tools and Materials for Learning Data Modeling (Collaborative Research: Konold)","September 1, 2009 to August 31, 2012","This project is developing software and curriculum materials in which data generated by students playing computer games form the raw material for mathematics classroom activities. Students play a short video game, analyze the game data, conjecture improved strategies, and test their strategies in another round of the game.
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"Design and Execution of a Design Laboratory (Learning Lab) for STEM Projects","February 15, 2015 to January 31, 2016","Networked Improvement Communities (NICs) are a structure for redefining the relationship between education research and development and practice so as to more effectively address real problems in order to produce knowledge that can meaningfully contribute to improvement. This project provides an opportunity to learn how best to implement NIC principles so as to realize their potential to support STEM initiatives.
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"Design and Use of Illustrations in Test Items as a Form of Accommodation for English Language Learners in Science and Mathematics Assessment","September 1, 2008 to August 12, 2012","This project investigates how vignette illustrations minimize the impact of limited English proficiency on student performance in science tests. Different analyses will determine whether and how ELL and non-ELL students differ significantly on the ways they use vignettes to make sense of items; whether the use of vignettes reduces test-score differences due to language factors between ELL and non-ELL students; and whether the level of distance of the items moderates the effectiveness of vignette-illustrated items.
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"Design Technology and Engineering Education for English Learner Students: Project DTEEL","June 1, 2015 to May 31, 2018","One significant challenge facing elementary STEM education is the varied preparation of English-language learners. The project addresses this with an innovative use of engineering curriculum to build on the English-language learners' prior experiences. The project will support teachers' learning about strategies for teaching English-language learners and using engineering design tasks as learning opportunities for mathematics, science and communication skills.
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"Designing a Middle Grades Spatial Skills Curriculum","July 1, 2017 to June 30, 2020","This project will create a portable training system that can be easily deployed in middle grades (5th-7th grade) as a prototype for increasing students' spatial reasoning skills. The project will study gender differences in spatial reasoning and examine how learning experiences can be designed to develop spatial skills using Minecraft as a platform.
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"Designing an Integrated Framework for Genetics Education to Develop Innovative Curricula and Assessments ","August 15, 2011 to July 31, 2012","This project is developing a model for integrating best practices in technology-supported instructional design and formative assessment for genetics instruction in upper elementary, middle and high school. Using the Web-based Inquiry Science Environment platform, the project is developing school curriculum that scaffold and model scientific practices, enable students to interface with real-world problems, provide opportunities for students to make connections between visible phenomena and underlying genetic processes, and promote student monitoring and reflection on learning.
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"Designing Assessments in Physical Science Across Three Dimensions (Collaborative Research: Harris)","September 1, 2013 to August 31, 2017","This is a collaborative project to develop, test, and analyze sets of technology-supported diagnostic classroom assessments for middle school (grades 6-8) physical science. Assessments are aligned with the performance assessment and evidence-centered design methodologies suggested in the Framework for K-12 Science Education (NRC, 2012).
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"Designing Assessments in Physical Science Across Three Dimensions (Collaborative Research: Krajcik)","September 1, 2013 to August 31, 2017","This is a collaborative project to develop, test, and analyze sets of technology-supported diagnostic classroom assessments for middle school (grades 6-8) physical science. Assessments are aligned with the performance assessment and evidence-centered design methodologies suggested in the Framework for K-12 Science Education (NRC, 2012).
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"Designing Assessments in Physical Science Across Three Dimensions (Collaborative Research: Pellegrino)","September 1, 2013 to August 31, 2017","This is a collaborative project to develop, test, and analyze sets of technology-supported diagnostic classroom assessments for middle school (grades 6-8) physical science. Assessments are aligned with the performance assessment and evidence-centered design methodologies suggested in the Framework for K-12 Science Education (NRC, 2012).
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"Designing Learning Organizations for Instructional Improvement in Mathematics","June 1, 2006 to May 31, 2011","MIST is a five-year study of four large, urban districts implementing ambitious mathematics reform initiatives in the middle grades. The study uses a mixed-methods research design to investigate how changes in the school and district settings in which mathematics teachers work influence their instructional practices, students' learning opportunities, and student achievement.
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"Designing Professional Development Resources that Lead to Effective Science and Expository Writing Instruction","April 1, 2006 to March 31, 2012","This project is developing professional resources to help elementary teachers strengthen their students' writing skills, particularly writing in science notebooks. The proposed resources would include print and multi-media formats for teachers and handbooks for their professional development providers.
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"Developing A Discourse Observation Tool and Online Professional Development to Promote Science, Oral Language and Literacy Development from the Start of School","September 15, 2016 to August 31, 2020","The goal of this project is to develop a classroom observation tool and an online professional development model to help early-elementary teachers improve science instruction among young learners by cultivating scientific discourse.
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"Developing a Model of STEM-Focused Elementary Schools (eSTEM)","August 15, 2016 to July 31, 2019","This project will study five elementary STEM schools from across the U.S. that are inclusive of students from underrepresented groups in order to determine what defines these schools and will use an iterative case study replication design to study the design and implementation of five exemplary eSTEM schools with the goal of developing a logic model that highlights the commonalities in core components and target outcomes across the schools, despite the different school contexts.
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"Developing a Professional Learning Community Model for Secondary Precalculus Teachers: A Model for Teacher Professional Growth","May 1, 2004 to April 30, 2010","This project is producing a model for a Professional Learning Community (PLC) for pre-calculus teachers in secondary schools. It generates research knowledge from cycles of (1) defining, (2) studying and (3) refining the model and its components. The project leadership team are then be able to describe the support structure, group processes and tools needed to assist secondary pre-calculus teachers in providing high quality instruction for their students.
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"Developing Algebra-ready Students for Middle School: Exploring the Impact of Early Algebra","September 1, 2011 to August 31, 2013","This project is developing and testing a curricular learning progression of early algebra objectives and activities for students in grades 3 - 5. The goal of the work is to provide teachers with curricular guidance and instructional resources that are useful in preparing students for success in study of algebra at the middle grade level. The project is also developing and validating assessment tools for evaluating student progress toward essential pre-algebra mathematical understandings.
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"Developing an Empirically-tested Learning Progression for the Transformation of Matter to Inform Curriculum, Instruction and Assessment Design","September 15, 2008 to August 31, 2012","A principled framework is created for the development of learning progressions in science that can demonstrate how their use can transform the way researchers, educators and curriculum developers conceptualize important scientific constructs. Using the construct of transformation of matter, which requires understanding of both discrete learning goals and also the connections between them, a hypothetical learning progression is constructed for grades 5-12.
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"Developing an Integrated Assessment and Support System for Elementary Teacher Education","July 15, 2006 to June 30, 2010","The project team is developing, implementing and evaluating a prototype for an integrated assessment system in elementary teacher education in mathematics. The project is documenting both the development of the student teachers in the practice of teaching mathematics to students from diverse backgrounds and of cooperating teachers and field instructors as they learn to analyze the practice of the student teachers and provide feedback.
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"Developing and Evaluating Assessments of Problem Solving (Collaborative Research: Bostic)","September 1, 2017 to August 31, 2021","This project builds upon the prior work by creating problem-solving measures for grades 3-5. The elementary assessments will be connected to the middle-grades assessments and will be available for use by school districts, researchers, and other education professionals seeking to effectively measure children's problem solving. The aims of the project are to (a) create three new mathematical problem-solving assessments and gather validity evidence for their use, (b) link the problem-solving measures (PSMs) with prior problem-solving measures (i.e., PSM6, PSM7, and PSM8), and (c) develop a meaningful reporting system for the PSMs.
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"Developing and Evaluating Assessments of Problem Solving (Collaborative Research: Sondergeld)","September 1, 2017 to August 31, 2021","This project builds upon the prior work by creating problem-solving measures for grades 3-5. The elementary assessments will be connected to the middle-grades assessments and will be available for use by school districts, researchers, and other education professionals seeking to effectively measure children's problem solving. The aims of the project are to (a) create three new mathematical problem-solving assessments and gather validity evidence for their use, (b) link the problem-solving measures (PSMs) with prior problem-solving measures (i.e., PSM6, PSM7, and PSM8), and (c) develop a meaningful reporting system for the PSMs.
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"Developing and Testing a Model to Support Student Understanding of the Sub-microscopic Interactions That Govern Biological and Chemical Processes ","September 1, 2011 to August 31, 2016","This project designs, develops, and tests coherent interdisciplinary instructional materials to support high school students' integrated understanding of the forces and energetics involved in interactions that occur between atoms and molecules, and explores how students' learning progresses across time. The project will be implemented in three Michigan school districts with students who traditionally do not succeed in science.
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"Developing and Testing the Internship-inator, a Virtual Internship in STEM Authorware System","September 1, 2014 to August 31, 2018","The Internship-inator is an authorware system for developing and testing virtual internships in multiple STEM disciplines. In a virtual internship, students are presented with a complex, real-world STEM problem for which there is no optimal solution. Students work in project teams to read and analyze research reports, design and perform experiments using virtual tools, respond to the requirements of stakeholders and clients, write reports and present and justify their proposed solutions.
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"Developing and Validating a Scalable, Classroom-Focused Measure of Usable Knowledge for Teaching Mathematics: The Classroom Video Analysis Instrument","September 1, 2017 to August 31, 2021","This project will develop a scalable, classroom-focused measure of usable mathematics teaching knowledge that is aligned with the state standards through a classroom video analysis measure (CVA-M) in three content areas: (a) fractions for grades 4 and 5, (b) ratio and proportions for grades 6 and 7; and (c) variables, expressions, and equations for grades 6 and 7. The project will examine the psychometric properties of the new items and scales, including the reliability of scores, and collect evidence on content, substantive, structural, and external aspects of validity to evaluate the overall construct validity of the CVA-M.
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"Developing Contingent Pedagogies: Integrating Technology-enhanced Feedback into a Middle School Science Curriculum to Improve Conceptual Teaching and Learning","September 1, 2008 to August 31, 2010","SRI International developed a formative assessment intervention that integrates classroom network technologies and contingent curriculum activities to help middle school teachers adjust instruction to improve student learning of Earth science concepts. The intervention was tested as part of a quasi-experimental study within an urban school district in Colorado that includes ethnically and economically diverse student populations. Findings indicate significant student learning gains for students in implementation classes as compared to students in comparison classes.
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"Developing Critical Evaluation as a Scientific Habit of Mind: Instructional Scaffolds for Secondary Earth and Space Sciences","September 1, 2013 to August 31, 2016","This exploratory project develops and tests graphical scaffolds which facilitate high school students' coordination of connecting evidence with alternative explanations of particular phenomena, as well as their collaborative argumentation about these phenomena. At the same time, the project examines how high school students use these tools to construct scientifically accurate conceptions about major topics in Earth and space sciences and deepens their abilities to be critically evaluative in the process of scientific inquiry.
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"Developing Formative Assessment Tools and Routines for Additive Reasoning","September 1, 2016 to February 28, 2019","This design and development project is an expansion of the Ongoing Assessment Project (OGAP), an established model for research-based formative assessment in grades 3-8, to the early elementary grades. The project will translate findings from research on student learning of early number, addition, and subtraction into tools and routines that teachers can use to formatively assess their students' understanding on a regular basis and develop targeted instructional responses.
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"Developing Integrated Elementary Science, Engineering, and Language Arts Curricula Aligned with Next Generation Science Standards","September 1, 2015 to August 31, 2017","This project will conduct a study to develop and field-test curricula integrating science, engineering, and language arts at the elementary level which is aligned with the Next Generation Science Standards (NGSS).
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"Developing Preservice Elementary Teachers' Ability to Facilitate Goal-Oriented Discussions in Science and Mathematics via the Use of Simulated Classroom Interactions","August 1, 2016 to July 31, 2020","The project will develop, pilot, and validate eight discussion-oriented performance tasks that will be embedded in an online simulated classroom environment. The resulting research and development products could be used nationwide in teacher preparation and professional development settings to assess and develop teachers' ability to support classroom discussion in science and mathematics.
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"Developing Principles for Mathematics Curriculum Design and Use in the Common Core Era ","August 15, 2012 to July 31, 2016","This project is developing principles for supporting middle school mathematics teachers' capacity to use curriculum resources to design instruction that addresses the Common Core State Standards for Mathematics. These principles are intended for: (1) curriculum developers; (2) professional development designers, to help teachers better utilize curriculum materials with respect to the CCSSM; and (3) teachers, so that they can use curriculum resources to design instruction that addresses the CCSSM.
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"Developing Rich Media-Based Materials for Practice-Based Teacher Education","August 15, 2013 to July 31, 2018","This research and development project is premised on the notion that recent technological developments have made it feasible to represent classroom work in new ways. In addition to watching recorded videos of classroom interactions or reading written cases, teacher educators and teachers can now watch animations and image sequences, realized with cartoon characters, and made to depict activities that happened, or could have happened, in a mathematics classroom.
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"Developing Science Problem-solving Skills and Engagement Through Intelligent Game-based Learning Environments","August 1, 2008 to July 31, 2012","The project draws upon intelligent tutoring and narrative-centered learning technologies to produce a suite of intelligent game-based learning environments for upper elementary school science students. The games explicitly model student knowledge and problem solving and dynamically customize feedback, advice, and explanation as appropriate. Unlike its predecessor, the platform is multi-user so it can support collaboration; offer dynamically generated feedback, advice, and explanation; and provide a pedagogical dashboard that generates student progress reports.
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"Developing Teacher Noticing in Engineering in an Online Professional Development Program","September 1, 2017 to August 31, 2020","This project will research how elementary (K-5) teachers in the Teacher Engineering Education Program (TEEP) program progress in one particular aspect of responsive teaching, noticing student thinking. Project research will also contribute to literature on how to support responsive teaching in web-based environments, expanding understanding of how design principles and features developed in in-person professional development settings can be implemented online. The project will refine a program for engineering teachers nationwide, identify key features that are effective in developing teachers' practice, and create video resources for other professional development programs to use.
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"Developing Teachers as Computational Thinkers Through Supported Authentic Experiences in Computing Modeling and Simulation","January 1, 2016 to June 30, 2019","This project addresses the need for a computationally-enabled STEM workforce by equipping teachers with the skills necessary to prepare students for future endeavors as computationally-enabled scientists and citizens, and by investigating the most effective ways to provide this instruction to teachers. The project also addresses the immediate challenge presented by NGSS to prepare middle school science teachers to implement rich computational thinking experiences within science classes.
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"Developing Teachers' Capacity to Promote Argumentation in Secondary Science","July 1, 2015 to June 30, 2019","This project will produce insights into the challenges teachers face in modifying their teaching in the substantial and complex ways demanded by the Next Generation Science Standards. This project will develop and study a program of professional development to help middle and high school science teachers support their students to learn to argue scientifically.
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"Developing Teaching Expertise in K-5 Mathematics ","September 1, 2011 to August 31, 2018","This project designs materials and an accompanying support system to enable the development of expertise in the teaching of mathematics at the elementary level. The project has four main components: online professional development modules; practice-based assessments; resources for facilitators; and web-based technologies to deliver module content to diverse settings. Three modules are being developed and focus on fractions, reasoning and explanation, and geometry. Each module is organized into ten 1.5 hour sessions.
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"Developing the Next Generation of Middle School Science Materials -- Investigating and Questioning Our World through Science and Technology (Collaborative Research: Krajcik)","September 1, 2004 to August 31, 2010","This project is developing a comprehensive science curriculum for grades 6-8. The materials are organized around driving questions that provide a context to motivate students as they use their knowledge and skills in scientific practices, and contain hands-on experiences, technology tools and reading materials that extend students' first-hand experiences of phenomena and support science literacy.
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"Developing the Next Generation of Middle School Science Materials--Investigating and Questioning Our World through Science and Technology (Collaborative Research: Reiser)","September 1, 2004 to August 31, 2010","This project will design a comprehensive science curriculum for grades 6-8, in which learning performances drive the design of activities and assessments in order to specify how students should be able to use the scientific ideas and skills outlined in standards. The materials contain hands-on experiences, technology tools and reading materials that extend students' first-hand experiences of phenomena and support science literacy.
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"Developing, Researching, and Scaling Up SmartGraphs","August 15, 2009 to July 31, 2012","SmartGraphs activities run in a web browser; there is no software to download or install. SmartGraphs allows students to interact with on-screen graphs to learn about linear equations, the motion of objects, population dynamics, global warming, or other STEM topics that use scatter plots or line graphs. Teachers and students may also use and share existing activities, which are released under a Creative Commons license (see http://www.concord.org/projects/smartgraphs#curriculum).
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"Development and Empirical Recovery for a Learning Progression-Based Assessment of the Function Concept","September 15, 2016 to August 31, 2020","The project will design an assessment based on learning progressions for the concept of function - a critical concept for algebra learning and understanding. The goal of the assessment and learning progression design is to specifically incorporate findings about the learning of students traditionally under-served and under-performing in algebra courses.
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"Development of a Cognition-Guided, Formative-Assessment-Intensive, Individualized Computer-Based Dynamic Geometry Learning System for Grades 3-8","September 1, 2011 to August 31, 2015","This project is focused on creating, testing, refining, and studying a computer-based, individualized, interactive learning system for intermediate/middle school students or by teachers in classrooms. This learning system is called Individualized Dynamic Geometry Instruction and will contain four instructional modules in geometry and measurement that reflect the recommendations of the Common Core State Standards.
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"Development of K-8 Teachers' Knowledge and the Transition from University Student to Professional","July 1, 2005 to June 30, 2010","This study examines changes in preservice and inservice K-8 teachers' understandings of science and pedagogy across a reform-based Professional Development Continuum. It researches how teachers' knowledge develops across inquiry learning experiences and how undergraduate learning experiences and the contexts of classroom practice shape new teachers' understandings and practice. The study is expected to inform models of STEM teacher education that account for the interwoven intellectual and personal dimensions of the challenging transition to inquiry-based teaching.
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"Development of Language-Focused Three-Dimensional Science Instructional Materials to Support English Language Learners in Fifth Grade (Collaborative Research: Lee)","September 1, 2015 to August 31, 2019","The main purpose of this project is to develop instructional materials for a year-long, fifth grade curriculum for all students, including ELLs. The planned curriculum will promote language-focused and three-dimensional science learning (through blending of science and engineering practices, crosscutting concepts, and disciplinary core ideas), aligned with the Framework for K-12 Science Education, the Next Generation Science Standards, and the Conceptual Framework for Language use in the Science Classroom.
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"Development of Language-Focused Three-Dimensional Science Instructional Materials to Support English Language Learners in Fifth Grade (Collaborative Research: Valdes)","September 1, 2015 to August 31, 2019","The main purpose of this project is to develop instructional materials for a year-long, fifth grade curriculum for all students, including ELLs. The planned curriculum will promote language-focused and three-dimensional science learning (through blending of science and engineering practices, crosscutting concepts, and disciplinary core ideas), aligned with the Framework for K-12 Science Education, the Next Generation Science Standards, and the Conceptual Framework for Language use in the Science Classroom.
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"Development of the Electronic Test of Early Numeracy","September 15, 2016 to August 31, 2021","The project will develop and refine an electronic Test of Early Numeracy (e-TEN) in English and Spanish that will assess informal and formal knowledge of number and operations in domains including verbal counting, numbering, numerical relationships, and mental addition/subtraction. The overarching goal of the assessment design is to create a measure that is more accurate, more accessible to a wider range of children, and easier to administer than existing measures.
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"Diagnosing Teachers' Multiplicative Reasoning","September 17, 2008 to September 30, 2010","This project is developing and evaluating a test form that diagnoses teachers' capacities in two closely connected cases of reasoning about multiplicative relations among quantities: fractions and proportions. Teachers' responses to test items will be informative about their capacities to reason about content in ways that support student’s thinking. The project is developing instruments using a new class of psychometric models called Diagnostic Classifcation Models (DCMs) that are based on categorical latent variables.
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"Diagnostic E-learning Trajectories Approach (DELTA) Applied to Rational Number Reasoning for Grades 3-8","September 1, 2007 to August 31, 2010","This project aims to develop a software diagnostic tool for integrating diagnostic interviews, group administered assessments, and student data in real-time so that teachers can enter and view student status information. This project would concentrate on rational number learning in grades 3-8. The design is based on a model of learning trajectories developed from existing research studies.
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"Differentiated Professional Development: Building Mathematics Knowledge for Teaching Struggling Learners","September 1, 2010 to August 31, 2011","This project is creating and studying a blended professional development model (face-to-face and online) for mathematics teachers and special educators (grades 4-7) with an emphasis on teaching struggling math students in the areas of fractions, decimals, and positive/negative numbers (Common Core State Standards). The model's innovative design differentiates professional learning to address teachers' wide range of prior knowledge, experiences, and interests.
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"Digital Libraries Go to School","March 15, 2006 to February 28, 2011","This project helps teachers learn to use NSDL resources in ways that meaningfully affect their practice in STEM content areas while increasing their skills as designers of learning activities. The objectives of this three-year project are to: design and implement a teacher development model and STEM content development model; contribute teacher-designed learning activities to NSDL; and use evaluation and research to measure impact on teaching.
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"DIMEs: Immersing Teachers and Students in Virtual Engineering Internships","September 1, 2014 to August 31, 2018","This project will provide curricular and pedagogical support by developing and evaluating teacher-ready curricular Digital Internship Modules for Engineering (DIMEs). DIMES will be designed to support middle school science teachers in providing students with experiences that require students to use engineering design practices and science understanding to solve a real-world problem, thereby promoting a robust understanding of science and engineering, and motivating students to increased interest in science and engineering.
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"Disciplinary Experts in Science Education Research: A University of Maryland Program for Producing STEM Education Researchers","January 1, 2008 to December 31, 2011","This project supports five graduate students with backgrounds in the natural and learning sciences as they achieve masters-level expertise in a science discipline and pursue coursework and complete dissertations in science education research. The program prepares them to 1) collaborate with educational and developmental psychologists and discipline-based science education researchers, and 2) to develop and teach courses that break down the traditional barriers between science teaching methods courses and science content courses for teachers.
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"Discourse Analysis: A Catalyst for Reflective Inquiry in Mathematics Classrooms","May 1, 2008 to July 31, 2010","This project is examining the nature of mathematical discourse in middle school mathematics classrooms; the ways in which middle school mathematics teachers’ beliefs impact the discourse when working to enact reform-oriented instruction; and how this information can be used to incorporate practitioner research using concepts and tools of discourse analysis to improve mathematics instruction. The educational goal is to design a long-term professional development program that will continue beyond funding with other cohorts of teachers.
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"Discovery Research K-12","August 15, 2010 to July 31, 2013","Twelve fifth and sixth grade science teacher specialists and their students in a high needs district in Ohio are engaged in a design-based research project within a three-year professional development effort with faculty in several departments at the University of Cincinnati to study how the engineering design process can be used effectively as a pedagogical strategy in science instruction to improve student interest, learning and skill development.
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"Doing the Math with Paraeducators: A Research and Development Project","September 15, 2016 to August 31, 2019","This project will design and pilot professional development that focuses on developing the confidence, mathematical knowledge, and teaching strategies of paraeducators using classroom activities that they are expected to implement. The planned professional development will enable them to make a greater difference in the classroom, but it will also increase their access to continuing education and workplace opportunities.
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"DR K-12 Program Evaluation","March 1, 2011 to March 1, 2014","Westat will perform a multi-year evaluation of the DR K-12 program. The evaluation will examine the results and effects of the DR K-12 program from its inception as a program in 2006 through 2011, including all active grants in those years. In addition, some analysis of themes that reach back into the legacy programs of DR K-12 (i.e., IMD, CLT and TPC programs) will be conducted as warranted to understand trends and impact.
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"Driven to Discover: Citizen Science Inspires Classroom Investigation","October 1, 2014 to September 30, 2018","This project utilizes existing citizen science programs as springboards for professional development for teachers during an intensive summer workshop. The project curriculum helps teachers use student participation in citizen science to engage them in the full complement of science practices; from asking questions, to conducting independent research, to sharing findings.
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"DRK12-Biograph: Graphical Programming for Constructing Complex Systems Understanding in Biology","September 1, 2010 to August 31, 2014","This project will investigate how complex systems concepts supported by innovative curricular resources, technology applications and a comprehensive research and development structure can assist student learning in the domain of biology by providing a unifying theme across scales of time and space. The project seeks to address four areas of critical need in STEM education: biological sciences, complex systems, computational modeling, and equal access for all."
"Dynamic Geometry in Classrooms","September 1, 2009 to August 31, 2013","This project is conducting repeated randomized control trials of an approach to high school geometry that utilizes Dynamic Geometry (DG) software and supporting instructional materials to supplement ordinary instructional practices. It compares effects of that intervention with standard instruction that does not make use of computer drawing tools.
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"Early Childhood Education in the Context of Mathematics, Science, and Literacy","September 1, 2012 to August 31, 2015","This curriculum project is using empirically-tested mathematics and science programs and research-based approaches to develop a six module interdisciplinary curriculum for pre-K students. Mathematics and science content is included with literacy/language and social-emotional development. The curriculum is being designed to counter the frequent situation of devoting most pre-school instructional time to literacy by having activities that join literacy with mathematics and science.
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"EarSketch: An Authentic, Studio-based STEAM Approach to High School Computing Education","August 1, 2014 to July 31, 2018","This project will study the influence on positive student achievement and engagement (particularly among populations traditionally under-represented in computer science) of an intervention that integrates a computational music remixing tool -EarSketch- with the Computer Science Principles, a view of computing literacy that is emerging as a new standard for Advanced Placement and other high school computer science courses.
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"Ecology Disrupted: Using Museum-based Science and Educational Technology to Link Real World Environmental Issues to Basic Ecological Principles","September 1, 2007 to August 31, 2009","This project uses media such as Science Bulletin Snapshots to engage students with current research and to foster scientific understanding and civic engagement. Through environmental case studies, students learn to develop hypotheses, analyze scientific data, and make conclusions. To address the objectives, the project will create inquiry-based case studies to situate several central ecological principles, as determined by national and state standards, into the context of environmental issues.
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"Ecology Disrupted: Using Real Scientific Data about Daily Life to Link Environmental Issues to Ecological Processes in Secondary School Science Classrooms (Collaborative Research: Gano)","September 1, 2009 to August 31, 2013","This project is refining and testing two case study units on contemporary issues in ecology for urban middle and high school students underserved in their connection to nature. The case studies are based on two Science Bulletins, digital media stories about current science produced by the American Museum of Natural History (AMNH), which use current scientific data to link ecological principles to real-world environmental issues, and to link issues to human daily life.
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"Ecology Disrupted: Using Real Scientific Data About Daily Life to Link Environmental Issues to Ecological Processes in Secondary School Science Classrooms (Collaborative Research: Wyner)","September 1, 2009 to August 31, 2010","We developed and tested two ecology case study units for urban high school students underserved in their connection to nature. The case studies, based on digital media stories about current science produced by the American Museum of Natural History, use current scientific data to link ecological principles to daily life and environmental issues. Preliminary testing results show that treatment students made significantly higher gains than the control students on the project's major learning goals."
"EcoMobile: Blended Real and Virtual Immersive Experiences for Learning Complex Causality and Ecosystems Science ","September 1, 2011 to August 31, 2015","Researchers are studying whether middle school instruction about ecosystem science can be made more engaging and effective by combining immersion experiences in virtual ecosystems with immersion experiences in real ecosystems infused with virtual resources. Project personnel are developing a set of learning resources for deployment by mobile broadband devices that provide students with virtual access to information and simulations while working in the field.
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"Ecosystems and Evidence Project (Collaborative Research: Berkowitz)","September 1, 2009 to August 31, 2012","This exploratory research and development project addresses the question, ""Can students develop an understanding of the ecological nature of science (ENOS) in high school biology and environmental science classes that is useful and productive in environmental citizenship?"" To address this question, the project will identify the essential elements of ENOS, investigate how these can be taught and learned, and explore how ENOS skills and understandings are used to enhance environmental citizenship.
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"Ecosystems and Evidence Project (Collaborative Research: DeLisi)","September 1, 2009 to August 31, 2011","This project is developing and testing assessments for improving instruction, exploring how students can learn challenging content, and enhancing the ability of teachers to provide this content. The guiding question is, Can students develop an understanding of the ecological nature of science (ENOS) in high school biology and environmental science classes that is useful and productive in environmental citizenship?
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"Ecosystems and Evidence Project (Collaborative Research: Jordan)","September 1, 2009 to August 31, 2011","This exploratory research and development project addresses the question, ""Can students develop an understanding of the ecological nature of science (ENOS) in high school biology and environmental science classes that is useful and productive in environmental citizenship?"" To address this question, the project will identify the essential elements of ENOS, investigate how these can be taught and learned, and explore how ENOS skills and understandings are used to enhance environmental citizenship.
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"Educating about Statistical Issues in Large Scientific Data Sets","September 1, 2008 to February 28, 2011","This project investigated the potential opportunities and challenges for educators to incorporate explorations of a variety of large data sets into science, math and, to a lesser extent, social science classes at the secondary level."
"Educating the Imagination: A Studio Design for Transformative Science Learning ","October 1, 2011 to September 30, 2013","Educating the Imagination will develop a studio approach to science for underrepresented high school students. The approach integrates scientific and artistic habits of mind and forms of engagement for meaningful learning in water-related sciences. Youth will a) investigate significant water-related phenomena, b) develop creative responses to the phenomena that foster new understandings and possibilities for action, and c) exhibit their responses community-wide to involve others in re-imagining water locally and globally.
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"Educational Design and Development: Planning for a STEM Learning Research Transformation","May 15, 2012 to April 30, 2013","This is a planning effort to explore future directions and innovations related to educational design in science, technology, engineering, and mathematics education in partnership with the International Society for Design and Development in Education. The planning activity will engage a core group of ISDDE principals in the articulation and examination of design processes for the Transforming STEM Learning program at NSF with a goal of developing an agenda for further discussion and research conceptualization. "
"Effective Programs for Elementary Science: A Best-evidence Synthesis","September 1, 2010 to August 31, 2012","This synthesis project is a systematic review of experimental research evaluating programs and practices in elementary science. The systematic review addresses all areas of science in the elementary grades. The review uses an adaptation of best-evidence synthesis previously applied to elementary and secondary mathematics and reading, and includes experimental and quasi-experimental research on the outcomes of alternative approaches to elementary science.
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"Effective Science Teaching for English Language Learners (ESTELL): A Preservice Teacher Professional Development Research Project Across Three Universities in California","September 1, 2008 to August 31, 2012","Effective Science Teaching for English Language Learners (ESTELL): A Pre-Service Teacher Professional Development Research Project project is funded by the National Science Foundation DR-K-12 Discovery Research Program. The ESTELL project focuses on improving the science teaching and learning of K-6 linguistic minority students who are currently underserved in K-6 education through improving the pre-service education of elementary school teachers.
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"Effective Use of Mathematical Instructional Materials","March 1, 2005 to August 31, 2010","This project aims to identify and organize research that is most useful to K-12 mathematics curriculum decision makers and to develop improved mechanisms for them to make good use of such research. Products will include research reports and an annual seminar. The goal is to create an infrastructure designed to support K-12 mathematics leaders in their efforts to better use research to inform curricular decision-making processes.
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"Efficacy Study of Metropolitan Denver's Urban Advantage Program: A Project to Improve Scientific Literacy Among Urban Middle School Students","September 15, 2010 to August 31, 2011","This is an efficacy study to determine if partnerships among formal and informal organizations demonstrate an appropriate infrastructure for improving science literacy among urban middle school science students. The study aims to answer the following questions: How does participation in the program affect students' science knowledge, skills, and attitudes toward science; teachers' science knowledge, skills, and abilities; and families engagement in and support for their children's science learning and aspirations?
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"Efficacy Study of Project-Based Inquiry Science","August 15, 2010 to July 31, 2015","This research and development project examines the impact of the Project-Based Inquiry Science (PBIS) middle school science curriculum. The research questions explored will look into efficacy, implementation, and teacher practice. A unique feature of the study’s design is an analytic focus on the conditions needed to implement the curriculum in ways that improve student learning in light of the Framework for K-12 Science Education."
"Electronic Communities for Mathematics Instruction (e-CMI)","August 1, 2013 to July 31, 2015","This exploratory project builds on twelve years of successful experience with the summer program for secondary mathematics teachers at PCMI. It addresses the following two needs in the field of professional development for secondary mathematics teachers: increase content knowledge and understanding of the Common Core State Standards for Mathematics; and investigate and develop alternative models to conduct content-based professional development that meets the recommendations of the MET-II report.
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"Electronic Teacher Guide: Its Development and Use in Supporting Educative Curricula","September 15, 2009 to August 31, 2012","This project is developing and testing a prototype electronic teacher's guide for a 12-week genetics unit in the NSF-funded curriculum titled Foundation Science: Biology to determine how it impacts high school teachers' learning and practice. The electronic guide, which is based on an existing print guide, has a flexible design so that it anticipates and meets the curriculum planning and support needs of teachers with different knowledge/skills profiles.
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"Elicitory Test Design: A New Model for Understanding the Relationship Between Test Item Features and Student Performance on Large-scale Assessments","October 1, 2007 to September 30, 2010","This project is conducting an empirical analysis of NAEP assessment items in science to determine whether evidence supports the hypothesis that standardized tests capture only a limited amount of student knowledge because of their cultural background. The investigator will create a model of test design more likely to extract student knowledge from students of varied cultures by expanding items’ content. The study will examine the experience of American Indian groups, Alaska Natives, and Pacific Islanders.
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"Embodied STEM Learning Across Technology-Based Learning Environments","August 15, 2010 to July 31, 2011","This project conducts interdisciplinary research to advance understanding of embodied learning as it applies to STEM topics across a range of current technology-based learning environments (e.g., desktop simulations, interactive whiteboards, and 3D interactive environments). The project has two central research questions: How are student knowledge gains impacted by the degree of embodied learning and to what extent do the affordances of different technology-based learning environments constrain or support embodied learning for STEM topics?
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"Empowering Teachers through VideoReview","September 1, 2014 to August 31, 2018","This project will develop a video recording and analysis system called VideoReView (VRV) that allows grade four science teachers to record, tag, and analyze video in their classroom in real time. The investigators will then study and enhance the system in the context of professional learning communities of teachers.
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"Enabling Modeling and Simulation-Based Science in the Classroom: Integrating Agent-Based Models, Real World Sensing and Collaborative Networks","August 1, 2010 to July 31, 2014","This project develops and assesses the effectiveness of integrating three computation-based technologies into curricular modules: agent-based modeling (ABM), real-world sensing, and collaborative classroom networks. The STEM disciplines addressed are life sciences and physical sciences at middle and high school levels, specifically Evolution, Population Biology/Ecology, Kinetic Molecular Theory, and Electromagnetism."
"Energy: A Multidisciplinary Approach for Teachers (EMAT) Designing and Studying a Multidisciplinary, Online Course for High School Teachers","September 1, 2011 to August 31, 2017","This project will iteratively design, develop, field test, refine, and rigorously study a six-unit, facilitated, online professional development (PD) course focusing on energy-related concepts in the context of alternative energy. The primary audience is high school science teachers teaching out of their field of endorsement and serving students underrepresented in the sciences. The project will investigate whether the PD will precipitate changes in teacher knowledge and practice that result in higher student achievement.
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"Engaging Middle School Students in Student-directed Inquiry through Virtual Environments for Learning","September 1, 2006 to August 31, 2010","This project is developing five web-based modules for middle school science that engage students in student-directed inquiry and provide teachers with professional development in facilitating this inquiry. These modules immerse students in virtual environments for learning (VELs) where they take on the role of scientists engaged in a complex task. The virtual settings presented in the VELs support students in designing and carrying out their own investigations.
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"Engaging Secondary Students and Teachers Through a Proficiency-Based Assessment and Reassessment of Learning Outcomes (PARLO) System in Mathematics","March 1, 2012 to February 28, 2013","This project is researching the efficacy of a learning and assessment system that emphasizes students' attaining proficiency or better on a limited set of high value learning objectives in Algebra."
"Engaging Students in Scientific Practices: Evaluating Evidence and Explanation in Secondary Earth and Space Science","September 1, 2017 to August 31, 2021","This project will develop, implement, test, and revise instructional approaches and materials for high school students that focus on the links between scientific evidence and alternative explanations of phenomena relating to Earth and space education. Students will learn to construct diagrams showing the links between explanatory models of natural phenomena and lines of evidence, and then evaluate the plausibility of various alternative explanations for events.
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"Engaging Youth in Engineering Module Study","September 15, 2009 to August 31, 2014","This project is revising and field testing six existing modules and developing, pilot testing, and field testing two engineering modules for required middle school science and mathematics classes: Catch Me if You Can! with a focus on seventh grade life science; and Creating Bioplastics targeting eighth grade physical science. Each module addresses an engineering design challenge of relevance to industries in the region and fosters the development of engineering habits of mind.
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"Engineering for All (EfA)","September 15, 2013 to August 31, 2016","This project creates, tests and revises two-six week prototypical modules for middle school technology education classes, using the unifying themes and important social contexts of food and water. The modules employ engineering design as the core pedagogy and integrate content and practices from the standards for college and career readiness.
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"Engineering Inquiry-based Learning Modules for Technology Education","April 1, 2004 to March 31, 2010","Project staff are developing modular instructional materials for students. The materials are designed to increase the awareness of and interest in career opportunities in engineering and technology. The modules use authentic, real-world engineering applications and hands-on experiences to build problem-solving skills and contribute to the technological literacy of secondary students. The modules specifically target the ITEA Content Standards for Technological Literacy and related benchmarks.
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"Engineering is Elementary: Engineering and Technology Lessons for Children","June 1, 2005 to May 31, 2011","This project is developing lessons to engage students in grades 1-5 in engineering activities integrated with their science lessons. The project addresses the need to develop a broad understanding of what engineers do and the uses and implications of the technologies they create. The goals of the project are to increase the technological literacy of the students and to increase elementary teacher’s understanding of technology and engineering, to enable them to teach these subjects.
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"Engineering Teacher Pedagogy: Using INSPIRES to Support Integration of Engineering Design in Science and Technology Classrooms","September 1, 2014 to August 31, 2018","This Engineering Teacher Pedagogy project implements and assesses the promise of an extended professional development model coupled with curriculum enactment to develop teacher pedagogical skills for integrating engineering design into high school biology and technology education classrooms.
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"Enhanced Earth System Teaching Through Regional and Local (ReaL) Earth Inquiry","August 15, 2007 to July 31, 2010","The ReaL Earth Inquiry project empowers teachers to employ real-world local and regional Earth system science in the classroom. Earth systems science teachers need the pedagogic background, the content, and the support that enables them to engage students in asking real questions about their own communities. The project is developing online ""Teacher-Friendly Guides"" (resources), professional development involving fieldwork, and inquiry-focused approaches using ""virtual fieldwork experiences.""
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"Enhancing Engineering Education with Computational Thinking","October 1, 2009 to September 30, 2012","This project investigates the educational value of computer technologies for learning engineering. The project engages high school students to design, build, and evaluate an energy-efficient model house with the aid of computer simulation and design tools.
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"Enhancing Games with Assessment and Metacognitive Emphases (EGAME) ","September 1, 2011 to August 31, 2015","This development and research project designs, develops, and tests a digital game-based learning environment for supporting, assessing and analyzing middle school students' conceptual knowledge in learning physics, specifically Newtonian mechanics. This research integrates work from prior findings to develop a new methodology to engage students in deep learning while diagnosing and scaffolding the learning of Newtonian mechanics.
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"Enhancing Mathematics Teaching and Learning in Urban Elementary Schools: A Cluster-Randomized Efficacy Trial of a Novel Professional Development Approach","September 15, 2012 to August 31, 2016","This project is working with all teachers in grades three through five in the Portland, OR Public Schools in order to test the feasibility and efficacy of the Mathematics Studio Model of professional development. The model requires professional development to occur at the school level involving both teachers and principals. The goal of the project is to improve students' engagement and learning in mathematics by fostering effective instruction.
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"Enhancing Middle Grades Students' Capacity to Develop and Communicate Their Mathematical Understanding of Big Ideas Using Digital Inscriptional Resources (Collaborative Research: Dorsey)","September 1, 2016 to August 31, 2020","This project will develop and test a digital platform for middle school mathematics classrooms to help students deepen and communicate their understanding of mathematics. The digital platform will allow students to collaboratively create representations of their mathematics thinking, incorporate ideas from other students, and share their work with the class.
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"Enhancing Middle Grades Students' Capacity to Develop and Communicate Their Mathematical Understanding of Big Ideas Using Digital Inscriptional Resources (Collaborative Research: Phillips)","September 1, 2016 to August 31, 2020","This project will develop and test a digital platform for middle school mathematics classrooms to help students deepen and communicate their understanding of mathematics. The digital platform will allow students to collaboratively create representations of their mathematics thinking, incorporate ideas from other students, and share their work with the class.
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"Enhancing State Implementation of College and Career Ready Standards in Mathematics","August 1, 2013 to July 31, 2014","Technical assistance is being provided to key leaders in state education agencies (SEAs) to: 1) build SEA leaders' knowledge about effective mathematical professional development research; 2) deepen their understanding about necessary supports and structures that should be in place; and 3) enable SEA leaders to incorporate what they learn and analyze to their existing mathematics college- and career-readiness standards implementation plans.
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"Enhancing Teaching and Learning with Social Media: Supporting Teacher Professional Learning and Student Scientific Argumentation","August 1, 2013 to July 31, 2017","This exploratory proposal is researching and developing professional learning activities to help high school teachers use available and emerging social media to teach scientific argumentation. The project responds to the growing emphasis on scientific argumentation in new standards.
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"Equity and Access to High-Quality Instruction in Middle School Mathematics","July 15, 2008 to June 30, 2011","The goals of this project are to 1) develop methods for analyzing data collected to document the institutional setting of mathematics teaching that are specific to equity and access for all middle school students to high quality mathematics instruction; and 2) develop an instrument for assessing the quality of mathematics instruction that focuses specifically on the extent to which all students are supported to substantially participate in academically rigorous mathematics."
"Establishing a Roadmap for Large-Scale Improvement of K-12 Education in the Geographical Sciences ","September 15, 2010 to August 31, 2012","This project will engage in a community-wide effort to synthesize the literature from a broad range of fields and to use the findings to create frameworks that will guide the planning, implementation, and scale-up of efforts to improve geographic education over the next decade. This will result in a set of publicly reviewed, consensus reports that will guide collaborative efforts and broaden awareness of the acute need for geographic literacy and geographic science education."
"Evaluating the Developing Mathematical Ideas Professional Development Program: Researching its Impact on Teaching and Student Learning","September 1, 2010 to August 31, 2012","This is a 3.5-year efficacy study of the Developing Mathematical Ideas (DMI) elementary math teacher professional development (PD) program. DMI is a well-known, commercially available PD program with substantial prior evidence showing its impact on elementary teachers' mathematical and pedagogical knowledge. However, no studies have yet linked DMI directly with changes in teachers' classroom practice, or with improved student outcomes in math. This study aims to remedy this gap."
"Evaluation of Disaster-Related Science Lesson Plans to Promote Learning Continuity After Hurricane Maria","February 15, 2018 to January 31, 2019","The purpose of this project is to leverage ongoing efforts related to science education and the current emergency and disaster recovery landscape in Puerto Rico. It will develop culturally relevant project-based science lesson plans that incorporate the disaster context that can be implemented both inside and outside of the traditional classroom. The project will allow displaced students to continue learning under the guidance of teachers, parents or social workers. The project will train educators in the use of disaster-related problem-based lessons and assess project implementation and the impact of the lessons. The final outcome of this aim will be a lesson plan template and implementation guidelines for other jurisdictions faced by natural disasters.
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"Evaluation of High School Science Courses","August 15, 2007 to July 31, 2009","This project collects evidence supporting the validity of test instruments and initial characterization of high school teachers' background and use of materials and pedagogies. The project is constructing and validating multiple forms of test instruments that can be used for the evaluation of interventions (e.g. professional development, implementation of new curricula) and the measurement of aspects of teacher knowledge (e.g. subject matter, knowledge of student misconceptions).
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"Evaluation of the Cognitive, Psychometric, and Instructional Affordances of Curriculum-embedded Assessments: A Comprehensive Validity-based Approach","January 1, 2008 to December 31, 2012","This project’s overarching goal is to evaluate the assessment components embedded within two NSF-supported mathematics curricula: Everyday Mathematics and Math Trailblazers. The investigators will apply a comprehensive validity perspective that integrates a variety of empirical evidence regarding the cognitive, psychometric, and instructional affordances of multiple assessments embedded in these curricula as part of their overall instructional design.
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"Evaluation of the Sustainability and Effectiveness of Inquiry-Based Advanced Placement Science Courses: Evidence From an In-Depth Formative Evaluation and Randomized Controlled Study","September 15, 2012 to August 31, 2016","This study examines the impact of the newly revised Advanced Placement (AP) Biology and Chemistry courses on students' understanding of and ability to utilize scientific inquiry, on students' confidence in engaging in college-level material, and on students’ enrollment and persistence in college STEM majors. The project provides estimates of the impact of students' AP-course taking on their progress into postsecondary educational experiences and their intent to continue to prepare to be future engineers and scientists.
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"Every Day, Every Child: A Partnership for Research with Elementary Math and Science Instructional Specialists","September 15, 2013 to February 29, 2016","This exploratory project is studying the use of mathematics and science specialist teachers in elementary schools. The first four studies are in six school districts in Washington State. They are characterizing and categorizing the specialists, investigating the content knowledge, preparation and needs of these teachers, determining their instructional effectiveness, and determining their impact on student learning and attitudes towards mathematics and science.
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"Evolution Readiness: A Modeling Approach","September 1, 2008 to August 31, 2011","This project uses computer-based models of interacting organisms and their environments to support a learning progression leading to an appreciation of the theory of evolution and evidence that supports it. The project has created a research-based curriculum centered on progressively complex models that exhibit emergent behavior. The project will help improve the teaching of complex scientific topics and provide a reliable means of directly assessing students' conceptual understanding and inquiry skills.
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"Examining an Innovative Approach to Supporting Science Teachers Practice Towards Three-Dimensional Learning Goals through Adapting Classroom Assessment Tasks","September 1, 2017 to August 31, 2019","This collaborative project will conduct early stage research on promising advances in how we prepare science teachers to support three-dimensional science learning as outlined in the Framework for Science Education. The project aims to demonstrate the effectiveness of a new approach to designing support tools and professional development focused on adapting classroom assessments that achieves these shifts in teachers' instructional vision and practice in less than 20 hours of professional development.
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"Examining Coaching in Elementary (K-8) Mathematics Classrooms","July 15, 2009 to July 31, 2011","This project conducts research on knowledge that contributes to successful coaching in two domains: coaching knowledge and mathematics content knowledge. The influence of these knowledge domains on both coaches and teachers is being examined in two ways: (1) by investigating correlations between assessments of coach and teacher knowledge and practice in each domain and (2) by investigating causal effects of targeted professional development for coaches.
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"Examining Different Curricular Approaches and Their Impact on High School Students' Understanding of Algebra: Phase 1 -- Studying the Intended Curriculum","September 3, 2008 to January 31, 2013","We are analyzing the intended algebra curriculum as represented in a variety of high-school mathematics textbooks – Core Plus Mathematics Project (CPMP), Discovering Mathematics (Key Curriculum Press), EDC's Center for Mathematics Education, Glencoe, Interactive Mathematics Program (IMP), and University of Chicago School Mathematics Project (UCSMP). The textbook analysis is based on two dimensions frequently used for curriculum analysis: a content dimension and a cognitive dimension.
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"Examining Formative Assessment Practices for English Language Learners in Science Classrooms (Collaborative Research: Li) ","September 1, 2011 to August 31, 2013","This is an exploratory study to identify critical aspects of effective science formative assessment (FA) practices for English Language Learners (ELLs), and the contextual factors influencing such practices. FA, in the context of the study, is viewed as a process contributing to the science learning of ELLs, as opposed to the administration of discrete sets of instruments to collect data from students. The study targets Spanish-speaking, elementary and middle school students.
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"Examining Formative Assessment Practices for English Language Learners in Science Classrooms (Collaborative Research: Ruiz-Primo) ","September 1, 2011 to August 31, 2013","This is an exploratory study to identify critical aspects of effective science formative assessment (FA) practices for English Language Learners (ELLs), and the contextual factors influencing such practices. FA, in the context of the study, is viewed as a process contributing to the science learning of ELLs, as opposed to the administration of discrete sets of instruments to collect data from students. The study targets Spanish-speaking, elementary and middle school students.
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"Examining Formative Assessment Practices for English Language Learners in Science Classrooms (Collaborative Research: Solano-Flores)","September 1, 2011 to August 31, 2013","This is an exploratory study to identify critical aspects of effective science formative assessment (FA) practices for English Language Learners (ELLs), and the contextual factors influencing such practices. FA, in the context of the study, is viewed as a process contributing to the science learning of ELLs, as opposed to the administration of discrete sets of instruments to collect data from students. The study targets Spanish-speaking, elementary and middle school students.
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"Examining Relationships Between Flipped Instruction and Students' Learning of Mathematics","August 1, 2017 to July 31, 2020","This study can provide a basis for design research focused on developing effective materials and programs for flipped instruction in secondary mathematics, which is already occurring at an increasing rate, but it is not yet informed by empirical evidence. This project will result in a framework for flipped instruction robust enough to be useful at a variety of grade levels and contexts. The framework will provide a better understanding of the relationships among various implementations of flipped instruction and student learning.
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"Examining Teacher Discourse and Whole-class Interaction: A Social Semiotics Model for Mathematics Lesson Study Groups","September 1, 2008 to August 31, 2011","The project is an exploratory, qualitative case study of a mathematics Lesson Study group for 12 beginning mathematics teachers working in high-poverty middle schools in Brooklyn. The project's Lesson Study model employs social semiotics to examine the intersection between language and learning in mathematics classrooms. Additionally, on-site Lesson Study groups will also be launched in some participating schools.
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"Expanding and Sustaining Understanding Evolution ","October 15, 2008 to September 30, 2010","This project will (1) identify the characteristics and needs of college-level target learners and their instructors with respect to evolution, (2) articulate the components for expanding the Understanding Evolution (UE) site to include an Undergraduate Lounge in which students and instructors will be able to access a variety of evolution resources, (3) develop a strategic plan for increasing awareness of UE, and (4) develop a strategic plan for maintenance and continued growth of the site."
"Expanding PhET Interactive Science Simulations to Grades 4-8: A Research-Based Approach","September 1, 2010 to August 31, 2013","Colorado’s PhET project and Stanford’s AAALab will develop and study learning from interactive simulations designed for middle school science classrooms. Products will include 35 interactive sims with related support materials freely available from the PhET website; new technologies to collect real-time data on student use of sims; and guidelines for the development and use of sims for this age population. The team will also publish research on how students learn from sims."
"Exploring Content Standards for Engineering Education in K-12","October 1, 2007 to March 31, 2010","This project is assessing the potential value and feasibility of developing and implementing content standards for K-12 engineering education. The project is reviewing existing efforts to define what students should know; identifying elements of existing standards for related content areas that could link to engineering; considering how purposes for engineering education might affect content and implementation of standards; and suggesting changes to policies, programs, and practices necessary to develop and implement engineering standards.
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"Exploring Engineering Design Knowing and Thinking as an Innovation in STEM Learning","September 1, 2009 to August 31, 2012","This project investigates how high school students' understanding about design thinking compares to that of experienced practitioners and whether participation in a multiyear sequence of courses focused on engineering correlates with changes in design thinking. The project builds upon the Standards for Technological Literacy and courses developed at the University of Colorado and the University of Maryland, Baltimore County.
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"Exploring Methods for Improving Teachers' Mathematical Quality of Instruction","December 1, 2012 to November 30, 2015","In this project, researchers are working with 4th and 5th grade teachers to improve their mathematics instruction by experimenting with different ways to implement the MQI model of professional development. The professional development experiences are intentionally aligned with the Mathematical Quality of Instruction (MQI) observation instrument. This research can inform models of professional development by providing more information about various ways that the same model of professional development can be implemented.
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"Exploring the Development of Beginning Secondary Science Teachers in Various Induction Programs","June 16, 2005 to April 30, 2010","This research study focuses on the impact of different teacher preparation and induction models, as well as on the quality and persistence of secondary science teachers. Combining the strengths of case-based research with a quasi-experimental design this study will follow 120 secondary science teachers for three years from four different and well characterized preservice - induction programs.
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"Exploring the Effects of Teacher Research Experiences on Classroom Inquiry","October 1, 2006 to September 30, 2011","Research Experiences for Teachers (RET) programs have been designed to give teachers authentic scientific inquiry experience, but their results have remained largely unexamined. This research focuses on analyzing RET programs through description of their essential features, their efficacy in fostering teachers’ understanding and enactment of inquiry, their interaction with the personal characteristics of participating teachers, and the influence of teaching through inquiry on student learning in science.
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"Exploring the Efficacy of Engineering is Elementary (E4)","September 15, 2012 to August 31, 2018","This project is developing evidence about the efficacy of the Engineering is Elementary curriculum under ideal conditions by studying the student and teacher-level effects of implementation. The project seeks to determine the core elements of the curriculum that support successful use. The findings from this study have broad implications for how engineering design curricular can be developed and implemented at the elementary level.
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"Exploring the Frontiers of Science with Online Telescopes","September 15, 2007 to August 31, 2010","This project researches the use of cyberinfrastructure to implement a strategy for using online telescopes as a laboratory to engage middle and high school students in cutting edge science research while providing them with significant new opportunities to apply STEM concepts, practice inquiry, and design and learn about the nature of scientific discovery.
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"Exploring the Influence of an Asset-Focused Intervention on Students' Interest, Motivation, and Sense of Belonging in the Life Sciences","May 15, 2017 to April 30, 2019","This intervention will explore whether technology enhanced professional development will provide third and fifth grade science teachers with the knowledge and skills needed to prepare and inspire students to become more interested and motivated to pursue careers in STEM fields. The professional development will provide teachers with instructional strategies that promote students' relational mattering and sense of belonging that will help retain students in the STEM pipeline.
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"Exploring the Potential of Tablets as Early Math Resources for Urban Kindergarteners in Schools and Homes","August 1, 2017 to July 31, 2018","This project will examine the impact on mathematics learning of an initiative to provide kindergartners in an urban school district with personal tablet devices that include free, widely available digital mathematics resources. The research questions examine how teachers use table-based mathematics resources during instruction, how caregivers and children engage with table-based mathematics resources, and how the resources then relate to kindergartners mathematics learning.
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"Exploring Ways to Enhance Science Learning for English Language Learners Through Improvement in Teacher Self-Efficacy Beliefs","September 15, 2015 to August 31, 2017","This project will explore the influence of a professional learning community model on preparing preservice and novice science teachers to teach in culturally and linguistically diverse classrooms of English language learners. The project will study the effect of a professional learning community model on teachers' self-efficacy beliefs and practices as it relates to teaching science to this population.
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"Exploring Ways to Transform Teaching Practices to Increase Native Hawaiian Students' Interest in STEM","September 1, 2015 to August 31, 2018","This project will integrate Native Hawaiian cross-cultural practices to explore ways to help teachers know about and know how to connect resources of students' familiar worlds to their science teaching. This project will transform the ways teachers orient their teaching at the upper elementary and middle grades through professional development courses offered at the University of Hawaii at Manoa.
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"Facilitating a Deeper Understanding of Change in the Earth System on Multiple Time Scales","September 1, 2008 to August 31, 2011","This project is developing a week-long unit of activities focused on the cryosphere, implementing the activities with students, and studying the activities’ effectiveness. The overarching goals of this project are to build a sequence of scaffolded investigations that will help students more fully understand the cryosphere; and investigate the effectiveness of the sequence of and investigations at helping students understand how and why a component of the Earth system varies over time.
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"Facilitating Teachers' and Young Children's Science Learning Through Iterative Cycles of Teacher Professional Development","August 1, 2016 to July 31, 2018","This professional development project engages a sample of kindergarten and 1st-grade teachers in a series of workshops, during which teachers will work individually and together to design and test new lesson plans that enhance teachers' abilities to help young children think and act like a scientist. Moreover, teachers work individually and together to construct lessons that connect science content to young learners' cultural backgrounds, interests and prior knowledge.
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"Focus on Energy: Preparing Elementary Teachers to Meet the NGSS Challenge (Collaborative Research: Lacy)","September 1, 2014 to August 31, 2018","This project will develop and investigate the opportunities and limitations of Focus on Energy, a professional development (PD) system for elementary teachers (grades 3-5). The PD will contain: resources that will help teachers to interpret, evaluate and cultivate students' ideas about energy; classroom activities to help them to identify, track and represent energy forms and flows; and supports to help them in engaging students in these activities.
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"Focus on Energy: Preparing Elementary Teachers to Meet the NGSS Challenge (Collaborative Research: Vokos)","September 1, 2014 to August 31, 2018","This project will develop and investigate the opportunities and limitations of Focus on Energy, a professional development (PD) system for elementary teachers (grades 3-5). The PD will contain: resources that will help teachers to interpret, evaluate and cultivate students' ideas about energy; classroom activities to help them to identify, track and represent energy forms and flows; and supports to help them in engaging students in these activities.
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"Foregrounding Agency Versus Structure as Models for Designing Integrated Mathematics and Computational Thinking Curriculum","September 1, 2017 to August 31, 2020","This project will design and study new learning environments integrating mathematical and computational thinking. The project will examine how to design learning modules that place mathematics concepts. By exploring how different kinds of designs support learning and engagement, the project will establish a set of design principles for supporting mathematical and computational thinking.
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"Formative Assessment Delivery System (FADS)","August 15, 2007 to July 31, 2010","This project uses new psychometric techniques to create a technological tool that could evaluate how well students in the 4th-8th mathematics and science classrooms respond to complex performance tasks. The purpose of this tool is to improve the instruction of teachers in mathematics and science. It will produce real-time individualized diagnoses of instructional needs to help teachers plan instruction that specifically addresses the learning needs of each student in that class.
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"Formative Assessment in Mathematics: Current Status and Guidelines for Future Developments","September 1, 2010 to August 31, 2011","In response to the increased use of formative assessment practices in California's PK-12 mathematics classrooms, this project will investigate what formative assessments are in use, how practitioners and students are utilizing these assessments, and how they impact performance on summative state assessments. The main outcome of this study will be a set of research-informed and field-tested conclusions, recommendations, guidelines, and tools for the development and use of new or improved PK-12 mathematics formative assessments.
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"Formative Assessment in the Mathematics Classroom: Engaging Teachers and Students","September 15, 2009 to August 31, 2010","This project is developing a two-year, intensive professional development model to build middle-grades mathematics teachers’ knowledge and implementation of formative assessment. Using a combination of institutes, classroom practice, and ongoing support through professional learning communities and web-based resources, this model helps teachers internalize and integrate a comprehensive understanding of formative assessment into daily practice.
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"Forming Better STEM Career Trajectories: Sustaining and Scaling-Up CAP","September 15, 2013 to August 31, 2016","This study investigates the sustainability of the College Ambition Program (CAP) that has demonstrated promise in increasing the number of students who attend postsecondary colleges or universities. The CAP is a whole school high school intervention that promotes a college-going culture in which all students are provided resources that encourage postsecondary attendance with a special emphasis on STEM.
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"Fossil Finders: Using Fossils to Teach About Evolution, Inquiry and Nature of Science","January 1, 2008 to December 31, 2012","This project engages children in classrooms across the country in an authentic investigation of Devonian fossils. Goals include supporting children in the use of evidence in constructing explanations of natural phenomena, and motivating culturally and linguistically diverse groups of children to engage in learning science. Deliverables include development and testing of an interactive website where children learn how to identify the fossils they find and add their own data to an emerging database.
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"Fostering Collaborative Computer Science Learning with Intelligent Virtual Companions for Upper Elementary Students (Collaborative Research: Boyer)","August 15, 2017 to July 31, 2021","The project will provide the opportunity for upper elementary students to learn computer science and build strong collaboration practices. Leveraging the promise of virtual learning companions, the project will collect datasets of collaborative learning for computer science in diverse upper elementary school classrooms; design, develop, and iteratively refine its intelligent virtual learning companions; and generate research findings and evidence about how children collaborate in computer science learning and how best to support their collaboration with intelligent virtual learning companions.
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"Fostering Collaborative Computer Science Learning with Intelligent Virtual Companions for Upper Elementary Students (Collaborative Research: Wiebe)","August 15, 2017 to July 31, 2021","The project will provide the opportunity for upper elementary students to learn computer science and build strong collaboration practices. Leveraging the promise of virtual learning companions, the project will collect datasets of collaborative learning for computer science in diverse upper elementary school classrooms; design, develop, and iteratively refine its intelligent virtual learning companions; and generate research findings and evidence about how children collaborate in computer science learning and how best to support their collaboration with intelligent virtual learning companions.
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"Fostering Mathematics Success in English Language Learners","August 15, 2008 to July 31, 2011","This project is an efficacy study of the Fostering Geometrical Thinking Toolkit (FGTT) previously developed with NSF support. FGTT is a 40-hour professional development intervention focusing on properties of geometric figures, geometric transformations, and measurement of length, area, and volume. The study addresses four research questions, three examining participating teachers and one examining the impact of teachers' professional development on ELL students.
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"Fostering Pedagogical Argumentation: Pedagogical Reasoning with and About Student Science Ideas","October 1, 2013 to September 30, 2018","This project will use an iterative approach to design activities and supports that foster pedagogical argumentation for use in undergraduate teacher education courses. This project will examine: 1) whether and how PSTs engage in pedagogical argumentation and 2) whether and how this engagement impacts how they listen and respond to student ideas.
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"Fostering STEM Trajectories: Bridging ECE Research, Practice, and Policy","June 15, 2015 to May 31, 2016","This project will convene stakeholders in STEM and early childhood education to discuss better integration of STEM in the early grades. PIs will begin with a phase of background research to surface critical issues in teaching and learning in early childhood education and STEM. A number of reports will be produced including commissioned papers, vision papers, and a forum synthesis report.
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"Foundation Science: A Comprehensive High School Science Curriculum","December 15, 2004 to November 30, 2010","This project is developing a comprehensive science curriculum for grades 9-11 and related professional development materials. The curriculum prepares students for high stakes testing, accommodates a new understanding about how students learn, updates teacher content and pedagogical knowledge and serves an increasingly diverse student population. The curriculum consists of eight one-semester modules -- two each in biology, chemistry, Earth science, and physics.
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"Foundations of Algebra in the Elementary and Middle Grades: Supporting Students to Make, Represent and Justify General Claims about Operations","July 1, 2006 to June 30, 2011","This project develops images, extended examples, and principles that illustrate how the articulation, representation and justification of general claims about operations evolve in the elementary grades and how this work supports the transition from arithmetic to algebra in the middle grades. An online course uses the Sourcebook as a text to engage teachers in considering the underlying pedagogical and mathematical aspects of the work and implementing these ideas in their instruction.
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"From Elementary Generalist to Mathematics Specialist: Examining Teacher Practice and Student Outcomes in Departmental and Self-Contained Models","August 1, 2014 to July 31, 2018","This research investigates student mathematics learning outcomes at the elementary level in relation to teacher expertise (elementary teachers with math specialist certification versus generally prepared elementary teachers) and school organization (departmentalized versus self-contained mathematics classrooms). Findings will provide evidence of the impact of content-specific teacher expertise and a departmentalized school organizational model that offers students access to well-qualified teachers of mathematics with no additional staffing costs.
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"From Undergraduate STEM Major to Enacting the NGSS","August 1, 2013 to July 31, 2015","The Colorado Learning Assistant (LA) model, recognized nationally as a hallmark teacher recruitment and preparation program, has run a national workshop annually for four years to disseminate and scale the program. This project expands the existing annual workshop to address changing needs of participants and to prepare eight additional faculty members to lead new regional workshops.
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"FUN: A Finland US Network for Engagement and STEM Learning in Games","October 1, 2012 to September 30, 2014","As part of a SAVI, researchers from the U.S. and from Finland will collaborate on investigating the relationships between engagement and learning in STEM transmedia games. The project involves two intensive, 5 day workshops to identify new measurement instruments to be integrated into each other's research and development work. The major research question is to what degree learners in the two cultures respond similarly or differently to the STEM learning games.
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"Further Development and Testing of the Target Inquiry Model for Middle and High School Science Teacher Professional Development (Collaborative Research: Herrington)","August 15, 2011 to July 31, 2013","This project scales and further tests the Target Inquiry professional development model. The scale-up and further testing would involve adding physics, biology and geology at Grand Valley State University, and implementing the program at Miami University with chemistry teachers. The project is also producing a website of instructional materials for middle and secondary science.
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"Further Development and Testing of the Target Inquiry Model for Middle and High School Science Teacher Professional Development (Collaborative Research: Yezierski)","August 15, 2011 to July 31, 2013","This project scales and further tests the Target Inquiry professional development model. The model involves teachers in three core experiences: 1) a research experience for teachers, 2) materials adaptation, and 3) an action research project. The original program was implemented with high school chemistry teachers, and was shown to result in significant increases, with large effect sizes, in teachers' understanding of science inquiry and quality of instruction, and in science achievement of those teachers' students.
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"Gateways to Algebraic Motivation, Engagement and Success (GAMES): Supporting and Assessing Fraction Proficiency with Game-Based, Mobile Applications and Devices ","August 15, 2011 to July 31, 2013","This project is designing digital games for middle school students that will help them prepare for success in Algebra. The games are intended to help students gain a deep understanding of measurement and fraction concepts that are critical as they begin to learn algebra. The project studies students' development of fraction concepts, their engagement in the tasks, and the use of hand-held devices as a useful platform for games.
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"Geniverse: A Student Collaboratory for Biology Cyberlearning","September 15, 2009 to August 31, 2010","This project addresses biology teachers and students at the high school level, responding to the exponential increases occurring in biology knowledge today and the need for students to understand the experimental basis behind biology concepts. The project studies the feasibility of engaging students in an environment where they can learn firsthand how science knowledge develops in the fields of bioinformatics and DNA science by performing collaborative, simulated experiments to solve open-ended problems.
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"GeniVille: Exploring the Intersection of School and Social Media","October 1, 2012 to September 30, 2014","This project examines the design principles by which computer-based science learning experiences for students designed for classroom use can be integrated into virtual worlds that leverage students' learning of science in an informal and collaborative online environment. GeniVille is the integration of Geniverse, a education based game that develops middle school students' understanding of genetics with Whyville, an educational virtual word in which students can engage in a wide variety of science activities and games.
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"GeoGebra 2010 Conference in North America ","April 1, 2010 to March 31, 2011","This project provides partial support for the First North American GeoGebra Conference, GeoGebra-NA2010, to be held July 27-28, 2010 at Ithaca College. The global mission of this conference is to build a community of mathematicians, mathematics educators, and classroom teachers who can develop the potential of GeoGebra and other similar software for transformation of mathematics instruction and curricula through creative development, practical experimentation, and research.
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"Geological Models for Explorations of Dynamic Earth (GEODE): Integrating the Power of Geodynamic Models in Middle School Earth Science Curriculum","August 15, 2016 to July 31, 2020","This project will develop and research the transformational potential of geodynamic models embedded in learning progression-informed online curricula modules for middle school teaching and learning of Earth science. The primary goal of the project is to conduct design-based research to study the development of model-based curriculum modules, assessment instruments, and professional development materials for supporting student learning of (1) plate tectonics and related Earth processes, (2) modeling practices, and (3) uncertainty-infused argumentation practices.
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"Geometry Assessments for Secondary Teachers (GAST)","October 1, 2008 to September 30, 2011","Geometry Assessments for Secondary Teachers (GAST) represents a collaborative partnership among faculty and staff at the University of Louisville, the University of Kentucky, Florida State University, Alpine Testing Solutions, and Horizon Research, Inc. to develop a knowledge framework and assessments for secondary mathematics teachers' geometry knowledge for teaching. The framework for the assessments will be designed to collect validity evidence for predicting effective geometry teaching and improving student achievement.
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"GRIDS: Graphing Research on Inquiry with Data in Science","September 1, 2014 to August 31, 2018","The Graphing Research on Inquiry with Data in Science (GRIDS) project will investigate strategies to improve middle school students' science learning by focusing on student ability to interpret and use graphs. GRIDS will undertake a comprehensive program to address the need for improved graph comprehension. The project will create, study, and disseminate technology-based assessments, technologies that aid graph interpretation, instructional designs, professional development, and learning materials.
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"Guiding Understanding via Information from Digital Environments (GUIDE)","September 15, 2015 to August 31, 2019","This project will develop and test a digital monitoring tool that will enable teachers to track student learning within a digital learning system and quickly adjust classroom instructional strategies to facilitate learning. The tool will be developed for use with an existing digital curriculum for high school genetics.
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"Helping Mathematics Teacher Become Culturally Relevant Educators: New Tools for a New Generation-Conference II ","August 1, 2011 to July 31, 2012","This project is hosting a conference for teachers and school administrators on Culturally Relevant Teaching (CRT). Teams of teachers and administrators are recruited from across the country. The conference brings together experts in culturally relevant teaching pedagogy with practitioners around the theme of promoting high achievement in mathematics among minority children and of children in urban settings.
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"Helping Teachers Become Cultural Relevant Teachers: Developing New Tools for a New Generation","September 1, 2009 to August 31, 2010","This project involves holding a conference, Helping Teachers Become Culturally Relevant Teachers: Developing New Tools for a New Generation, where the goals are to bring together the very best researchers/practitioners in this field to present a clear theoretical underpinning of Culturally Relevant Teaching (CRT), present the most recent rigorous research to support the theory, and show clearly how CRT theory translates directly into classroom action.
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"Helping Teachers to Use and Students To Learn From Contrasting Examples: A Scale-up Study in Algebra I","September 15, 2008 to August 31, 2010","Several small-scale experimental classroom studies Star and Rittle-Johnson demonstrate the value of comparison in mathematics learning: Students who learned by comparing and contrasting alternative solution methods made greater gains in conceptual knowledge, procedural knowledge, and flexibility than those who studied the same solution methods one at a time. This study will extend that prior work by developing, piloting, and then evaluating the impact of comparison on students' learning of mathematics in a full-year algebra course.
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"High Adventure Science","September 15, 2009 to August 31, 2010","The High Adventure Science project is bringing some of the big unanswered questions in Earth and space science to middle and high school science classrooms. Students will explore the mechanisms of climate change, consider the possibility of life on other planets, and devise solutions to the impending shortage of fresh water. Each curriculum module features interviews with scientists currently working on the same unanswered question."
"High Adventure Science: Earths Systems and Sustainability ","October 1, 2012 to September 30, 2016","This project is developing modules for middle school and high school students in Earth and Space Science classes, testing the hypothesis that students who use computational models, analyze real-world data, and engage in building scientific reasoning and argumentation skills are better able to understand Earth science core ideas and how humans impact Earth's systems. The resulting online curriculum modules and teacher guides provide exciting examples of next generation Earth science teaching and learning materials.
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"High School Mathematics and Science Pipeline Study","August 15, 2007 to July 31, 2011","This project uses a mixed-methods design to test the hypothesis that key approaches to high school reform grease the mathematics and science pipelines for all students in reforming high schools. This study is intended to provide understanding of pipeline progression in reforming high schools and strategies successful schools employ to ensure timely pipeline progress for all students, particularly those historically underrepresented and underserved in mathematics and science and post-secondary education.
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"High School Students' Climate Literacy Through Epistemology of Scientific Modeling (Collaborative Research: Chandler)","September 1, 2017 to December 31, 2021","This project will focus on learning about model based reasoning in science, and will develop, implement, study, and refine a 6-week climate science module for high school students. The module will feature use of a web-based climate modeling application, and the project team will collect and analyze evidence of model-based reasoning about climate phenomena among students.
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"High School Students' Climate Literacy Through Epistemology of Scientific Modeling (Collaborative Research: Forbes) ","September 1, 2017 to December 31, 2021","This project will focus on learning about model based reasoning in science, and will develop, implement, study, and refine a 6-week climate science module for high school students. The module will feature use of a web-based climate modeling application, and the project team will collect and analyze evidence of model-based reasoning about climate phenomena among students.
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"Honing Diagnostic Practice: Toward a New Model of Teacher Professional Preparation and Development","September 1, 2008 to August 31, 2013","This project is developing a science teacher education model focused on the establishment of a diagnostic learning environment through formative assessment as a powerful instructional practice for promoting learning of all students (grades 5–12) on the topic of energy with the goal of increasing the understanding of the processes through which teachers develop the requisite knowledge, skills, and dispositions for effective deployment of a formative assessment instructional cycle.
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"How Do Induction and Continuing Professional Development Affect Beginning Middle School Math Teachers' Instruction and Student Achievement?","August 1, 2006 to July 31, 2011","This project will study the impact and effect of the use of induction for first year middle grades mathematics teachers in three districts in Tennessee and Kentucky, including rural and urban settings. The purpose of this project is to study the links of components of induction to improved instruction and student achievement.
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"How to Run a Teacher's Circle","May 1, 2008 to April 30, 2009","This project is preparing teams to bring together research mathematicians and middle school teachers of mathematics through the use of Teacher's Circles. These Circles are groups of mathematicians and school mathematics teachers that meet regularly to do mathematics. Such Circles have been shown to be mathematically stimulating for both the teachers and the mathematicians and the students of both benefit from the relationship.
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"Human Subjects Protection in the Digital Age","March 15, 2014 to February 28, 2015","This project will convene a panel of experts in government, industry and academia to raise and discuss emerging concerns for human subjects' protections in the digital age. This project will support scholarly discussion on human subjects' protections in the digital age with implications for funding agencies, schools, and those who work with human subjects in a variety of environments.
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"Identifying an Effective and Scalable Model of Lesson Study","August 1, 2014 to July 31, 2017","This project investigates the variation in teachers' practice of lesson study to identify effective and scalable design features of lesson study associated with student mathematics achievement growth in Florida. Lesson study is a teacher professional development model in which a group of teachers works collaboratively to plan a lesson, observe the lesson in a classroom with students, and analyze and discuss the student work and understanding in response to the lesson.
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"Identifying and Evaluating Adaptive Expertise in Teachers","September 1, 2007 to August 31, 2010","This project examines the nature of adaptive expertise in mathematics education, exploring relationships between this concept from cognitive psychology and effective middle school mathematics instruction. One goal of the project is to operationalize adaptive expertise in mathematics classroom using three dimensions: cognitive models of professional competence, instructional practices, and professional learning. Then, researchers seek to determine whether teachers who are more effective at raising student achievement are more or less adaptive.
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"Identifying and Measuring the Implementation and Impact of STEM School Models","October 1, 2012 to September 30, 2016","The goal of this Transforming STEM Learning project is to comprehensively describe models of 20 inclusive STEM high schools in five states (California, New Mexico, New York, Ohio, and Texas), measure the factors that affect their implementation; and examine the relationships between these, the model components, and a range of student outcomes. The project is grounded in theoretical frameworks and research related to learning conditions and fidelity of implementation.
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"Identifying Critical Characteristics of Effective Feedback Practices in Science and Mathematics Education","January 1, 2009 to December 31, 2010","This project will define and synthesize effective feedback strategies that can be linked to specific features of daily classroom assessment practices. It will develop a framework, including a conceptual strand (will conceptualize feedback practice considering intrinsic and contextual dimensions) and a methodological strand (used to describe and evaluate the feedback studies and findings to be synthesized). The framework will provide a shared language within and across multiple forms of research in various disciplines.
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"Identifying Effective Instructional Practices that Foster the Development of Algebraic Thinking in Elementary School","June 1, 2017 to May 31, 2021","This project seeks to identify teaching practices that can be linked to students' early algebra learning in grades three, four and five. The goal of the project is to use assessment data and videos of classroom teaching in order to create a tool that can be used to document effective instructional practices. This observation tool can then be used to support teacher professional development in early algebra and research about how teachers' actions can be linked to students' learning.
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"Identifying Science Teaching Strategies for Promoting Reasoned Discussions of Concepts and Simulations","September 15, 2012 to August 31, 2014","This project supports teachers in improving classroom discourse and reasoning by identifying key teaching strategies for building scientific concepts in successful discussions. It links these strategies together with the use of visual displays in classroom instruction with a particular emphasis on simulations. The teacher video-based workbooks that result from this study provide such a resource that is open-source and available to a larger population of teachers than just those in the project.
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"Illuminating Learning by Splitting: A Learning Analytics Approach to Fraction Game Data Analysis","July 1, 2013 to December 31, 2014","This project uses learning analytics and educational data mining methods to examine how elementary students learn in an online game designed to teach fractions using the splitting model. The project uses data to examine the following questions: 1) Is splitting an effective way to learn fractions?; 2) How do students learn by splitting?; 3) Are there common pathways students follow as they learn by splitting?; and 4) Are there optimal pathways for diverse learners?
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"Implementation of the Next Generation Science Standards at the State Level: A Conference to Determine the Role of the Earth and Space Sciences Community","July 1, 2014 to December 31, 2015","This conference is to develop a strategy for increasing the import of teaching Earth and Space Sciences in schools to make students ready for college and careers. The summit brings together key members of the Earth and Space Sciences (ESS) community to identify and devise ways in which they can work together to help states and school districts implement college and career readiness standards.
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"Implementing the Mathematical Practice Standards: Enhancing Teachers' Ability to Support the Common Core State Standards ","August 1, 2011 to July 31, 2012","This is a four-year project that is producing materials designed to help teachers see how the mathematical practices described in the Common Core State Standards for mathematics can be implemented in mathematics instruction. The goal of the improved instruction is to help students adopt and value these critical mathematical practices.
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"Improving Capacity for Game-Based Research to Scale: A Conference","October 1, 2012 to September 30, 2013","This workshop addresses the need to connect a range of experts involved in game development and research to develop and disseminate best practices. The workshop will also establish a network hub where educators and developers can find tools for implementing game-based curricula. The project will bring together approximately 100 early contributors, including researchers, teachers, game designers and publishers, to inform the next phases of research, development, and production in the field of games and learning.
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"Improving Competency in Elementary Science Teaching","July 1, 2013 to June 30, 2015","This project provides elementary teachers, grades 3-5 with a pedagogical framework and related resources for distinguishing quality science teaching. The study focuses on developing and testing a framework, the Quality Science Teaching Continuum (QSTC), to determine its capacity to serve as a potent formative and collaborative tool with which teachers can reflect on their science teaching practices and recognize student behaviors that are indicators of engagement and science learning.
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"Improving Formative Assessment Practices: Using Learning Trajectories to Develop Resources That Support Teacher Instructional Practice and Student Learning in CMP2","October 1, 2013 to September 30, 2017","The overarching goal of this project is to develop innovative instructional resources and professional development to support middle grades teachers in meeting the challenges set by college- and career-ready standards for students' learning of algebra.
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"Improving Science Learning in Inquiry-based Programs (Collaborative Research: Van Vuuren)","September 15, 2007 to August 31, 2011","This project develops mixed-initiative dialog and speech recognition technologies to encourage students to speak and reason about science concepts. It is part of a larger collaboration to help fourth and fifth grade students who are not achieving their potential in high quality inquiry-based programs. The larger collaboration develops and evaluates a computer program, MyST, to interactively engage students in spoken tutorial dialogs of four science investigations to reinforce and extend their understanding of science concepts.
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"Improving Science Learning in Inquiry-based Programs (Collaborative Research: Ward)","September 15, 2007 to August 31, 2012","This project improves science learning by students who are not achieving their potential in high quality inquiry-based programs. The project aims to achieve its goal by developing a computer program, My Science Tutor, which students will use immediately following classroom science investigations to reinforce and extend concepts embedded in the investigations. The program uses a lifelike animated character to engage students in guided learning activities and conversational tutorial dialogs that stimulate scientific reasoning.
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"Improving Students' Mathematical Proficiency through Formative Assessment: Responding to an Urgent Need in the Common Core Era","June 15, 2014 to May 31, 2015","The overarching goal of this RAPID project is to contribute to the national goal of improving students' mathematical proficiency by providing information and guidance to mathematics education practitioners and scholars to support a sharpened focus on formative assessment. The project produces, analyzes, and makes available to the field timely information regarding the views and practices of mathematics teacher educators and professional development specialists regarding formative assessment early in the enactment of ambitious standards in mathematics.
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"Improving Teacher Preparation and Student Learning through Physics Education Research","September 15, 2007 to August 31, 2012","This project develops resources to facilitate the involvement of college and university physics departments in the professional development of K-12 teachers of physics and physical science. Research investigates how students and teachers learn content and reasoning skills for applying concepts to real world situations; how teachers can learn content in a way that helps them promote student learning; and how teachers can learn to assess student understanding in a way that promotes student learning.
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"Improving the Effectiveness of Teacher Diagnostic Skills and Tools","April 15, 2005 to March 31, 2011","In this project teachers are introduced to the \""Diagnoser\"" software and diagnostic testing both in workshops and online environments. The project is categorizing facets of student thinking in three more content areas: Properties of Matter, Heat and Temperature, and the Particulate Nature of Matter for students in grades five to ten. The project is also developing a framework for using diagnostic classroom tools in the delivery of professional development.
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"Improving the Implementation of Rigorous Instructional Materials in Middle Grades Mathematics: Developing a System of Practical Measures and Routines (Collaborative Research: Ahn)","October 1, 2016 to September 30, 2021","The goal of this project is to improve the implementation of rigorous instructional materials in middle-grades mathematics at scale through a system of practical measures and routines for collecting and using data that both assesses and supports implementation.
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"Improving the Implementation of Rigorous Instructional Materials in Middle-Grades Mathematics: Developing a System of Practical Measures and Routines (Collaborative Research: Cobb)","October 1, 2016 to September 30, 2021","The goal of this project is to improve the implementation of rigorous instructional materials in middle-grades mathematics at scale through a system of practical measures and routines for collecting and using data that both assesses and supports implementation.
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"Improving the Implementation of Rigorous Instructional Materials in Middle-Grades Mathematics: Developing a System of Practical Measures and Routines (Collaborative Research: Jackson)","October 1, 2016 to September 30, 2021","The goal of this project is to improve the implementation of rigorous instructional materials in middle-grades mathematics at scale through a system of practical measures and routines for collecting and using data that both assesses and supports implementation.
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"Improving the Implementation of Rigorous Instructional Materials in Middle-Grades Mathematics: Developing a System of Practical Measures and Routines (Collaborative Research: Smith)","October 1, 2016 to September 30, 2021","The goal of this project is to improve the implementation of rigorous instructional materials in middle-grades mathematics at scale through a system of practical measures and routines for collecting and using data that both assesses and supports implementation.
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"Industry-Education Partnership: A Model for the Teacher Professional Continuum","April 1, 2004 to March 31, 2010","This is a project to develop a learning community model that spans the educational continuum. It connects teacher research participation experience (TRE) projects and science, technology, and mathematics (STM) industry and university scientists/professionals to research the factors that contribute to the success of such a model. It will mine both the Principal Investigator's and TRE projects, education and industry partnership immersion projects, and provide new education/workplace experiences for STM participants.
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"INFEWS/T4: The INFEWS-ER: a Virtual Resource Center Enabling Graduate Innovations at the Nexus of Food, Energy, and Water Systems","September 1, 2016 to August 31, 2020","This project will provide a virtual environment for completing the Food, Energy, and Water (FEW) graduate student experience. The proposed work facilitates a transition from interdisciplinary to transdisciplinary training of existing faculty and current graduate students through a virtual resource center to help develop systematic processes for interdisciplinary thinking about large societal problems, especially those at the nexus of food, energy, and water.
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"INK-12: Teaching and Learning Using Interactive Ink Inscriptions in K-12 (Collaborative Research: Koile)","September 1, 2010 to August 31, 2014","This is a continuing research project that supports (1) creation of what are termed ""ink inscriptions""--handwritten sketches, graphs, maps, notes, etc. made on a computer using a pen-based interface, and (2) in-class communication of ink inscriptions via a set of connected wireless tablet computers. The primary products are substantiated research findings on the use of tablet computers and inscriptions in 4th and 5th grade math and science, as well as models for teacher education and use."
"INK-12: Teaching and Learning Using Interactive Ink Inscriptions in K-12 (Collaborative Research: Rubin)","September 1, 2010 to August 31, 2014","This is a continuing research project that supports (1) creation of what are termed ""ink inscriptions""--handwritten sketches, graphs, maps, notes, etc. made on a computer using a pen-based interface, and (2) in-class communication of ink inscriptions via a set of connected wireless tablet computers. The primary products are substantiated research findings on the use of tablet computers, inscriptions, and networks in 4th/5th grade classrooms as well as models for teacher education and use."
"Innovate to Mitigate: A Crowdsourced Carbon Challenge","September 1, 2013 to August 31, 2015","This project is designing and conducting a crowd-sourced open innovation challenge to young people of ages 13-18 to mitigate levels of greenhouse gases. The goal of the project is to explore the extent to which the challenge will successfully attract, engage and motivate teen participants to conduct sustained and meaningful scientific inquiry across science, technology and engineering disciplines.
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"Inquiry into Practice","November 1, 2006 to October 31, 2011","This project is documenting how middle and secondary school science teachers first develop a perspective on science learning, translate that perspective into their own teaching practice and finally make explicit links to their colleagues. The research is investigating the impact of professional development based on model-based reasoning, supported by Lesson Study and an apprentice-like program in teacher leadership.
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"Inquiry Primed: An Intervention to Mitigate the Effects of Stereotype Threat in Science","September 15, 2013 to August 31, 2016","This project investigates stereotype threat at the classroom level and in the context of inquiry-based instruction, in order to develop strategies and a related professional development course, using the principles of Universal Design for Learning, to help teachers learn how to mitigate stereotype threat.
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"Inquiry-based High School Biology Using Sea Urchin Fertilization and Development","April 1, 2005 to March 31, 2009","This project uses sea urchin embryos to provide a curriculum module for inquiry-based biology. The curriculum is provided via a new open access website. It addresses several of the National Science Content Standards and provides a range of activities suitable for all levels of high school biology. It will provide instructional support materials such as video demonstrations, animations, time lapse videos and image galleries relevant to each exercise, as well as professional development materials.
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"Inquiry-based Laboratories for Engaging Students of Creative and Performing Arts in STEM","August 15, 2007 to July 31, 2010","This project develops, implements, and evaluates new multimedia laboratory activities designed to engage students in science, technology, engineering, and mathematics (STEM). The project specifically targets artistically gifted students who are often steered towards more traditionally creative areas (e.g., arts and humanities) and away from STEM. The goals to help students understand that scientific principles permeate the creative and performing arts and that creativity and expression are also embraced by STEM.
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"InquirySpace 2: Broadening Access to Integrated Science Practices","September 15, 2016 to August 31, 2021","This project will create technology-enhanced classroom activities and resources that increase student learning of science practices in high school biology, chemistry, and physics. InquirySpace will incorporate several innovative technological and pedagogical features that will enable students to undertake scientific experimentation that closely mirrors current science research and learn what it means to be a scientist.
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"Instructional Leadership for Scientific Practices: Resources for Principals in Evaluating and Supporting Teachers' Science Instruction","September 1, 2014 to August 31, 2017","This project will research the knowledge and supervision skills principals' and other instructional leaders' need to support teachers in successfully integrating scientific practices into their instruction, and develop innovative resources to support these leaders with a particular focus on high-minority, urban schools. The project will contribute to the emerging but limited literature on instructional leadership in science at the K-8 school level.
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"Integrated Study of Natural Resources, Human Impact, and Environmental Policy: Making Complex Systems Accessible for Secondary Learners","August 15, 2010 to July 31, 2012","This project explores the potential of ""Agent-Based Models"" to assist learners to acquire environmental science concepts targeted in forthcoming Advanced Placement test standards. The investigators frame the research in a simulated scenario where ""green"" infrastructure is integrated into urban environments, and they propose how to use a new user interface strategy (""Paper-to-Parameters"") that promises unique approaches for understanding the spatial and scalar relationships between simulation elements.
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"Integrating Computing Across the Curriculum (ICAC): Incorporating Technology into STEM Education Using XO Laptops","August 1, 2009 to July 31, 2011","This project builds and tests applications tied to the school curriculum that integrate the sciences with mathematics, computational thinking, reading and writing in elementary schools. The investigative core of the project is to determine how to best integrate computing across the curriculum in such a way as to support STEM learning and lead more urban children to STEM career paths.
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"Integrating Engineering and Literacy","September 1, 2010 to May 31, 2017","This project is developing and testing curriculum materials and a professional development model designed to explore the potential for introducing engineering concepts in grades 3 - 5 through design challenges based on stories in popular children's literature. The research team hypothesizes that professional development for elementary teachers using an interdisciplinary method for combining literature with engineering design challenges will increase the implementation of engineering in 3-5 classrooms and have positive impacts on students."
"Integrating Quality Talk Professional Development to Enhance Professional Vision and Leadership for STEM Teachers in High-Need Schools","July 15, 2013 to June 30, 2017","This project expands and augments a currently-funded NSF Noyce Track II teacher recruitment and retention grant with Quality Talk (QT), an innovative, scalable teacher-facilitated discourse model. Over the course of four years, the work will address critical needs in physics and chemistry education in 10th through 12th grade classrooms by strengthening the capacity of participating teachers to design and implement lessons that support effective dialogic interactions.
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"Integration of Engineering Design and Life Science: Investigating the influence of an Intervention on Student Interest and Motivation in STEM Fields","September 1, 2017 to August 31, 2021","This project will investigate the integration of engineering design, practices, and thinking into middle school life science curriculum while providing opportunities for students to foster knowledge of and increase interest in life and biosciences. The project will specifically respond to the need to create, implement, and evaluate a model intervention that will advance the knowledge base for establishing and retaining underrepresented minorities in STEM fields.
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"Intensified Algebra Efficacy Study","August 1, 2014 to July 31, 2018","Students who fail algebra in the ninth grade are significantly less likely than their peers to graduate from high school on time. This project intends to test a common support strategy for at-risk students that provides an extra period of algebra, commonly known as a ""double dose"" condition. The Intensified Algebra (IA) is an intervention that addresses both the academic and non-academic needs of students.
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"Interactions in Understanding the Universe (I2U2)","October 1, 2008 to September 30, 2010","This project aims to increase the education and outreach activities of scientific experiments at U.S. universities and laboratories by providing infrastructure support and a program framework for a portfolio of coherent, collaborative online science education laboratories. The project maintains an online portfolio of educational laboratories suitable for a diverse range of disciplines and provides tools and support services to assist developers in creating these educational resources.
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"Interactive Ink Inscriptions in K-12 (INK-12) (Collaborative Research: Koile)","September 1, 2008 to August 31, 2010","This exploratory project seeks to understand the role that a network of tablet computers may play in elementary and middle school math and science classrooms. The study will use classroom observations, student interviews, teacher interviews and student artifacts to identify the advantages and disadvantages of these resources, understand what challenges and benefits they offer to teachers, and offer recommendations for future hardware, software, and curriculum development.
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"Interactive Ink Inscriptions in K-12 (INK-12) (Collaborative Research: Rubin)","September 1, 2008 to August 31, 2010","This exploratory project seeks to understand the role that a network of tablet computers may play in elementary and middle school math and science classrooms. The project uses classroom observations, student interviews, teacher interviews, and student artifacts to identify the advantages and disadvantages of these resources, to understand what challenges and benefits they offer to teachers, and to offer recommendations for future hardware, software, and curriculum development.
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"Interactive Science and Technology Instruction for English Learners (RAPID)","October 1, 2010 to September 30, 2011","This project examines the first-year implementation of a program that will provide low-cost netbook computers and specialized software to fifth and sixth grade students in four schools in Southern California. The PIs collect baseline and early implementation data to determine effects of the intervention on students' academic achievement in science, academic writing in science, and interest in further STEM study."
"Interactive Virtual Intelligent System for Scientific Inquiry in a Biology Learning Environment (Project INVISSIBLE)","June 1, 2005 to May 31, 2009","This project is developing, testing, refining, and evaluate an intelligent, interactive, multimedia system. This intelligent tutoring system will provide high school biology students a virtual, hands-on, multimedia learning environment. It is designed to: 1) develop an innovative curricular approach for scientific literacy that is driven by national standards; 2) develop an intelligent tutoring system; 3) create an exportable Project Development Model; and 4) disseminate achievement of the above goals to science and educational communities.
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"InterLACE: Interactive Learning and Collaboration Environment ","September 1, 2011 to August 31, 2013","This project designs, constructs, and field-tests a web-based, online collaborative environment for supporting the teaching and learning of inquiry-based high school physics. Based on an interactive digital workbook environment, the team is customizing the platform to include scaffolds and other supports for learning physics, fostering interaction and collaboration within the classroom, and facilitating a design-based approach to scientific experiments.
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"International Congress on Mathematics Education Travel Grant Proposal","December 15, 2011 to November 30, 2013","This project supports the participation of 50 U.S. elementary, middle, and high school mathematics teachers or supervisors, graduate students, community college/university mathematics teachers, mathematicians and teacher educators or researchers to attend the Twelfth International Congress for Mathematical Education (ICME-12) to be held in Seoul Korea from June 8 to July 15, 2012.
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"International Polar Year (IPY) STEM Polar Connections","September 1, 2007 to August 31, 2010","This curriculum development and professional development program includes residential summer institutes with academic-year online communication for in-service teachers involved in professional development of their colleagues. During each summer institute, teachers will be introduced to sets of STEM Polar Connections Modules that will emphasize the process of scientific inquiry and will explore a variety of proven techniques for effective teaching, including inquiry-based teaching, cooperative learning, and methods for formative assessment of student learning.
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"International Polar Year Symposia and Web Seminars at NSTA Conferences on Science Education: Collaboration between NSF, NOAA, and NASA","August 15, 2008 to July 31, 2010","This project is NSF's contribution to an interagency effort with NASA and NOAA to focus three symposia at the National Science Teachers Association annual meeting, not on particular agency efforts, but specifically on International Polar Year science through three themes: ice, life, and water and air. NSTA focuses on promoting innovation and excellence in science teaching and learning as well as the professional development of teachers to teach science.
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"International Workshop on Mathematics and Science Education: Common Priorities that Promote Collaborative Research","March 15, 2008 to February 28, 2011","The goal of this workshop is to advance the construction of new knowledge through international cooperation with Chinese counterparts in the teaching and learning of math and science at the elementary level in four areas: curriculum design and assessment; teacher preparation and professional development; effective use of the former; and reaching gifted and underserved populations. Approximately 120 people will attend, including 50 senior U.S. researchers, 25 early career researchers, 15 graduate students and 5 undergraduates.
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"Introducing Dynamic Number as a Transformative Technology for Number and Early Algebra","September 1, 2009 to August 31, 2012","This project operationalizes research in number, operation, and early algebra. It builds on the paradigm of Dynamic Geometry (the interactive and continuous manipulation of geometric shapes and constructions) with a new technological paradigm, Dynamic Number, centered on the direct manipulation of numerical representations and constructions. Using The Geometer’s Sketchpad as a starting point, KCP Technologies is developing new software tools to deepen students’ conceptions of number and early algebra in grades 2–8."
"Investigating and Supporting the Development of Ambitious and Equitable Mathematics Instruction at Scale ","August 15, 2011 to July 31, 2012","This project is supporting and investigating the implementation of reformed mathematics instruction at the middle school level in two large school districts. The primary goal of the project is to develop an empirically grounded theory of action for implementing reform at school and district levels. The researchers are investigating reform within a coherent system that focuses on leadership and school-based professional development.
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"Investigating Equitable Discourse Practices in Mathematics Classrooms","July 15, 2007 to October 31, 2009","This Discovery Research K-12 Conference project brought together 30 key scholars and practitioners in the areas of discourse and equity to synthesize and disseminate research findings concerning the implementation of culturally relevant teaching approaches that promote equitable discourse practices in mathematics classroom. The conference convened in Rochester, NY, in June 2008. Conference outcomes include publications that synthesize and disseminate best practices in relation to equitable discourses and a research agenda that further supports teachers' efforts.
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"Investigating How to Enhance Scientific Argumentation through Automated Feedback in the Context of Two High School Earth Science Curriculum Units","September 1, 2014 to August 31, 2018","This project responds to the need for technology-enhanced assessments that promote the critical practice of scientific argumentation--making and explaining a claim from evidence about a scientific question and critically evaluating sources of uncertainty in the claim. It will investigate how to enhance this practice through automated scoring and immediate feedback in the context of two high school curriculum units--climate change and fresh-water availability--in schools with diverse student populations.
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"Investigating Productive Use of High-Leverage Student Mathematical Thinking (Collaborative Research: Peterson)","July 1, 2017 to May 31, 2021","This project focuses on the teaching practice of building on student thinking, a practice in which teachers engage students in making sense of their peers' mathematical ideas in ways that help the whole class move forward in their mathematical understanding. The study examines how teachers incorporate this practice into mathematics discussions in secondary classrooms by designing tasks that generate opportunities for teachers to build on students' thinking and by studying teachers' orchestration of whole class discussions around student responses to these tasks.
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"Investigating Productive Use of High-Leverage Student Mathematical Thinking (Collaborative Research: Van Zoest)","July 1, 2017 to May 31, 2021","This project focuses on the teaching practice of building on student thinking, a practice in which teachers engage students in making sense of their peers' mathematical ideas in ways that help the whole class move forward in their mathematical understanding. The study examines how teachers incorporate this practice into mathematics discussions in secondary classrooms by designing tasks that generate opportunities for teachers to build on students' thinking and by studying teachers' orchestration of whole class discussions around student responses to these tasks.
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"Investigating Productive Use of High-Leverage Student Mathematical Thinking Collaborative Research: Stockero)","June 1, 2017 to May 31, 2021","This project focuses on the teaching practice of building on student thinking, a practice in which teachers engage students in making sense of their peers' mathematical ideas in ways that help the whole class move forward in their mathematical understanding. The study examines how teachers incorporate this practice into mathematics discussions in secondary classrooms by designing tasks that generate opportunities for teachers to build on students' thinking and by studying teachers' orchestration of whole class discussions around student responses to these tasks.
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"Investigating Simulations of Teaching Practice: Assessing Readiness to Teach Elementary Mathematics","October 1, 2013 to September 30, 2015","The PI of this project argues cogently that assessment of pre-service teacher preparedness to teach is based on a flawed model. The goal then is to use a simulation model from other professional arenas: the training of doctors, nurses, etc., to offer new insights and control for the many variables that come to play when conducting evaluations in practice.
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"Investigating the Effect of Professional Development, Mathematical Knowledge for Teaching, and Instruction on Student Outcomes","September 1, 2009 to August 31, 2012","To meet College and Career-Ready standards in mathematics, classroom instruction must change dramatically. As in past reform efforts, many look to professional development as a major force to propel this transformation, yet not enough is known about mathematics professional development programs that operate at scale in the United States. In this project, we evaluated one such program.
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"Investigating the Impact of Math Teachers' Circles on Mathematical Knowledge for Teaching and Classroom Practice ","August 15, 2011 to July 31, 2014","This project is connecting mathematicians and mathematics teachers in middle schools by offering summer workshops and continued communication throughout the year. The workshops focus on mathematical problem solving and include activities that offer multiple entry points. The goal of the workshops is to increase teachers' knowledge of mathematics for teaching and to help teachers use their knowledge to improve student learning of mathematics.
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"Investigating the Meaningfulness of Preservice Programs Across the Continuum of Teaching (IMPPACT) in Science Education","July 1, 2005 to June 30, 2010","This project investigates the longitudinal impact of science teacher education programs on middle and secondary science teachers and their students across critical developmental stages of the teacher professional continuum. The research generates information on how individuals develop pedagogical and content knowledge in science throughout their preservice program and professional careers, and how their needs evolve. The study is identifying the linkages between science teachers' beliefs and practices and how they impact student achievement scores.
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"Investigating the Needs of Elementary School Teachers of Mathematics at Different Points During Sustained Professional Development","June 1, 2005 to May 31, 2010","This project seeks to map a trajectory for the evolution of elementary school mathematics teachers engaged in sustained professional development. The goal of the project is to identify and understand the evolution of elementary school mathematics teachers' changing perspectives and needs as they participate in professional development. Drawing from a pool of more than 500 teachers, the sample includes 120 elementary school mathematics teachers engaged in sustained professional development for different lengths of time.
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"Investigating the Relationship Between Teacher-Level and Student-Level Factors and NAEP Mathematics Test Performance by American Indian and Alaska Native Students","October 1, 2010 to September 30, 2013","This study examines ways that teacher-level factors (including teacher background variables and instructional practices) and student-level factors (such as self-rated mathematics interest and proficiency), and interactions among these factors, are associated with American Indian/Alaska native (AI/AN) student academic achievement in middle grades mathematics. The ultimate goal is to identify malleable factors that, if changed, could improve teachers' practices and AI/AN student achievement in mathematics."
"Investigations in Cyber-enabled Education (ICE)","July 1, 2009 to June 30, 2012","Investigations in Cyber-enabled Education (ICE) strives to provide a professional development design framework for enhancing teacher ability to provide science, technology, and math (STM) instruction for secondary students. Exploratory research will clarify ICE framework constructs and gather empirical evidence to form the basis of anticipated further research into the question: Under what circumstances can cyber-enabled collaboration between STM scientists and educators enhance teacher ability to provide STM education?
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"Invited Guests at 2018 DRK-12 PI Meeting","June 6, 2018 to June 8, 2018","We're happy to welcome these guests who will be presenting at the 2018 DRK-12 PI Meeting: View Bios.
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"iSTEM: A Multi-State Longitudinal Study of the Effectiveness of Inclusive STEM High Schools","September 1, 2013 to August 31, 2017","This is a quasi-experimental study of the effects of attending an inclusive STEM high school in three key geographic regions and comparing outcomes for students in these schools with those of their counterparts attending other types of schools in the same states. The study's focus is on the extent to which inclusive STEM high schools contribute to improved academic outcomes, interests in STEM careers, and expectations for post secondary study.
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"ITEAMS Longitudinal Study","September 15, 2013 to April 30, 2014","The objective of this study is to examine the impact of ITEAMS intervention strategies on student persistence in high school STEM course-taking and career expectations, and the value that students place on STEM careers.
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"Iterative Model Building (IMB): A Program for Training Quality Teachers and Measuring Teacher Quality","August 15, 2007 to July 31, 2012","This project aims to improve professional development programs for pre-service teachers (PSTs) as a way to improve student learning in mathematics and science. PSTs engage in a series of teaching cycles, and then engage in lesson study groups to develop, teach, and analyze a whole-class lesson. The cycle is completed by reexamining students' knowledge in teaching experiments with pairs of students. These teaching cycles are called Iterative Model Building (IMB).
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"Knowledge Assets to Support the Science Instruction of Elementary Teachers (ASSET)","July 1, 2014 to June 30, 2017","This project will address two obstacles that hinder elementary science instruction: (1) a lack of content-specific teaching knowledge (e.g., research on effective topic-specific instructional strategies); and (2) the knowledge that does exist is often not organized for use by teachers in their lesson planning and instruction. The project will collect existing empirical literature for two science topics and synthesize it with an often-overlooked resource -- practice-based knowledge.
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"Knowledge Synthesis on STEM Teachers in Professional Learning Communities","September 1, 2008 to August 31, 2010","This project is evaluating existing knowledge about STEM teachers in professional learning communities (PLCs), both prospective teachers and classroom teachers across grades K-12. It will comprehensively synthesize peer-reviewed research but will also examine additional types of knowledge that influence the field. The project methods adapt those of Knowledge Management and Dissemination project, funded by NSF MSP and seeks to further advance the scope and rigor of knowledge synthesis.
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"Laboratory for the Study of Extra Solar Planets: Fostering Data Literacy","October 1, 2012 to September 30, 2014","This project provides a virtual environment in which high school physics students can engage in the cutting edge science of studying exoplanets. Using online telescopes and learning software, students gain a deeper understanding of science inquiry, including reasoning from models, gathering assessing, and interpreting authentic data, and drawing conclusions from multiple line of evidence. The research advances our understanding of ways to increase students' knowledge of data literacy.
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"Language-Rich Inquiry Science with English Language Learners (LISELL)","August 15, 2010 to July 31, 2013","This exploratory study develops and pilot-tests a model for improving science teaching and learning with middle school ELLs. Study goals include: (1) clarifying pedagogical constructs of language-rich science inquiry and the academic language of science and their relationships across the learning contexts of middle school science classrooms, teacher professional development and family science workshops, (2) developing and refining instruments to study these constructs in context, and (3) conducting pilot tests of the model and instruments."
"Language-Rich Inquiry Science with English Language Learners Through Biotechnology (LISELL-B)","August 1, 2013 to July 31, 2018","This is a large-scale, cross-sectional, and longitudinal study aimed at understanding and supporting the teaching of science and engineering practices and academic language development of middle and high school students (grades 7-10) with a special emphasis on English language learners (ELLs) and a focus on biotechnology.
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"Learning about Ecosystems Science and Complex Causality through Experimentation in a Virtual World","September 1, 2014 to August 31, 2017","This project will develop a modified virtual world and accompanying curriculum for middle school students to help them learn to more deeply understand ecosystems patterns and the strengths and limitations of experimentation in ecosystems science. The project will build upon a computer world called EcoMUVE, a Multi-User Virtual Environment or MUVE, and will develop ways for students to conduct experiments within the virtual world and to see the results of those experiments.
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"Learning Algebra and Methods for Proving (LAMP)","October 1, 2013 to September 30, 2015","This project tests and refines a hypothetical learning trajectory and corresponding assessments, based on the collective work of 50 years of research in mathematics education and psychology, for improving students' ability to reason, prove, and argue mathematically in the context of algebra. The study produces an evidence-based learning trajectory and appropriate instruments for assessing it.
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"Learning and Sharing the World Best Practices in Math Education: The U.S. National Commission on Mathematics Instruction","September 15, 2014 to August 31, 2017","To prepare the country's youth more broadly for a globalized world, the U.S. National Commission on Mathematics Instruction (USNCMI) will engage with the international community and assist in improving the state of mathematics education in the country by implementing international education programs, participating in international benchmarking activities, and working closely with other countries and multilateral organizations.
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"Learning and Teaching Geometry: VideoCases for Mathematics Professional Development","September 1, 2007 to August 31, 2012","This project is creating five video-case modules for use in professional development of middle school mathematics teachers. The materials are designed to develop teachers' understanding of mathematics knowledge for teaching similarity. In total, 18-24 video cases will be produced, which, taken together, form the curriculum of a 45- to 60-hour professional development course.
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"Learning Assistant Model of Teacher Education in Science and Technology","September 1, 2006 to August 31, 2010","This project is testing the effectiveness of the 'Learning Assistant Model' for recruiting, preparing, and retaining STEM K-12 teachers by developing a suite of survey instruments that can be used by researchers interested in testing the effectiveness of teacher preparation programs, course transformations, or conceptual or pedagogical knowledge. It focuses on teacher certification programs,K-12 contexts and students' experiences in STEM departments and the role of STEM research faculty in preparing future teachers.
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"Learning Evolution through Human and Non-Human Case Studies","September 15, 2016 to August 31, 2021","This project will develop and test two curriculum units on the topic of evolution for high school general biology courses, with one unit focusing primarily on human case studies to teach evolution and one unit focusing primarily on case studies of evolution in other species. The two units will be compared to examine how different approaches to teaching evolution affect students and teachers.
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"Learning in Places: Field Based Science in Early Childhood Education","July 1, 2017 to June 30, 2021","This project aims to develop an innovative field-based science learning approach that will support the capacity of culturally diverse students in Grades K-3 to engage in complex ecological reasoning and related problem solving. To provide rich learning environments, outdoor learning gardens will be created in which students, teachers, garden educators, and families participate in activities that facilitate the investigation of tangible ecological challenges such as water capture and food security.
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"Learning in Practice: New Possibilities for Teacher Professional Education in Science","August 15, 2004 to July 31, 2010","This project promotes teacher ""learning in practice"" to bring out and build on the cognitive strengths of their students for science learning in the classroom. Understanding the broader contexts of their student’s lives will enable teachers to make teaching more effective and relevant for their students. Teachers and researchers collaborate to develop theories of action, document and disseminate practices that support teacher learning, and design a model for sustainable, school-wide improvement of science education.
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"Learning Labs: Using Videos, Exemplary STEM Instruction and Online Teacher Collaboration to Enhance K-2 Mathematics and Science Practice and Classroom Discourse","April 15, 2015 to March 31, 2018","This project will develop and study two sets of instructional materials for K-2 teacher professional development in mathematics and science that are aligned with the CCSS and NGSS. Teachers will be able to review the materials online, watch video of exemplary teaching practice, and then upload their own examples and students' work to be critiqued by other teachers enrolled in professional learning communities as well as expert coaches.
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"Learning Linkages: Integrating Data Streams of Multiple Modalities and Timescales (Collaborative Research: Sherin)","September 1, 2014 to August 31, 2017","In this project, researchers will collaborate to enhance understanding of influences on learning, and improve teaching and learning in high school and middle school STEM classes. They will leverage the latest tools for data processing and many different streams of data that can be collected in technology-rich classrooms to (1) identify classroom factors that affect learning and (2) explore how to use that data to automatically track development of students' understanding and capabilities over time.
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"Learning Mathematics of the City in the City","September 1, 2012 to August 31, 2015","This project is developing teaching modules that engage high school students in learning and using mathematics. Using geo-spatial technologies, students explore their city with the purpose of collecting data they bring back to the formal classroom and use as part of their mathematics lessons. This place-based orientation helps students connect their everyday and school mathematical thinking. Researchers are investigating the impact of place-based learning on students' attitudes, beliefs, and self-concepts about mathematics in urban schools.
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"Learning Progressions for Scientific Inquiry: A Model Implementation in the Context of Energy","January 1, 2008 to December 31, 2012","The project has had three major areas of focus: (1) Offering professional development to help elementary and 6th grade teachers become more responsive teachers, attending and responding to their students' ideas and reasoning; (2) Developing web-based resources (both curriculum and case studies) to promote responsive teaching in science; and (3) research how both teachers and students progress in their ability to engage in science inquiry.
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"Learning Science as Inquiry with the Urban Advantage: Formal-Informal Collaborations to Increase Science Literacy and Student Learning","September 1, 2009 to August 31, 2013","This project hypothesizes that learners must have access to the real work of scientists if they are to learn both about the nature of science and to do inquiry themselves. It explores the question ""How can informal science education institutions best design resources to support teachers, school administrators, and families in the teaching and learning of students to conduct scientific investigations and better understand the nature of science?""
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"Learning Through Collaborative Design: Professional Development to Foster Productive Epistemic Discourse in Science","July 1, 2017 to June 30, 2021","This project will investigate the role of collaborative design in supporting teachers' professional growth around productive epistemic discourse in high school science classrooms. The project will examine an activity that is often used for the generation of curricular materials, collaborative design, and explore its promise in fostering biology teachers' professional growth as part of a larger professional development experience focused on epistemic practice.
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"Learning to RECAST Students' Causal Assumptions in Science Through Interactive Multimedia Professional Development Tools","July 1, 2005 to April 30, 2011","This project produced and is testing a website with tools to help teachers identify when students’ science learning may be limited by how they construe the underlying causal structure of the concepts. It demonstrates students’ difficulties and a pedagogical approach to help them recast their explanations to align them with the causal structure in the scientifically accepted explanations. The site focuses on middle school with in-depth examples in density and ecosystems.
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"Learning Trajectories in Grades K-2 Children's Understanding of Algebraic Relationships","July 15, 2014 to June 30, 2016","This project will use classroom-based research to teach children about important algebraic concepts and to carefully explore how children come to understand these concepts. The primary goal is to identify levels of sophistication in children's thinking as it develops through instruction. Understanding how children's thinking develops will provide a critical foundation for designing curricula, developing content standards, and informing educational policies.
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"Learning Trajectories to Support the Growth of Measurement Knowledge: Pre-K Through Middle School","August 1, 2012 to July 31, 2018","This project is studying measurement practices from pre-K to Grade 8, as a coordination of the STEM disciplines of mathematics and science. This research project tests, revises and extends learning trajectories for children's knowledge of geometric measurement across a ten-year span of human development. The goal will be to validate all components of each learning trajectory, goal, developmental progression, and instruction tasks, as well as revising each LT to reflect the outcomes of the experiments.
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"Leveling Up: Supporting and Measuring High School STEM Knowledge Building in Social Digital Games ","July 1, 2011 to June 30, 2014","This project designs, develops and tests a digital gaming environment for high school students that fosters and measures science learning within alternate reality games about saving Earth's ecosystems. Players work together to solve scientific challenges using a broad range of tools including a centralized web-based gaming site and social networking tools, along with handheld smart-phones, and an avatar-based massively multiplayer online environment. The game requires players to contribute to a scientific knowledge building community.
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"Levels of Conceptual Understanding in Statistics (LOCUS)","September 1, 2011 to August 31, 2012","LOCUS (Levels of Conceptual Understanding in Statistics) is an NSF Funded DRK12 project (NSF#118618) focused on developing assessments of statistical understanding. These assessments will measure students’ understanding across levels of development as identified in the Guidelines for Assessment and Instruction in Statistics Education (GAISE). The intent of these assessments is to provide teachers and researchers with a valid and reliable assessment of conceptual understanding in statistics consistent with the Common Core State Standards (CCSS)."
"Leveraging MIPOs: Developing a Theory of Productive Use of Student Mathematical Thinking (Collaborative Research: Leatham)","October 1, 2012 to September 30, 2016","The core research questions of the project are: (1) What is the nature of high-leverage student thinking that teachers have available to them in their classrooms? (2) How do teachers use student thinking during instruction and what goals, orientations and resources underlie that use? (3) What is the learning trajectory for the teaching practice of productively using student thinking? and (4) What supports can be provided to move teachers along that learning trajectory?
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"Leveraging MIPOs: Developing a Theory of Productive Use of Student Mathematical Thinking (Collaborative Research: Stockero)","October 1, 2012 to September 30, 2016","The core research questions of the project are: (1) What is the nature of high-leverage student thinking that teachers have available to them in their classrooms? (2) How do teachers use student thinking during instruction and what goals, orientations and resources underlie that use? (3) What is the learning trajectory for the teaching practice of productively using student thinking? and (4) What supports can be provided to move teachers along that learning trajectory?
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"Leveraging MIPOs: Developing a Theory of Productive Use of Student Mathematical Thinking (Collaborative Research: Van Zoest)","October 1, 2012 to September 30, 2016","The core research questions of the project are: (1) What is the nature of high-leverage student thinking that teachers have available to them in their classrooms? (2) How do teachers use student thinking during instruction and what goals, orientations and resources underlie that use? (3) What is the learning trajectory for the teaching practice of productively using student thinking? and (4) What supports can be provided to move teachers along that learning trajectory?
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"Life on Earth: Biodiversity and Evolution","September 1, 2010 to August 31, 2011","This project will develop an online curriculum module for high school biology. It has three main goals: 1) Demonstrate how a story like malaria can integrate the teaching of multiple science topics and facilitate the diffusion of biodiversity and evolution across curriculum; 2) Model for students how to think like a scientist and show science as worthy of career consideration; and 3) Provide versatile multimedia as an alternative to textbook-centered instruction.
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"Linear Algebra and Geometry: Advanced Mathematics for More Students","October 1, 2007 to September 30, 2013","EDC is developing a high school capstone course in linear algebra. Student resources contain a core semester that develops two- and three-dimensional geometry using vectors and that treats matrix algebra and its applications to geometry; a semester of material that completes a typical undergraduate course (exploring bases, determinants and eigentheory); and 5 stand-alone modules that develop applications of this core to mathematics, engineering, science, and other STEM fields.
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"Linking Middle & Early High School Science & Mathematics Assessment Items to Local, State & National Content Standards","February 1, 2004 to January 31, 2011","This project is developing a bank of mathematics and science assessment items and related tools aligned with state and national content standards that will be available to test developers, curriculum developers, researchers, teachers, teacher educators, parents and students. Specific tools will include a bank of about 300 test items, assessment maps and the inclusion of materials that target students with English as a second language.
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"Linking Teacher Preparation to Student Learning in Mathematics and Science","June 1, 2006 to May 31, 2010","This project examines relationships among pre-service teachers' developing understanding of learning in mathematics and science, the enactment of these understandings as they begin teaching. The objectives are (1) to inform the design of teacher preparation programs, and (2) to support the development of appropriate tools to assess the impact of teacher preparation program features on elementary- and middle-school student learning.
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"Logging Opportunities in Online Programs for Science (LOOPS): Student and Teacher Learning","January 1, 2008 to December 31, 2010","The project makes use of technology to create timely, valid, and actionable reports to teachers by analyzing assessments and logs of student actions generated in the course of using computer-based curriculum materials. The reports allow teachers to make data-based decisions about alternative teaching strategies. The technology supports student collaborations and the assignment of different learning activities to groups, an essential function needed for universal design for learning (UDL).
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"Longitudinal Learning of Viable Argument in Mathematics for Adolescents","September 1, 2016 to August 31, 2020","This project builds on a prior study that demonstrated increases in students' knowledge of argumentation and their performance on mathematics assessments. The project will extend the use of the argumentation intervention into all eighth grade content areas, with a specific focus on students' learning of reasoning and proof, and contribute to understanding how students' learning about mathematical practices that can help them learn mathematics better.
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"Making Sciences: Data Modeling and Argumentation in Elementary Science","August 15, 2007 to July 31, 2010","This project develops ecosystems-focused instructional materials that use sensor data and technology to help second and third graders become more proficient at data modeling and scientific argumentation. The goals are to provide elementary teachers with a research-based curriculum that engages students in exploring and visualizing environmental data and using the data to construct scientific arguments, and to contribute to the cognitive development literature on children's ideas about and abilities for scientific argumentation.
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"Making Sense of Global Warming and Climate Change: Model of Student Learning via Collaborative Research","August 15, 2008 to July 31, 2013","A major scientific issue of our time is global warming and climate change. Many facets of human life are and will continue to be influenced by this. However, an adequate understanding of the problem requires an understanding of various domains of science. There has been little research done on effects of intervention on student learning of these topics. This project shows an improvement in student knowledge of climate change and related issues."
"Mapping Developmental Trajectories of Students' Conceptions of Integers","August 15, 2009 to July 31, 2011","This project is using data from interviews with 160 K-12 students and 20 adults to describe common understandings and progressions of development for negative number concepts and operations. The project is motivated by the widely acknowledged finding that students have difficulty mastering key concepts and skills involved in work with integers."
"Massachusetts Engineering Innovation and Dissemination Community (MEIDC)","October 1, 2014 to September 30, 2015","Education researchers, practitioners, industry representatives, and policymakers are increasingly committed to making engineering education accessible to all K-12 students and teachers. This project is designed to learn what type of collaborative infrastructure would best support NSF awardees in engaging in the innovative, synergistic research, development, and dissemination activities that will enable engineering to fulfill this important role in K-12 teaching and learning.
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"Materials Research Science and Engineering Center (MRSEC): The Georgia Tech Laboratory for New Electronic Materials","September 1, 2008 to August 31, 2014","This project addresses the need for new electronic materials and associated processes for applications in microelectronics, optics and sensors. Materials growth methods, electrical, chemical and physical characterization, pattern generation, device fabrication, and theory/modeling are invoked to ensure holistic and interdisciplinary approaches to the development and investigation of novel materials and devices.
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"Math Pathways and Pitfalls: Capturing What Works for Anytime Anyplace Professional Development","September 15, 2009 to August 31, 2012","Math Pathways & Pitfalls lessons for students boost mathematics achievement for diverse students, including English Learners, English Proficient students, and Latino students. This project develops modules that increase teachers’ capacity to employ the effective and equitable principles of practice embodied by Math Pathways & Pitfalls and apply these practices to any mathematics lesson. This four-year project develops, field tests, and evaluates 10 online professional development modules."
"Math Snacks Early Algebra Using Games and Inquiry to Help Students Transition from Number to Variable","September 1, 2015 to August 31, 2019","This project will develop games to build conceptual understanding of key early algebra topics. The materials will be freely accessible on the web in both English and Spanish. The project will develop 4-5 games. Each game will include supporting materials for use by students in inquiry-based classroom lessons, and web-based professional development tools for teachers.
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"Math Snacks: Addressing Gaps in Conceptual Mathematics Understanding with Innovative Media ","September 1, 2009 to August 31, 2012","This project is developing and evaluating effectiveness of 15 - 20 short computer mediated animations and games that are designed to: (1) increase students' conceptual understanding in especially problematic topics of middle grades mathematics; and (2) increase students' mathematics process skills with a focus on capabilities to think and talk mathematically.
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"Mathematical and Computational Methods for Planning a Sustainable Future","October 1, 2012 to September 30, 2014","This Exploratory Project is developing two prototype innovative instructional modules for grades 9-12 modules, and testing them extensively for usability and impact. These modules will emphasize the role of mathematics and computer science in planning for sustainability.
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"Mathematical and Computational Methods for Planning a Sustainable Future II","July 15, 2015 to June 30, 2019","The project will develop modules for grades 9-12 that integrate mathematics, computing and science in sustainability contexts. The project materials also include information about STEM careers in sustainability to increase the relevancy of the content for students and broaden their understanding of STEM workforce opportunities. It uses summer workshops to pilot test materials and online support and field testing in four states.
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"Mathematical Argumentation in Middle School: Bridging from Professional Development to Classroom Practice ","October 1, 2011 to September 30, 2013","This exploratory project is working in collaboration with teachers to increase their knowledge of mathematics for teaching in middle school. In addition to geometry and algebra, the research component of the project is providing insights into how teachers use their mathematical knowledge to increase argumentation in the classroom and to help students build skills in mathematical argumentation.
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"Mathematical Knowledge for Equitable Teaching","October 1, 2012 to August 31, 2018","Researchers, at the University of Houston, are designing, implementing and studying a curriculum that prepares preservice, elementary teachers for equitable teaching of mathematics. The program increases the mathematical knowledge of preservice teachers and helps them recognize and implement equitable instruction. The preservice teachers are learning to recognize equitable practices by using the Mathematical Quality and Equity Observation Protocol (MQE) to assess teaching as viewed in video cases.
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"Mathematical Learning via Architectural Design and Modeling Using E-Rebuild","August 1, 2017 to July 31, 2021","This project will explore the learning of mathematics through architectural tasks in an online simulation game, E-Rebuild. In the game-based architectural simulation, students will be able to complete tasks such as building and constructing structures while using mathematics and problem solving. The project will examine how to collect data about students' learning from data generated as they play the game, how students learn mathematics using the simulation, and how the simulation can be included in middle school mathematics learning.
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"Mathematical Modeling Handbook ","May 1, 2012 to April 30, 2013","Developers and researchers from the Consortium for Mathematics and Its Applications (COMAP) and Teachers College are developing a Mathematical Modeling Handbook to assist high school mathematics teachers in integrating modeling into their curricula. The development team is also investigating how the lessons are used and working with the National Council of Teachers of Mathematics, the National Council of Supervisors of Mathematics, and the Association of State Supervisors to ensure a broad dissemination.
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"Mathematicians Writing for Teachers Conference","December 15, 2007 to May 31, 2009","The goal of this conference was to bring together classroom teachers, mathematics educators, mathematicians, and community college faculty to consider critical questions about content and pedagogy in the mathematics education of K-8 teachers. These discussions were grounded by co-teaching actual professional development sessions, through observing each other teaching, and through debriefing teaching sessions based on observations and videotape. The participants developed an emerging set of principles and approaches to professional development for K-8 teachers.
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"Mathematics and Culture in Micronesia: Integrating Societal Experiences (Macimise)","September 1, 2009 to August 31, 2014","Founded on ethnomathematics research findings, this project aims to increase the mathematics learning of first-, fourth-, and seventh-grade elementary school Micronesian students. Plans are to develop and field-test culturally and linguistically sensitive grade-level curriculum units in specific mathematics topics, such as number and counting, division of whole numbers and fractions, and elements of geometry, focused on the indigenous mathematics learning experiences of eight distinct islands in the Pacific region."
"Mathematics Attainment and African-American Students: Discourse from Multiple Perspectives (Collaborative Research: Leonard)","October 1, 2009 to September 30, 2012","This project is convening a series of two professional mini-conferences and one professional summit to address issues related to the mathematical education of African American students, Pre-K-16.
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"Mathematics Attainment and African-American Students: Discourse from Multiple Perspectives (Collaborative Research: Stinson)","October 1, 2009 to September 30, 2012","This project convenes two professional mini-conferences and one professional summit to address issues related to the mathematical education of African American students. Research suggests that there is a negative relationship between African American students and mathematics. This relationship is exacerbated by the underrepresentation of African American students in advanced mathematics classes, even when they are the majority of school populations, and the overrepresentation of African American students in lower-track mathematics courses and special education.
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"Mathematics Discourse in Secondary Classrooms (M-DISC): A Case-Based Professional Development Curriculum","August 1, 2009 to July 31, 2014","This project is developing, designing, and testing materials for professional development leaders (e.g., teacher educators, district mathematics specialists, secondary mathematic department chairs) to use in their work with secondary mathematics teachers. The aim is to help those teachers analyze the discourse patterns of their own classrooms and improve their skills in creating discourse patterns that emphasize high-level mathematical explanation, justification, and argumentation.
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"Mathematics for Teaching: A Problem-based Resource for Teachers ","June 15, 2006 to May 19, 2010","This project will produce, publish and disseminate a strong mathematics content curriculum for in-service secondary mathematics teachers and prepare a group of specialized teacher-leaders to deliver this curriculum across the country. Important components of this project are that expert teachers will ensure that the mathematics is relevant to the professional lives of secondary teachers and mathematicians will be core members of the development and review team.
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"Mathematics Immersion for Secondary Teachers at Scale (Collaborative Research: Cuoco)","July 1, 2017 to December 31, 2020","The goal of this project will be to provide the field with a cost-effective model for intense content-based professional development in ways that have not been possible before, except through costly face-to-face models, by creating and testing design principles for blended online courses. Team members will design, implement, and research the effects of a professional development immersion experience in mathematics for practicing secondary teachers (grades 7-12).
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"Mathematics Immersion for Secondary Teachers at Scale (Collaborative Research: Heck) ","July 1, 2017 to December 31, 2020","The goal of this project will be to provide the field with a cost-effective model for intense content-based professional development in ways that have not been possible before, except through costly face-to-face models, by creating and testing design principles for blended online courses. Team members will design, implement, and research the effects of a professional development immersion experience in mathematics for practicing secondary teachers (grades 7-12).
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"Mathematics Instruction Using Decision Science and Engineering Tools","September 15, 2007 to August 31, 2010","A collaboration among educators, engineers, and mathematicians in three universities, this project is creating, implementing, and evaluating a one-year curriculum for teaching a non-calculus, fourth-year high school mathematics course and accompanied assessment instruments. The curriculum will draw on decision-making tools that include but go well beyond linear programming, to enhance student mathematical competence (particularly solving multi-step problems), improve students' attitudes toward mathematics, and promote states' adoption of the curriculum (initially NC and MI).
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"Measurement Approach to Rational Number (MARN)","July 15, 2010 to June 30, 2015","This project is designing, developing, and testing an innovative approach to elementary students' learning in the critical areas of multiplicative reasoning, fractions, and proportional reasoning. The project is building on the successful El'Konin-Davydov (E-D) elementary mathematics curriculum that originated in Russia to develop a curriculum framework that can be implemented in U. S. schools. The ultimate product of the research will be a rational number learning progression consisting of carefully articulated and sequenced learning goals."
"Measuring Early Mathematical Reasoning Skills: Developing Tests of Numeric Relational Reasoning and Spatial Reasoning","September 15, 2017 to August 31, 2021","The primary aim of this study is to develop mathematics screening assessment tools for Grades K-2 over the course of four years that measure students' abilities in numeric relational reasoning and spatial reasoning. The team of researchers will develop Measures of Mathematical Reasoning Skills system, which will contain Tests of Numeric Relational Reasoning (T-NRR) and Tests of Spatial Reasoning (T-SR). The measures will be intended for use by teachers and school systems to screen students to determine who is at-risk for difficulty in early mathematics, including students with disabilities.
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"Measuring the Effects of a School-Based, Data-Driven Professional Learning Model for Raising Secondary Mathematics Achievement ","March 1, 2011 to February 28, 2013","This project is designing and implementing a professional development model that uses data from the Surveys of Enacted Curriculum (SEC) to improve mathematics instruction at the high school level.
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"Mentored and Online Development of Educational Leaders for Science (MODELS)","July 1, 2005 to June 30, 2010","The project provides a detailed research plan to build on a university-based mentor model to design school-based approaches. It addresses two challenges of implementing professional development: a) transitioning professional development to schools and b)assessing its effects on teacher and student learning. It is common for curricula to be introduced to teachers through university-based professional development programs, but its transition to schools requires careful planning, monitoring and support from the university at the initial stages.
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"Mini-Symposia: The Results of the African Diaspora: Developing Black Scholars in Science Education for the 21st Century in the United States, Part II","August 1, 2012 to July 31, 2014","In this project, investigators will convene a group of 15 African American science educators, scientists, and doctoral student scholars and assign them to small work groups to design and conduct multi-site micro-research studies on learning activities that promote science learning and teaching. Work groups will investigate different learning and teaching approaches used in K-12 rural and urban school settings to identify effects on student science learning using quantitative, qualitative, or mixed design studies.
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"Misconceptions Oriented Standards-Based Assessment Resource for Teachers of High School Life Science (MOSART HSLS)","September 1, 2013 to August 31, 2017","This project is developing and validating an assessment instrument that addresses the life sciences for students and teachers in grades 9 through 12 based on the Misconception Oriented Standards-based Assessment Resource for Teachers (MOSART).
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"Misconceptions Oriented Standards-Based Assessment Resource for Teachers of High School Physical Sciences (MOSART HSPS)","September 1, 2016 to August 31, 2020","This project builds upon the widely used K-12 Misconception Oriented Standards-based Assessment Resource for Teachers (MOSART). The project is developing 500 new test items that are intended to assess disciplinary core ideas in chemistry and physics aligned to Next Generation Science Standards. The new measures will be used to measure the knowledge acquired in a year of study by 10,000 students and 200 teachers in chemistry and physics.
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"Mobilizing Teachers to Increase Capacity and Broaden Women's Participation in Physics (Collaborative Research: Hazari)","May 15, 2017 to April 30, 2021","This project assesses the impact of scaling-up the teaching of physics and engineering to women students in grade levels 11 and 12, particularly in reference to retention. The aim is to mobilize high school physics teachers to ""attract and recruit"" female students into physics and engineering careers. The project will advance physics identity research by testing research-based approaches/interventions with larger groups of teachers and connecting research to practice in ways that are both widely deployable and practical for teachers to implement.
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"Mobilizing Teachers to Increase Capacity and Broaden Women's Participation in Physics (Collaborative Research: Hodapp)","May 15, 2017 to April 30, 2021","This project assesses the impact of scaling-up the teaching of physics and engineering to women students in grade levels 11 and 12, particularly in reference to retention. The aim is to mobilize high school physics teachers to ""attract and recruit"" female students into physics and engineering careers. The project will advance physics identity research by testing research-based approaches/interventions with larger groups of teachers and connecting research to practice in ways that are both widely deployable and practical for teachers to implement.
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"Mobilizing Teachers to Increase Capacity and Broaden Women's Participation in Physics (Collaborative Research: Lock)","May 15, 2017 to April 30, 2021","This project assesses the impact of scaling-up the teaching of physics and engineering to women students in grade levels 11 and 12, particularly in reference to retention. The aim is to mobilize high school physics teachers to ""attract and recruit"" female students into physics and engineering careers. The project will advance physics identity research by testing research-based approaches/interventions with larger groups of teachers and connecting research to practice in ways that are both widely deployable and practical for teachers to implement.
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"Mobilizing Teachers to Increase Capacity and Broaden Women's Participation in Physics (Collaborative Research: Vieyra)","May 15, 2017 to April 30, 2021","This project assesses the impact of scaling-up the teaching of physics and engineering to women students in grade levels 11 and 12, particularly in reference to retention. The aim is to mobilize high school physics teachers to ""attract and recruit"" female students into physics and engineering careers. The project will advance physics identity research by testing research-based approaches/interventions with larger groups of teachers and connecting research to practice in ways that are both widely deployable and practical for teachers to implement.
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"Model of Research-Based Education for Teachers ","September 1, 2011 to August 31, 2018","This project is conducting a longitudinal study of the effects of a pre-service elementary science education. Through overlapping studies on the pre-service teachers (PSTs) and in-service teachers who are graduates of the program, this project is seeking to analyze the impact of three essential dimensions of teacher preparation: inquiry-based science content courses, science methods/practicum courses, and k-12 mentor teachers.
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"Modeling Assessment to Enhance Teaching and Learning (Collaborative Research: Lehrer)","December 1, 2016 to August 31, 2020","This project will modify an existing assessment system (BEAR Assessment System) to provide ongoing, instructionally productive evidence to teachers about student learning and to link student work products and formative assessments with summative assessments in models that generate useful estimates of student growth.
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"Modeling Assessment to Enhance Teaching and Learning (Collaborative Research: Wilson)","December 1, 2016 to August 31, 2020","This project will modify an existing assessment system (BEAR Assessment System) to provide ongoing, instructionally productive evidence to teachers about student learning and to link student work products and formative assessments with summative assessments in models that generate useful estimates of student growth.
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"Modeling Engineered Levers for the 21st Century Teaching of STEM (Collaborative Research: Schunn)","September 1, 2010 to August 31, 2014","This project will develop three replacement units for biology and refine them through classroom testing. The units will be models of STEM integration by using the important concepts of proportional reasoning and algebraic thinking and engineering re-design to address big ideas in science while also promoting the learning of 21st century skills. The materials will be educative for teachers, and the teacher materials and professional development methods will work at scale and distance.
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"Modeling Hydrologic Systems in Elementary Science (MoHSES)","September 1, 2012 to August 31, 2017","This project investigates 3rd-grade students' model-based reasoning about hydrologic systems and how teachers scaffold students' engagement in modeling practices. The research builds upon existing modeling frameworks to guide the development and integration of a long-term conceptual modeling task into the Full Option Science System (FOSS) Water module. The data collected from this project can help inform science curriculum materials development and elementary teacher preparation efforts designed to foster reform-oriented, model-centered elementary science learning environments.
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"Modeling in Primary Grades (MPG): Science Learning Through Content Rich Inquiry","October 1, 2012 to September 30, 2015","This exploratory project examines how teachers of second grade students scaffold the development of student conceptual models and their understanding of the nature of scientific models and modeling processes in physical science conceptual areas associated with the particulate nature of matter. This foundational research provides descriptive exemplars that can be shared in both the research literature and in practitioner publications as examples of what cognitively rich pedagogy can achieve.
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"Modeling Scientific Practice in High School Biology: A Next Generation Instructional Resource","October 1, 2013 to September 30, 2016","This project addresses the need for a curricular resource package to support a high school biology course fully aligned to the core ideas, crosscutting concepts, and scientific practices of College and Career Readiness standards. The project will develop a suite of resources including educative curricular materials, pedagogical tools, intensive teacher professional development, and video documentation of exemplary implementation and investigate the impact of the instructional resource on teacher and student learning.
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"Models of Professional Development for Mathematics Teachers","August 15, 2010 to July 31, 2012","This project is conducting a comprehensive study of professional development models designed for mathematics teachers in grades K-12. The research team will identify key constructs and frameworks within professional development programs and identify types of professional development models. The goals of the project are to encourage researchers and professional developers to reconceptualize mathematics professional development, develop a shared language, and renew discussions on effective professional development for teachers of mathematics.
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"Modest Supports for Sustaining Professional Development Outcomes over the Long-Term","September 15, 2016 to August 31, 2020","This study will investigate factors influencing the persistence of teacher change after professional development (PD) experiences, and will examine the extent to which modest supports for science teaching in grades K-5 sustain PD outcomes over the long term.
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"Morehouse College DR K-12 Pre-service STEM Teacher Initiative","July 15, 2011 to June 30, 2018","This project recruited high school African American males to begin preparation for science, technology, engineering and mathematics teaching careers. The goal of the program was to recruit and prepare students for careers in secondary mathematics and science teaching thus increasing the number of African Americans students in STEM. The research will explore possible reasons why the program is or is not successful for recruiting and retaining students in STEM Teacher Education programs
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"Moving Next Generation Science Standards into Practice: A Middle School Ecology Unit and Teacher Professional Development Model","September 1, 2014 to August 31, 2018","Schools and teachers face unprecedented challenges in meeting the ambitious goals of integrating core interdisciplinary science ideas with science and engineering practices as described in new standards. This project will develop a middle school ecology unit and related teacher professional development that will help high-need and urban middle school students, including English Language Learners, understand these ideas and related practices.
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"Multimedia Engineering Notebook Tools to Support Engineering Discourse in Urban Elementary School Classrooms (Collaborative Research: Paugh)","August 1, 2013 to July 31, 2016","This collaborative, exploratory, learning strand project focuses on improving reflective decision-making among elementary school students during the planning and re-design activities of the engineering design process. Five teacher researchers in three elementary schools provide the classroom laboratories for the study. Specified units from Engineering is Elementary, a well-studied curriculum, provide the engineering content.
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"Multimedia Engineering Notebook Tools to Support Engineering Discourse in Urban Elementary School Classrooms (Collaborative Research: Wright)","August 1, 2013 to July 31, 2018","This collaborative, exploratory, learning strand project focuses on improving reflective decision-making among elementary school students during the planning and re-design activities of the engineering design process. Five teacher researchers in three elementary schools provide the classroom laboratories for the study. Specified units from Engineering is Elementary, a well-studied curriculum, provide the engineering content.
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"Multimedia Immersion Inspires STEM Learning","September 1, 2017 to August 31, 2019","This project will develop, pilot, and evaluate a nine-week STEM-rich multimedia production course for high school students called Multimedia Immersion (MI). The MI course will engage teams of students to develop a personally and socially relevant storyline that guides their use of accessible audio and video technologies to create a five-minute animated video. To develop student STEM experience and provide technical support, the project will provide guidance and learning experiences in engineering (e.g., criteria, constraints, optimization, tradeoffs), science (e.g. sound, light, energy, mechanics) and multimedia technologies (e.g., computer based audio production, video editing and visualizations through animatics (i.e., shooting a succession of storyboards with a soundtrack). MI will make important contributions to the field through its efforts to design and evaluate the promises and challenges of a nine-week multimedia curriculum in multiple urban high schools.
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"Multimodal Science: Supporting Elementary Science Education through Graphic-enhanced Communication","January 1, 2008 to June 30, 2010","This project enhances elementary students' engagement in and learning of science through visual communication skills using student-generated graphics in science notebooks. The products include two professional development modules for each grade level 2–5 that explicitly teach specific forms of graphical representation used in science, how these representations complement written and numeric information, and how teachers can promote the thoughtful reflection and discussion of these representations in small-group and whole-class settings.
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"Multiple Instrumental Case Studies of Inclusive STEM-Focused High Schools: Opportunity Structures for Preparation and Inspiration (OSPrl) ","September 1, 2011 to August 31, 2015","The aim of this project is to examine opportunity structures provided to students by inclusive STEM-focused high schools, with an emphasis on studying schools that serve students from underrepresented groups. The project is studying inclusive STEM-focused high schools across the United States to determine what defines them. The research team initially identified ten candidate critical components that define STEM-focused high schools and is refining and further clarifying the critical components through the research study.
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"NanoTeach: Professional Development in Nanoscale Science","September 15, 2008 to August 31, 2011","This project is exploring the introduction of a nanoscience curriculum into high schools. It is creating and studying a professional development model based on two products, the NanoTeach Teacher's Guide and the NanoTeach Facilitator's Guide. The NanoTeach Teacher's guide is being designed for self study by teachers (low treatment group) and for use in a facilitated development model (high treatment group). The NanoTeach Facilitator's Guide outlines the professional development experiences and provides guidance for facilitators.
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"National Conference on Benchmarking Student Evaluation Practices","March 1, 2008 to February 28, 2011","This conference uses Student Evaluation Standards, published by the Joint Committee on Standards for Educational Evaluation, to engage a broad array of educational organizations in improving student achievement in STEM education through better evaluation practices that assess for learning. Participants learn more about the Student Evaluation Standards and use them together with a benchmarking process - distributed to them in the form of a toolkit - to enhance student evaluation processes.
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"National Forum for Action on the Report of the National Math Panel","September 15, 2008 to August 31, 2010","The Conference Board for the Mathematical Sciences (CBMS) is collaborating with the U.S. Department of Education to host a forum in Washington, DC designed to launch action for change in mathematics education based on the recommendations of the National Mathematics Advisory Panel. This forum will focus specifically on the following four areas: teachers and teacher education, learning processes, instructional material, and standards of evidence—research policies and mechanisms.
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"National Symposium on K-12 Engineering Education","June 15, 2009 to November 30, 2010","This project holds a workshop to disseminate the findings of a privately-funded, two-year study of the status and nature of efforts to teach engineering to U.S. K-12 students. The symposium and other dissemination activities inform key stakeholders about the role and potential of engineering as an element of K-12 STEM education and also inform the programmatic activities of organizations and individuals concerned about engineering education.
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"NCLT: A Center to Develop Nanoscale Science and Engineering Educators with Leadership Capabilities","October 1, 2004 to September 30, 2010","The Nanoscale Science and Engineering Education (NSEE) Center for Learning and Teaching (NCLT) would focus on the research and development of nano-science instructional resources for grades 7-16, related professional development opportunities for 7-12 teachers, and programs infused with nano-science content for education doctoral students. "
"Networking Urban Resources with Teachers and University to Enrich Early Childhood Science (NURTURES) Phase II: Expansion and Evaluation","September 1, 2017 to August 31, 2021","Building on successful prior work, this project simultaneously targets young children's teachers and families/caregivers in an effort to build both parties' capacity to promote student interest in science, technology, engineering and mathematics (STEM) learning. The project aims to: 1) Transform early childhood science teaching based upon Next Generation Science Standards (NGSS) to measurably increase student science, literacy, and math achievement, and 2) Engage families of PreK-3 students in science inquiry practices to measurably improve student science, literacy, and math achievement.
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"Next Gen Alliance for Science Education Toolkit","September 1, 2014 to August 31, 2017","This project will research the development and application of new Next Generation curriculum exemplars for middle school science that align with the expectations of NGSS by (1) constructing diagnostic tools to assess the alignment of curricula; (2) using the tool for existing curricula in order to field test it; and (3) systematically investigating the effectiveness of the tool.
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"Next Generation Preschool Math ","August 1, 2011 to July 31, 2015","This project will develop, test, and refine a curriculum supplement (a hands-on technology) that (1) promotes childrens' understanding of number (counting, comparing, and ordering) and fair sharing (equipartitioning); (2) uses interactive media on an emerging handheld platform (touch screen tablets), integrating new multi-touch activities with existing hands-on activities; (3) enhances opportunities for learning with interactive media through shared use with adult guides and peers; and (4) provides professional and technical support materials for preschool educators.
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"Next Generation Preschool Science: An Innovative Program to Facilitate Young Children's Learning of Science Practices and Concepts","September 15, 2013 to August 31, 2018","This project is developing, iteratively refining and evaluating a science curriculum for Pre-K classrooms with units on Plant Growth, How Things Move, and What Makes Shadows by integrating traditional classroom resources (large and small group activities, hands-on activities, read-alouds) with digital media (touch screen tablets, photos and short videos, and games/simulations).
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"North Dakota Collaborative STEM Conference 2016","November 1, 2015 to October 31, 2016","
This conference will combine the annual meetings of three North Dakota organizations that focus on the development of a STEM-literate workforce to foster positive interaction and support for math and science educators in preparing their students for the workforce of tomorrow. The program will involve a statewide collaboration of higher education faculty and staff, state government and local community leaders, K-12 administrators and teachers, informal educators, and representatives of local STEM-related business and industry.
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"NSF Impact Methodology Conference","February 15, 2008 to January 31, 2009","This workshop aimed to develop a consensus on the best methods for selecting the most important outcomes of NSF’s mathematics and science education funding over the past few decades and for assessing the impacts of these outcomes. Issues addressed included how to select the NSF programs to be assessed; which persons should be interviewed; which methodologies should be used to assess program impact; and how data would be gathered, organized, reported, and disseminated.
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"Nurturing Mathematics Dreamkeepers","September 1, 2004 to August 31, 2011","This study targets elementary schools with a documented achievement gap between White American and African American students and investigates: (a) the ways K-2 teachers draw upon their current knowledge (mathematical, cultural, pedagogical) to make sense of African American students' conceptions; (b) how teachers might advance their practice through understanding of the relationship between students' cultural experiences and mathematical conceptions; and (c) to what extent this advancement brings forth solid foundations in mathematics among all students.
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"Nurturing Multiplicative Reasoning in Students with Learning Disabilities in a Computerized Conceptual-modeling Environment (NMRSD-CCME)","August 1, 2008 to July 31, 2013","The purpose of this project is to create a research-based model of how students with learning disabilities (LDs) develop multiplicative reasoning via reform-oriented pedagogy; convert the model into a computer system that dynamically models every students’ evolving conceptions and recommends tasks to promote their advancement to higher level, standard-based multiplicative structures and operations; and study how this tool impacts student outcomes.
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"Ocean Tracks: Investigating Marine Migrations in a Changing Ocean (Collaborative Research: Block)","September 15, 2012 to August 31, 2014","Ocean Tracks is developing and classroom testing powerful Web-based visualization and analysis tools derived from state-of-the-art knowledge about how to support student inquiry with data. Powerful Web-based visualization and analysis tools, derived from state-of-the-art knowledge about how to support student inquiry with data, allow students to learn and apply core concepts in ecology, biology, environmental science, earth science, oceanography, and climate science.
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"Ocean Tracks: Investigating Marine Migrations in a Changing Ocean (Collaborative Research: Krumhansl)","September 15, 2012 to August 31, 2014","Ocean Tracks is developing and classroom testing powerful Web-based visualization and analysis tools derived from state-of-the-art knowledge about how to support student inquiry with data. Powerful Web-based visualization and analysis tools, derived from state-of-the-art knowledge about how to support student inquiry with data, allow students to learn and apply core concepts in ecology, biology, environmental science, earth science, oceanography, and climate science.
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"Oceans of Data: What is Needed to Support Students' Learning with Large Scientific Databases? (Collaborative Research: Krumhansl)","September 1, 2010 to August 31, 2012","This project will address the question: In what ways can research on learning inform the design of interfaces and technology tools to be used by students accessing large scientific data bases? Oceans of Data will (1) conduct a systematic survey of the widely-dispersed research literature and (2) develop and disseminate a knowledge status report, a resource offering guidance for making these large scientific data bases accessible to and usable by high school science classes."
"Oceans of Data: What is Needed to Support Students' Learning with Large Scientific Databases? (Collaborative Research: Peach)","September 1, 2010 to August 31, 2012","This project will address the question: In what ways can research on learning inform the design of interfaces and technology tools to be used by students accessing large scientific data bases? Oceans of Data will (1) conduct a systematic survey of the widely-dispersed research literature and (2) develop and disseminate a knowledge status report, a resource offering guidance for making these large scientific data bases accessible to and usable by high school science classes.
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"One Year After Science's Grand Challenges in Education: Professional Empowerment of STEM Teachers' Through Education Policy and Decision Making","February 15, 2014 to January 31, 2015","Following up on a special issue of Science (August 2013) that identified several Grand Challenges in Science Education, this project proposes a convocation to more deeply explore those challenges that are particularly relevant for K-12 teachers and highlights the roles teachers can play on issues vital to the improvement of K-12 STEM education.
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"Online Resources for Educating Students about Ebola and Other Emerging and Re-emerging Infectious Diseases","February 1, 2015 to January 31, 2016","This project will develop a Web-based set of instructional materials and resources that will use the recent Ebola outbreak as the overarching narrative for educating middle and high school students about the disease, its causative agent, how it is spread, and approaches for responding to it and controlling the epidemic.
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"Online Science Teacher Professional Development: Optimization of Asynchronous Learning Models","September 1, 2007 to August 31, 2010","This project is comparing and evaluating different models for the delivery of online professional development aimed at elementary science teachers. The focus is on asynchronous (anytime, anywhere) and minimally facilitated models, because these approaches hold promise for reaching large numbers of teachers in a cost-effective way. The research capitalizes on experiences with BCM's award-winning, high traffic website for educators, BioEd Online.
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"Organizing to Learn Practice: Teacher Learning in Classroom-Focused Professional Development","September 1, 2016 to August 31, 2020","This project addresses the fundamental challenge of how to support teachers to improve their practice. The approach uses a ""live mathematics classroom"" as a common text for working on practice, where participants are not only watching and discussing but are engaged in developing and learning practice. The project will generate new knowledge regarding ways in which elementary teachers of mathematics can be supported to learn effective teaching practice.
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"Overcoming Obstacles to Scaling-Up with a Cyberlearning Professional Development Model (Collaborative Research: Sumner)","September 1, 2011 to August 31, 2013","This project will develop and test a cyberlearning professional-development model that builds on the successful Curriculum Customization Service model implemented in Denver with EarthComm. The cyberlearning system is tested with the Project Based Inquiry Science (PBIS) curriculum - a proven comprehensive middle school science curriculum. The cyberlearning system is evaluated for scalability, affordability, flexibility, and effectiveness for changing teacher practice and student learning.
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"Overcoming Obstacles to Scaling-Up with a Cyberlearning Professional Development Model (Collaborative Research: Zahm)","September 1, 2011 to August 31, 2013","This project will develop and test a cyberlearning professional-development model that builds on the successful Curriculum Customization Service model implemented in Denver with EarthComm. The cyberlearning system is tested with the Project Based Inquiry Science (PBIS) curriculum - a proven comprehensive middle school science curriculum. The cyberlearning system is evaluated for scalability, affordability, flexibility, and effectiveness for changing teacher practice and student learning.
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"Partnerships for Early Childhood Curriculum Development: Readiness Through Integrative Science and Engineering (RISE)","September 1, 2012 to August 31, 2015","The RISE project is creating curriculum resources for dual language learners (DLLs) in science, technology and engineering (STE). Participants include teachers in pre-K programs in the Boston area selected to target Hispanic and Chinese students and their families. The curriculum will be based on the Massachusetts framework, one of only a few states with pre-K standards. The evaluation will monitor both the progress of the research and development and the dissemination to the target audiences.
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"PATHWAYS - Preparing Aspiring Teachers to Hypothesize Ways to Assist Young Students","April 15, 2014 to March 31, 2017","PATHWAYS has two primary objectives: (1) To develop mathematics teachers who approach classrooms with a researcher's mindset, making instructional decisions based on empirical data; (2) To engage aspiring mathematics teachers in systematic formal mathematics education research, thereby providing foundations for participation in mathematics education graduate programs.
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"PBS NewsHour STEM Student Reporting Labs: Broad Expansion of Youth Journalism to Support Increased STEM Literacy Among Underserved Student Populations and Their Communities","August 1, 2015 to July 31, 2019","The production of news stories and student-oriented instruction in the classroom are designed to increase student learning of STEM content through student-centered inquiry and reflections on metacognition. This project scales up the PBS NewsHour Student Reporting Labs (SRL), a model that trains teens to produce video reports on important STEM issues from a youth perspective.
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"Perceptual and Implementation Strategies for Knowledge Acquisition of Digital Tactile Graphics for Blind and Visually Impaired Students (Collaborative Research: Giudice)","January 15, 2017 to December 31, 2019","This project will develop a learner-centered, perceptually-motivated framework addressing the requirements for students with blindness and visual impairments to access graphical content in STEM. Using TouchSense technology, the investigators will create instructional materials using tactile graphics and test them in a pilot classroom of both sighted and blind and visually impaired students.
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"Perceptual and Implementation Strategies for Knowledge Acquisition of Digital Tactile Graphics for Blind and Visually Impaired Students (Collaborative Research: Gorlewicz)","January 15, 2017 to December 31, 2019","This project will develop a learner-centered, perceptually-motivated framework addressing the requirements for students with blindness and visual impairments to access graphical content in STEM. Using TouchSense technology, the investigators will create instructional materials using tactile graphics and test them in a pilot classroom of both sighted and blind and visually impaired students.
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"Perceptual and Implementation Strategies for Knowledge Acquisition of Digital Tactile Graphics for Blind and Visually Impaired Students (Collaborative Research: Smith)","January 15, 2017 to December 31, 2019","This project will develop a learner-centered, perceptually-motivated framework addressing the requirements for students with blindness and visual impairments to access graphical content in STEM. Using TouchSense technology, the investigators will create instructional materials using tactile graphics and test them in a pilot classroom of both sighted and blind and visually impaired students.
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"Perceptual and Implementation Strategies for Knowledge Acquisition of Digital Tactile Graphics for Blind and Visually Impaired Students (Collaborative Research: Stefik)","January 15, 2017 to December 31, 2019","This project will develop a learner-centered, perceptually-motivated framework addressing the requirements for students with blindness and visual impairments to access graphical content in STEM. Using TouchSense technology, the investigators will create instructional materials using tactile graphics and test them in a pilot classroom of both sighted and blind and visually impaired students.
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"Persistence of Teacher Change in Rural Schools: Assessing the Short- and Long-Term Impact of Professional Development on K-2 Science Instruction","September 15, 2011 to August 31, 2014","This research study is examining the persistence of improved teacher skills achieved during the K-2 Science & Technology Assistance for Rural Teachers and Small Districts project (K-2 STARTS). K-2 STARTS provided four years of professional development to teachers in 16 rural school districts with high populations of traditionally underserved students. Project data indicates that the project increased teacher content knowledge, pedagogical content knowledge, abilities to integrate science and literacy and to use research-based instructional strategies.
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"Persistent, Enthusiastic, Relentless: Study of Induction Science Teachers (PERSIST)","August 1, 2009 to July 31, 2013","This project examines the effect of four different types of induction programs (district-based, e-mentoring, university-based, intern programs) on 100 5th year teachers of secondary science. The teachers involved in the study have participated in a previous study during their first three years of teaching.
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"Personalizing Recommendations in a Large-Scale Education Analytics Pipeline (Collaborative Research: Kesselman)","February 1, 2015 to January 31, 2017","This pilot project aims to begin to organize the world's digital learning resources to make personalized recommendations to learners that are engaging and effective in increasing mathematics learning outcomes. The project accomplishes this goal by developing crowdsourcing techniques to organize learning resources and by analyzing the online learning activities of the student. Teachers are an integral part of this project. The target audience for this pilot is 7th grade mathematics students and teachers.
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"Personalizing Recommendations in a Large-Scale Education Analytics Pipeline (Collaborative Research: Pardos)","February 1, 2015 to January 31, 2017","This pilot project aims to begin to organize the world's digital learning resources to make personalized recommendations to learners that are engaging and effective in increasing mathematics learning outcomes. The project accomplishes this goal by developing crowdsourcing techniques to organize learning resources and by analyzing the online learning activities of the student. Teachers are an integral part of this project. The target audience for this pilot is 7th grade mathematics students and teachers.
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"Personalizing Recommendations in a Large-Scale Education Analytics Pipeline (Collaborative Research: Ram)","February 1, 2015 to January 31, 2017","This pilot project aims to begin to organize the world's digital learning resources to make personalized recommendations to learners that are engaging and effective in increasing mathematics learning outcomes. The project accomplishes this goal by developing crowdsourcing techniques to organize learning resources and by analyzing the online learning activities of the student. Teachers are an integral part of this project. The target audience for this pilot is 7th grade mathematics students and teachers.
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"Physical Science Comes Alive: Exploring Things that Go","September 1, 2007 to September 1, 2012","This project creates eight half-year units in two subject areas—Force and Motion, and Energy Systems— for three grade bands, pre-K–1, 2-3 and 4–6. These projects integrate engineering, science, math literacy and art in the context of design, construction and testing of toys using inexpensive or recycled materials.
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"Piloting Graph Literacy Activities in Maine","October 1, 2012 to September 30, 2014","The goal of this project is to develop and pilot test a limited number of free computer-based instructional activities that improve student graph comprehension, aimed especially at science students in grades 7 and 8. Because of growing interest in use of online resources for teaching and learning, this work is potentially transformative for a wide range of audiences, including teachers, students, researchers, and the developers and publishers of instructional materials across vSTEM areas and grades.
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"Planting Science Research in Education","September 15, 2007 to May 30, 2012","This project is implementing a program of professional development for teachers and web interface that links scientists with urban classrooms. Scientist mentors work with students and teachers through the web to carry out an original ""authentic"" inquiry project in plant science. The classroom intervention involves high school biology students working in assigned teams to generate their own research questions in plant science centered on core biology concepts from the National Science Education Standards.
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"PlantingScience: Digging Deeper Together - A Model for Collaborative Teacher/Scientist Professional Development","October 1, 2015 to September 30, 2019","This project will design, develop, and test a new professional development (PD) model for high school biology teachers that focuses on plant biology, an area of biology that teachers feel less prepared to teach. The new PD model will bring teachers and scientists together, in-person and online, to guide students in conducting authentic science investigations and to reflect on instructional practices and student learning.
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"Playing with the Data: Developing Digital Supports for Middle School Science Teachers using Game-based Formative Assessment","July 1, 2015 to June 30, 2018","This project will use cycles of design-based research to build new knowledge about how to facilitate teachers' interpretation and use of digital game-based formative assessment data. The research will also inform the revision and expansion of Playfully, an existing, online data-reporting dashboard that can be used with multiple digital games.
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"PolarTREC -- Teachers and Researchers Exploring and Collaborating","January 1, 2007 to December 31, 2010","This teacher professional enhancement program brings K-12 educators and polar researchers together in hands-on field experiences in the Arctic and Antarctic. Project activities and products foster the integration of research and education to produce a legacy of long-term teacher-researcher collaborations, improvement of teacher content knowledge and teaching practices, shareable online learning resources based on real-world science, improved student knowledge of and interest in the Arctic and Antarctic, and broad public engagement in polar science.
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"Policy Research Initiatives in Science Education (PRISE) to Improve Teaching and Learning in High School Science","June 1, 2005 to May 31, 2011","This project will use a systems approach to link educational research with policy development to lead to the development of an articulated and coherent system of continuous professional career development that improves the quality of science teaching and makes significant contributions to reducing the current national shortage of qualified high school science teachers.
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"Positive Learning Environments Aiming for Success in Science Education (PLEASSE)","September 1, 2007 to August 31, 2010","This study is aimed at exploring the components and impact of a teacher professional development model on teacher performance and student achievement and motivation in STEM disciplines at schools serving large numbers of minority students. It also aims to research and evaluate the impact of teachers who provide students with school experiences that are geared toward fostering high academic achievement.
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"Pre-K Early Algebra Through Quantitative Reasoning (PreKEA)","September 1, 2010 to August 31, 2013","This project is initiating an innovative approach to pre-K students' development of quantitative reasoning through measurement. This quantitative approach builds on measurement concepts and algebraic design of the pre-numeric stage of instruction found in the Elkonin-Davydov (E-D) elementary mathematics curriculum from Russia. The project team is adapting and refocusing the conceptual framework and learning tasks of the E-D pre-numeric stage for use with four-year-olds.
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"Pre-service Teachers' Knowledge for Teaching Algebra for Equity in the Middle Grades","September 1, 2010 to August 31, 2012","This project is using Second Life and other technology to structure carefully planned learning experiences for pre-service teachers. Virtual technologies are used to provide pre-service teachers practice in presenting and assessing problem solving activities in a virtual classroom with diverse populations. Researchers hypothesize that technology enriched strategies have the potential to deepen pre-service teachers' understanding and effectiveness in teaching emerging algebra concepts to diverse student populations.
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"Precision Math: Using Interactive Gaming Technology to Build Student Proficiency in the Foundational Concepts and Problem Solving Skills of Measurement and Data Analysis","July 1, 2015 to June 30, 2019","The purpose of this 4-year project is to improve student mathematics achievement by developing a mathematics intervention focused on key measurement and data analysis skills. The PM intervention will be designed for first and second grade students who are experiencing mathematics difficulties. To increase student mathematics achievement, the intervention will include: (a) a technology-based component and (b) hands-on activities.
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"Preparing Next Generation Scientists Through Teacher and Extension Science Partnerships and Schoolyard Citizen Science Investigations in Elementary Schools","September 1, 2017 to August 31, 2020","This project will bring together two groups of educators - elementary school teachers (formal) and cooperative extension science volunteers (informal) - to create a community-based professional development partnership that improves educators' self-efficacy, science content knowledge, and instructional practice. The model builds on the premise that both groups have expertise that can be shared and collaboratively developed.
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"Preparing Urban Middle Grades Mathematics Teachers to Teach Argumentation Throughout the School Year","June 15, 2014 to May 31, 2018","The objective of this project is to develop a toolkit of resources and practices that will help inservice middle grades mathematics teachers support mathematical argumentation throughout the school year. A coherent, portable, two-year-long professional development program on mathematical argumentation has the potential to increase access to mathematical argumentation for students nationwide and, in particular, to address the needs of teachers and students in urban areas.
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"Primary School Organizations as Open Systems: Strategic External Relationship Development to Promote Student Engagement in STEM Topics","October 1, 2013 to September 30, 2016","This study explores the following issues in 9 schools across 3 neighborhoods: (1) How student engagement in STEM is enabled and constrained by the school's relations with its external community; (2) The similarities and differences in partnerships across different types of schools in three different urban neighborhoods by mapping networks, and assessing the costs and benefits of creating, maintaining, and dissolving network ties; and (3) How to model school and network decisions, relations, and resources using an operations research framework.
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"Problem-Based Learning Designed for Science and Mathematics Professional Development","August 1, 2004 to July 31, 2010","This project aims to: (1) develop, implement and study the impact of a subject matter-focused, Problem-based Learning professional development model; and to (2) design ways of incorporating Problem-Based Learning (PBL) into key subject matter and teacher preparation courses taken by pre-service teachers, and study the impact on pre-service teachers' learning. This project is designed with and for teams of K-12 science and mathematics teachers from school districts of mid-Michigan.
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"Professional Development for Culturally Relevant Teaching and Learning in Pre-K Mathematics","September 1, 2010 to August 31, 2018","This project is creating and studying a professional development model to support preK teachers in developing culturally and developmentally appropriate practices in counting and early number. The proposed model is targeted at teachers of children in four-year-old kindergarten, and focuses on culturally relevant teaching and learning. The model stresses counting and basic number operations with the intention of exploring the domain as it connects to children's experiences in their homes and communities."
"Professional Development Materials to Develop Student Knowledge and Skills of Scientific Argumentation","June 1, 2006 to May 31, 2010","This project is producing prototype professional development materials to enhance the capacity of middle school teachers to increase students' science knowledge and argumentation skills. The project is also investigating the level of teacher implementation of the professional development materials and documenting the development of scientific argumentation skills of the students. Research data on cognitive strategy, instructional procedures, cooperative discussion, writing protocols and the effectiveness of the professional development support material will be collected.
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"Professional Development Models and Outcomes for Science Teachers (PDMOST)","September 1, 2014 to August 31, 2017","The investigators propose to characterize the multitude of approaches currently employed in the professional development of K-12 teachers of science, and to measure the effectiveness of such approaches in increasing teacher knowledge in the sciences. The project will result in a website, conference presentations, and scholarly and professional publications.
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"Professional Development Threading Content, Pedagogy and Curriculum: A Study of Classroom Impact","April 15, 2005 to March 31, 2010","The project investigates the impact of a professional development program on middle school science teachers' ability to enact pedagogical strategies, learning technologies and materials that align with the current science and technology education standards. The project measures teacher's science content understanding, the nature of the teacher's perceptions of constructivist learning environments, observations of the teacher's pedagogical strategies and students' science content learning.
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"Project Accelerate: University-High School AP Physics Partnerships","August 1, 2017 to July 31, 2020","Project Accelerate blends the supportive structures of a student's home school, a rigorous online course designed specifically with the needs of under-served populations in mind, and hands-on laboratory experiences, to make AP Physics accessible to under-served students. The project could potentially lead to the success of motivated but under-served students who attend schools where the opportunity to engage in a rigorous STEM curriculum is not available.
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"Project AIM: All Included in Mathematics","August 1, 2010 to July 31, 2015","This project will adapt and study successful discourse strategies used during language arts instruction to help teachers promote mathematically-rich classroom discourse. Of special interest is the use of models to promote mathematics communication that includes English language learners (ELL) in mathematics discourse.The project will result in a full 40-hour professional development module to support mathematics discourse for Grade 2 teachers, with an emphasis on place value, multidigit addition and subtraction, and linear measurement."
"Project ATOMS: Accomplished Elementary Teachers of Mathematics and Science ","September 1, 2011 to August 31, 2018","The project is studying the impact of the mathematics and science intensive pre-service preparation program for elementary school teachers. The project includes assessments of pre-service teachers' math and science content, teacher performance, self-report surveys, and teacher interviews. Each of the study dimensions (Knowledge Dimension, Teaching Performance, and Perspectives on the Program) will be assessed at three time points across this longitudinal study, providing a model for elementary teacher development of STEM teaching.
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"Project BEST: Better Education for Science Teachers","May 1, 2005 to April 30, 2011","This project studies the influence of a professional development program on teachers' PCK and the related impact of PCK on student learning .The proposal team will design and deliver a professional development program for science teachers that is based on the use of curriculum materials, professional development, integrates efforts to improve secondary science teachers' content knowledge, pedagogical knowledge and skill, and helps them to apply this knowledge to the context of their own classroom.
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"Project Delta: Digital Environments for the Learning and Teaching of Algebra","August 15, 2008 to July 31, 2010","The purpose of Project Delta is two-fold: (1) to extend an existing library of 17 interacting CD-ROM digital learning environments on numbers and operations by adding an algebra strand, and (2) to evaluate the impact of the new algebra materials on teacher development. Each of the digital environments features classroom sessions that allow for exploration of a mathematics topic, children learning over time, and teachers? instructional techniques.
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"Project I.D.: Instrument Development for Exploring the Professional Growth Continuum","August 1, 2006 to July 31, 2010","This project identifies pivotal experiences of career science teachers that have promoted their advancement along the teacher professional continuum. The goal of the project is to develop an instrument that informs researchers about professional development opportunities that successful, empowered science teachers recall as having impacted their teaching and their overall sense of professionalism. The project is using a methodology in which teachers draw behavior over time graphs while telling their stories of empowerment.
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"Project M2: Maturing Mathematicians -- Advanced Curriculum for Primary Level Students","August 15, 2007 to July 31, 2011","Project M2 is producing and disseminating curriculum materials in geometry and measurement for students in grades K-2. This builds on success of the M3 U.S. Department of Education curriculum grant for students in Grades 3-5. (www.projectm3.org). Project M2 units are advanced units for all students designed using research-based practices in mathematics, early childhood, and gifted education. Curricular materials focus on promising discourse and hands-on inquiry of rich problem-situations.
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"Project MAPLE: Makerspaces Promoting Learning and Engagement","September 1, 2017 to August 31, 2019","The project plans to develop and study a series of metacognitive strategies that support learning and engagement for struggling middle school students during makerspace experiences. The study will focus narrowly on establishing a foundational understanding of how to ameliorate barriers to engaging in design learning through the use of metacognitive strategies. The project plans to translate and apply research on the use of metacognitive strategies in supporting struggling learners to develop approaches that teachers can implement to increase opportunities for students who are the most difficult to reach academically.
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"Project NEXUS: The Maryland Upper Elementary/Middle School Science Teacher Professional Continuum Model","July 15, 2005 to June 30, 2010","This study examines a pre-service model for preparing minority students to teach upper elementary/middle level science. The treatment consists of (1) recruitment efforts by collaborating universities; (2) a pre-service science content course (3) internship in an after school program serving minority students; (4) field placements in minority-serving development schools; and (5) mentoring during the induction year.
The website includes an innovative qualitative methodology using drawings as data and offers lesson plans and an action research guide for teachers.
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"Promoting Active Learning Strategies in Biology (PALS)","September 1, 2014 to August 31, 2017","This project examines the potential of two research-based and college-tested active learning strategies in high school classrooms: Process Oriented Guided Inquiry Learning (POGIL) and Peer Instruction by adapting the strategies for implementation in biology classes, with the goal of determining which strategy shows the most promise for increasing student achievement and attitudes toward science.
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"Promoting Science Among English Language Learners (P-SELL) Scale-Up ","August 15, 2011 to July 31, 2015","This effectiveness study focuses on the scale-up of a model of curricular and teacher professional development intervention aimed at improving science achievement of all students, especially English language learners (ELLs). The model consists of three basic components: (a) inquiry-oriented science curriculum, (b) teacher professional development for science instruction with these students, and (c) school resources for science instruction.
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"Promoting Science Among English Language Learners (P-SELL) within a High-stakes Testing Policy Context","May 15, 2004 to April 30, 2010","Project staff are examining and improving elementary school teachers’ knowledge, beliefs, and practices involving their teaching of science to English language learners (ELL) within the policy context of high-stakes testing and accountability in science. The four major research and development areas are (1) teachers’ initial knowledge, beliefs, and practices; (2) professional development intervention; (3) policy contexts; and (4) change over time in teachers and ELL students.
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"Promoting Scientific Explorers Among Students with Learning Disabilities: The Design and Testing of a Grade 2 Science Program Focused on Earth's Systems","June 1, 2017 to May 31, 2021","The purpose of this project is to design and empirically evaluate a second grade science program, Scientific Explorers, aimed at promoting an early foundation for learning science among all students, including students at risk for or with learning disabilities in reading and mathematics. To support students as they engage in scientific tasks associated with Earth's Systems, this project will engineer the Scientific Explorers program around a guided inquiry framework, and develop and empirically validate a science assessment that measures students' knowledge and application of core science concepts and practices related to Earth's Systems.
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"Promoting Spatial Thinking with Web-Based Geospatial Technologies","July 1, 2011 to June 30, 2013","This project will develop STEM spatial thinking skills of middle school learners by equipping teachers with earth science investigations and support materials. This project will design, develop, and test curriculum materials that use Web Geospatial Information Systems that includes advanced visualization and geospatial analysis capabilities. The project will analyze how educative curriculum materials can prepare teachers to implement Web-based geospatial science pedagogical approaches to teaching, and document the impacts on student learning.
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"Promoting Students' Spatial Thinking in Upper Elementary Grades using Geographic Information Systems (GIS)","September 1, 2013 to August 31, 2016","This project explores the potential for enhancing students' interest and ability in STEM disciplines by broadening fourth grade students' understanding and interest in the spatial perspectives inherent in geography and other science disciplines. The project tests a set of hypotheses that posit that the use of GIS in the classroom results in a measureable improvement in students' spatial reasoning and motivation.
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"Proportions Playground: A Dynamic World to Support Teachers' Proportional Reasoning","September 1, 2016 to February 28, 2019","This project focuses on the creation of the initial functionality for a dynamic microworld, Proportions Playground, designed to support teachers in developing a coherent understanding of proportional reasoning. The Proportions Playground project seeks to both develop a unique pilot software application for the iPad and explore how it supports teachers in developing a coherent, robust definition of proportions.
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"PUM (PhysicsUnionMathematics) Exploration","September 1, 2007 to August 31, 2010","The PuM project develops and conducts research on a learning continuum for seamless instruction in middle school physical science and high school physics. The ultimate goal is to use physics as the context to develop mathematics literacy, particularly with students from underrepresented populations and special needs students. The research component analyzes the effects of the curriculum on students' learning while simultaneously investigating teachers' pedagogical content knowledge in a variety of forms.
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"Quality Cyber-enabled, Engineering Education Professional Development to Support Teacher Change and Student Achievement (E2PD)","September 15, 2008 to August 31, 2010","In this project, a video and audio network links elementary school teachers with researchers and educators at Purdue to form a community of practice dedicated to implementing engineering education at the elementary grades. The research plan includes identifying the attributes of face-to-face and cyber-enabled teacher professional development and community building that can transform teachers into master users and designers of engineering education for elementary learners.
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"Quality Urban Ecology Science Teaching for Diverse Learners","August 1, 2015 to July 31, 2018","This project will examine the relationship between teacher professional development associated with newly developed modules in urban ecology and the achievement and engagement of long-term English learners (LTEL). Existing Urban Ecology learning modules will be enhanced to accommodate the needs of LTELs, and teachers will participate in professional development aimed at using the new materials to effectively integrate academic science discourse and literacy development for LTELs.
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"QuarkNet","September 15, 2007 to August 31, 2010","This project partners high school science teachers and students with particle physicists working in experiments at the scientific frontier. These experiments are searching for answers to fundamental questions about the origin of mass, the dimensionality of spacetime and the nature of symmetries that govern physical processes. Among the experimental projects at the energy frontier with which the project is affiliated is the Large Hadron Collider, which is poised at the horizon of discovery.
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"QuEST: Quality Elementary Science Teaching","August 15, 2013 to July 31, 2017","This project is examining an innovative model of situated Professional Development (PD) and the contribution of controlled teaching experiences to teacher learning and, as a result, to student learning. The project is carrying out intensive research about an existing special PD summer institute (QuEST) that has been in existence for more than five years through a state Improving Teacher Quality Grants program.
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"Radford Outdoor Augmented Reality (ROAR) Project: Immersive Participatory Augmented Reality Simulations for Teaching and Learning Science","September 15, 2008 to August 31, 2010","This project anticipates the needs of learners in 10 years by developing and testing two learning simulations that are immersive, interactive, and participatory and use augmented reality in the outdoors. Students work in teams to investigate phenomena and solve problems in a gaming environment using wireless handheld GPS units. Using a design-based, mixed-methods approach, the researchers examine the relationships among augmented reality, learning in science, socio-emotional outcomes, and the demographic characteristics of rural, underserved students.
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"Radical Innovation Summit","October 1, 2012 to September 30, 2013","This workshop convenes leading practitioners and scholars of innovation to collectively consider how education in the US might be reconfigured to both support and teach innovation as a core curriculum mission, with a focus on STEM education. Workshop participants identify and articulate strategies for creating and sustaining learning environments that promise the development of innovative thinking skills, behaviors and dispositions and that reward students, faculty and administrator for practicing and tuning these skills.
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"Ramping Up Accessibility in STEM: Inclusively Designed Simulations for Diverse Learners","July 15, 2015 to June 30, 2017","This project brings together leaders in simulation design and accessibility to develop and study interactive science simulations for diverse middle school students including those with sensory, mobility, or learning disabilities. The resulting simulations and research findings will help to address the significant disparity that exists between the achievement in science by students with and without disabilities.
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"Ramps and Pathways: A Constructivist Approach to Teaching Physical Science","October 1, 2006 to September 30, 2010","This project is creating age-appropriate physical science curriculum that uses balls rolling on student-constructed ramps for children age 3-8 years. Students are expected to develop practical understanding of the movement of objects along ramps and pathways that leads to knowledge about concepts of forces and motion. They will improve their ability to engage in scientific inquiry and solve engineering problems related to ramp structures, and develop positive attitudes about science and themselves as science learners.
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"RAPID: The Science of Atoms and Molecules Project","September 1, 2009 to August 31, 2010","This project is developing 24 activities that span three years of a Physics high school science curriculum. The activities cover four themes: motion and energy, charge, structure, and light. This study aims to determine the extent to which exposure to these activities in one year influences performance on activities in a subsequent year and the extent to which students can recall concepts from prior years and apply them to new activities in a different discipline.
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"Re-Imagining Video-based Online Learning","September 1, 2014 to August 31, 2018","Despite the tremendous growth in the availability of mathematics videos online, little research has investigated student learning from them. The goal of this exploratory project is to create, investigate, and provide evidence of promise for a model of online videos that embodies a more expansive vision of both the nature of the content and the pedagogical approach than is currently represented in YouTube-style lessons.
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"Readiness through Integrative Science and Engineering: Refining and Testing a Co-constructed Curriculum Approach with Head Start Partners","October 1, 2016 to September 30, 2020","Building upon prior research on Head Start curriculum, this phase of Readiness through Integrative Science and Engineering (RISE) will be expanded to include classroom coaches and community experts to enable implementation and assessment of RISE in a larger sample of classrooms. The goal is to improve school readiness for culturally and linguistically diverse, urban-residing children from low-income families, and the focus on science, technology, and engineering will address a gap in early STEM education.
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"Ready for Robotics: The Missing T and E of STEM in Early Childhood Education","September 1, 2011 to August 31, 2014","The project investigates the use of robotics into early childhood education. It address two objectives: to develop and evaluate a low-cost, developmentally appropriate robotic construction kit specifically designed for early childhood education (PreK-2) and to pilot a robotics-based professional development model for early childhood educators to teach engineering and technology.
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"Reasoning Tools for Understanding Water Systems","September 15, 2010 to August 31, 2013","This project builds on current learning progression research to study the effects of teaching Tools for Reasoning on development of middle school students' capacities to understand the Earth's hydrologic systems. The project applies a design-based research approach using iterative cycles of Tool design/revision, teacher workshops, and small-scale pilot tests of Tools through classroom experiments with teachers and students in Montana and Arizona."
"Reclaiming Access to Inquiry-based Science Education (RAISE) for Incarcerated Students","September 1, 2014 to August 31, 2018","This project will develop a Universal Design for Learning, project-based inquiry science program that includes virtual learning environments, virtual laboratories, and digital scaffolds and supports that promote scientific learning for incarcerated youth.
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"Refining a Model with Tools to Develop Math PD Leaders: An Implementation Study","January 1, 2015 to December 31, 2018","This project will work with middle school mathematics teachers in San Francisco Unified School District to develop their capacity to conduct professional development for the teachers in their schools. A central goal of this project is to develop models and resources for effective professional development and preparation of professional development leaders in mathematics with special attention to students who are English language learners.
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"Reform Math Students' Transition from High School to College","September 15, 2007 to August 31, 2010","This project has two goals:1) to discover methods that can efficiently obtain information about the effects of high school programs on eventual college success. Methods we are considering include obtaining transcripts from post-secondary institutions, surveying high school graduates, and obtaining information from the National Student Clearinghouse.2) to explore how students who studied Contemporary Mathematics in Context (Core Plus) or the Integrated Mathematics Program (IMP) fare in post secondary institutions."
"Research Agenda Project Conference","December 1, 2007 to May 31, 2009","The goal of these two linked conferences was to build more effective connections between research and practice. Specifically, the conferences brought together researchers, practitioners. and policy makers around improving students' mathematics proficiency by ensuring that researchers were investigating the most urgent problems of practice and that practitioners were connected to the research in ways that makes the knowledge useful to instruction.
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"Research on the Effectiveness of the Observing for Evidence of Learning Professional Development Model for Improving Grades 6-8 Science Instruction","July 15, 2005 to June 30, 2010","This project is performing a randomized and controlled study of the effectiveness of the Observing for Evidence of Learning (OEL) professional development model in increasing student learning of standards-based science curriculum for grades 6-8. OEL will employ an adaptation of the successful Japanese Lesson Study program, a highly structured school-based professional development program. The program is based on a successfully implemented Local Systemic Change program (MASE) in Las Vegas, NV.
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"Research on the Utility of Abstraction as a Guiding Principle for Learning about the Nature of Models in Science Education","May 15, 2017 to April 30, 2020","This project will develop a short instructional sequence and new student learning assessments that are implemented in earth science classes. The findings will help the field to understand whether the process of abstracting from multiple phenomena during model construction supports students' understanding of scientific models in relation to earth science ideas and the cross-cutting concept of scale.
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"Researching Mathematics Leader Learning","May 1, 2006 to April 30, 2011","This project studies mathematics professional development leaders' understandings and practices associated with developing mathematically rich learning environments. It investigates this issue by considering: How can leaders cultivate professional development environments in which teachers have a greater opportunity to grapple with and deeply understand mathematics? The project studies how explicit attention to the cultivation of sociomathematical norms influences leaders' understanding of the process of creating mathematically rich environments and the impacts on their practices.
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"Researching Science and Mathematics Teacher Learning in Alternative Certification Models","June 1, 2006 to May 31, 2010","This research is examining science and mathematics teacher learning in the context of an alternative certification program employing two different models of field-based preparation. The project will inform the research community about science and mathematics teacher learning and will aid in the design and implementation of alternative certification programs and field-based internships in science and mathematics teacher preparation, as well as potentially impact policymaking concerning teacher certification.
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"Researching the Efficacy of the Science and Literacy Academy Model (Collaborative Research: Osborne)","August 15, 2012 to July 31, 2016","This project is studying three models of professional development (PD) to test the efficacy of a practicum for grade 3-5 in-service teachers organized in three cohorts of 25. There will be 75 teachers and their students directly impacted by the project. Additional impacts of the project are research results and professional development materials, including a PD implementation guide and instructional videos.
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"Researching the Efficacy of the Science and Literacy Academy Model (Collaborative Research: Strang)","August 1, 2012 to July 31, 2016","This project is studying three models of professional development (PD) to test the efficacy of a practicum for grade 3-5 in-service teachers organized in three cohorts of 25. There will be 75 teachers and their students directly impacted by the project. Additional impacts of the project are research results and professional development materials, including a PD implementation guide and instructional videos.
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"Researching the Expansion of K-5 Mathematics Specialist Program into Rural School Systems","September 1, 2009 to August 31, 2011","This project addresses the challenge “How can promising innovations be successfully implemented, sustained, and scaled in schools and districts in a cost effective manner?” Project partners are researching the expansion of an established preparation and induction support program for K-5 mathematics specialists into rural school systems.
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"Researching the Impact of an Online MOOC Designed to Transform Student Engagement and Achievement in Mathematics","July 1, 2014 to June 30, 2015","This study examines non-cognitive factors, mindsets, cognitive factors, and strategies for learning mathematics, in the context of a MOOC combined with classroom instruction for middle grades students in mathematics. No previous mindset study has researched the impact of mindset messages within mathematics, and the proposed study will add important knowledge to this field.
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"Researching the Wireless High School: Effects on Science Teaching and Implications for Professional Development","August 15, 2005 to January 31, 2011","This study investigates the impact of the wireless environment on high school science using a purposeful sampling of schools with high implementers. Five schools will be examined and extensive data in multiple forms will be collected on each. The project uses in-depth case studies to examine context factors and critical interactions that may influence science instructional practice in wireless high school science classrooms. The study will result in an evidence-based and theoretically-grounded professional development model.
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"Resources for Supporting Lesson Study in Mathematics","May 1, 2006 to April 30, 2010","This project creates professional development materials that support secondary mathematics teachers in improving teaching and learning through lesson study. Project resources support school districts in launching a lesson study program with a strong mathematical focus, an emphasis on teacher learning within the lesson study model and support for building the local lesson study leadership needed to implement and expand a lesson study program.
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"Response to Intervention in Mathematics: Beginning Substantive Collaboration between Mathematics Education and Special Education","September 1, 2010 to February 29, 2012","This project is organizing and hosting a working conference on Response to Intervention (RtI) and related strategies in teaching and assessment in Mathematics. Goals of this work are: To build a community of researchers and practitioners to identify, expand and sustain research needs in this area; to identify and improve the research available related to teaching mathematics within an RtI model; and to develop resources to support teacher's understanding and application of RtI strategies.
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"Retention of Early Algebraic Understanding","September 1, 2015 to August 31, 2016","The project will use a quasi-experimental design to explore students' knowledge of core algebraic concepts in middle grades (grade 6), one year after their completion of 3-year, grades 3-5 early algebra intervention. The research questions are: (1) how well students who received a specific intervention retain their understanding of algebraic concepts in future years; and (2) whether and how the intervening year of regular classroom instruction in grade 6 influences the algebra understanding of both intervention and comparison students.
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"Rethinking How to Teach Energy: Laying The Foundations in Elementary School (Collaborative Research: Lacy)","September 1, 2010 to August 31, 2012","This project is a collaborative effort that aims to develop a grade 3-5 Learning Progression that will provide a coherent approach to teaching energy in elementary school and lay a strong foundation for further learning in middle school. The project will identify a network of core concepts and principles about energy that are fundamental and general enough to be compatible with scientific ideas about energy, yet within reach of 5th graders."
"Rethinking How to Teach Energy: Laying The Foundations in Elementary School (Collaborative Research: Wiser)","September 1, 2010 to August 31, 2012","This project is a collaborative effort that aims to develop a grade 3-5 Learning Progression that will provide a coherent approach to teaching energy in elementary school and lay a strong foundation for further learning in middle school. The project will identify a network of core concepts and principles about energy that are fundamental and general enough to be compatible with scientific ideas about energy, yet within reach of 5th graders."
"SAVE Science: Situated Assessment Using Virtual Environments for Science Content and Inquiry","September 1, 2008 to August 31, 2013","The SAVE Science project is creating an innovative system using immersive virtual environments for evaluating learning in science, consistent with research- and policy-based recommendations for science learning focused around the big ideas of science content and inquiry for middle school years. Motivation for this comes not only from best practices as outlined in the National Science Education Standards and AAAS' Project 2061, but also from the declining interest and confidence of today's student in science.
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"Scaffolding Teacher Learning in Support of Student Inquiry","October 1, 2007 to September 30, 2010","This project is developing, piloting, and implementing online professional development in support of inquiry, focusing on facilitation of student research. The goal is to determine what types of Web-based experiences and resources most effectively support middle school teachers in overcoming the substantial hurdles inherent in enabling students to design and conduct their own scientific experiments. The project creates and tests a series of Web-based professional development experiences for 7th and 8th grade teachers.
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"Scaffolding Understanding by Redesigning Games for Education (SURGE)","September 1, 2008 to March 31, 2010","This project is focusing on the redesign of popular commercial video games to support students’ understanding of Newtonian mechanics. In support of this goal, SURGE develops and implements design principles for game-based learning environments, integrating research on conceptual change, cognitive processing-based design, and socio-cognitive scripting. These enhanced games bridge the gap between student learning in non-formal game environments and the formalized knowledge structures learned in school by leveraging and integrating the strengths of each.
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"Scale Up of Math and Science K-12 Education Reform in a Large Urban District","September 1, 2008 to August 31, 2010","The project describes and analyzes efforts made between 2002 and 2008 when the Chicago Public Schools (CPS) was clearly engaged in a process of systemic reform of K-12 math and science education aimed at improving students' and teachers' classroom experiences and academic performance. http://www.luc.edu/scaleup/index.php
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"Scale-Up of Selective STEM Specialty Schools: Efficacy Study","September 1, 2012 to August 31, 2016","This study addresses the question: Does gaining admission to a selective STEM specialty school improve students' academic success on the SAT, SAT II, and Advanced Placement exams? Other portions of the investigation follow additional student outcomes, including: participation and success in STEM competitions; STEM publications; intentions for postsecondary STEM education and STEM careers; and initial postsecondary STEM education. This study seeks to inform considerations of the cost/benefit of directing resources to support such schools.
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"Scaling Up Mathematics Achievement (SUMA)","September 1, 2007 to August 31, 2010","This project aims to (1) investigate whether or not it is possible to successfully scale-up and adapt the Capacity Building Systems Model used in the Gadsden Mathematics Initiative and improve mathematics achievement for all students in a larger school district, and (2) replicate success in broadening the participation of underrepresented groups in entering STEM field by closing the achievement gap and raising the achievement level of underrepresented students in mathematics.
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"Scholarly Inquiry and Practices (SIP) Conference for Mathematics Education Methods","June 1, 2015 to May 31, 2016","This project will convene mathematics teacher educators with different theoretical perspectives to develop a shared menu of research-supported practices and new research questions to explore that could improve mathematics methods courses.
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"School and District Utilization of Mathematics Specialists Who Have Returned to the Classroom","February 1, 2014 to January 31, 2015","This project will study whether elementary mathematics specialists who participated in an intensive educational program supported by DRK-12 have continued providing leadership when they returned to teaching full-time. In what ways are specialist-teachers continuing to use their leadership expertise in their school, district, and state? How do district administrators, building administrators, and teachers shape specialist-teachers' opportunities for leadership? What other factors shape these opportunities? What is the impact of specialist-teachers on their schools' leadership culture?
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"School Organization and Science Achievement: Organization and Leadership Influences on Equitable Student Performance (Collaborative Research: Settlage)","July 1, 2011 to June 30, 2013","This project will document factors explaining variations in science achievement across schools enrolling ethnically and linguistically diverse students. The research question is: what leadership and organizational features at the school level are associated with mitigating science achievement gaps? At the conclusion of the five-year project, the findings will take the form of recommendations about leadership practices and school organization that can be implemented in other school settings.
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"School Structure and Science Success: Organization and Leadership Influences on Student Achievement (Collaborative Research: Butler)","February 15, 2013 to June 30, 2018","This project will document factors explaining variations in science achievement across schools enrolling ethnically and linguistically diverse students. The research question is: what leadership and organizational features at the school level are associated with mitigating science achievement gaps? Researchers, in collaboration with school districts, will identify school leadership practices that can be connected with reductions in achievement gaps related to student ethnicity, English fluency, and social status.
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"Schoolyard Scientists: An Investigation of Impacts Associated with Urban Youth Engagement in Participatory Scientific Research Activities","May 1, 2017 to April 30, 2021","This project is significant because it uses the community for learning science of the environment, in an approach called Citizen Science or Participatory Science Research (PSR). The project will target learning outcomes for underrepresented middle and high school students in the urban and diverse East San Francisco Bay Area, and will refine a theory of learning that makes more explicit the connections between science practices, identity, and value and relevance.
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"Science and Engineering Education for Infrastructure Transformation","October 1, 2017 to September 30, 2021","This project focuses on the research and develop an engineering education technology and pedagogy that will support project-based learning of science, engineering, and computation concepts and skills underlying the strategically important ""smart"" and ""green"" aspects of the infrastructure. The project will develop transformative technologies and curriculum materials to turn the campus of a high school or a geographical information system such as Google Maps into an engineering laboratory with virtually unlimited opportunities for learning and exploration.
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"Science and Mathematics Integration for Literacy Enhancement (Project SMILE)","September 15, 2009 to August 31, 2012","The goals of STEM instruction are to educate a populace that is scientifically and mathematically literate and who can solve real-world problems by applying science and mathematics. This exploratory project is designed to study the effectiveness of professional development focused on the integration of mathematics and science instruction, mediated by technology tools, to improve middle school teachers' ability to teach scientific inquiry and mathematical problem solving.
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"Science as a Context for English Language Development: Exploring the Practical and Theoretical Implications for Teacher Professional Development","September 1, 2013 to August 31, 2015","This is a 2-day conference that will examine current strategies, issues and future challenges related to teacher professional development regarding integrating inquiry-oriented science instruction and English Language Development (ELD) for K-5 students. The conference convenes 40 researchers and professional development practitioners who examine theory and practice in inquiry-based science instruction and ELD.
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"Science Assessment Planning Among State Teams","August 15, 2013 to July 31, 2014","This is a three-day conference designed to support the development and use of K-12 formative and summative assessments aligned with the Framework for K-12 Science Education (NRC, 2012).
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"Science in Global Issues: An Integrated High School Science Course","March 1, 2004 to November 30, 2010","Project staff are developing a two-year integrated science course for grades 9–10. The Science and Global Issues course includes a complete year of new material, along with a major revision to the Science and Sustainability high school course. This two-year sequence will complete the SEPUP sequence for grades 6–10. When these courses are published, they will provide the equivalent of a year-long biology course and a semester each of chemistry and physics.
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"Science in the Learning Gardens (SciLG): Factors that Support Racial and Ethnic Minority Students’ Success in Low-Income Middle Schools","September 1, 2014 to August 31, 2017","Science in the Learning Gardens (SciLG) designs and implements curriculum aligned with Next Generation Science Standards (NGSS) and uses school gardens as learning contexts in grade 6 (2014-2015), grade 7 (2015-2016) and grade 8 (2016-2017) in two low-income urban schools. The project investigates the extent to which SciLG activities predict students’ STEM identity, motivation, learning, and grades in science using a theoretical model of motivational development.
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"Science Learning: Integrating Design, Engineering and Robotics (SLIDER)","October 1, 2009 to September 30, 2014","This project is developing and implementing a rigorous eighth grade physical science program that utilizes engineering design, LEGO™ robotics and mechanics, and a problem-based learning approach to teach mechanics, waves, and energy.
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"Science Literacy through Science Journalism (SciJourn)","September 1, 2008 to August 31, 2012","This project aims to develop, pilot, and evaluate a model of instruction that advances the scientific literacy of high school students by involving them in science journalism, and to develop research tools for assessing scientific literacy and engagement. We view scientific literacy as public understanding of and engagement with science and technology, better enabling people to make informed science-related decisions in their personal lives, and participate in science-related democratic debates in public life.
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"Science Teachers Learning from Lesson Analysis (STeLLA) Professional Development Program: Scaling for Effectiveness","September 1, 2009 to August 31, 2014","This is a full research and development project addressing challenge question: How can promising innovations be successfully implemented, sustained, and scaled in schools and districts? The promising innovation is the Science Teachers Learning from Lesson Analysis (STeLLA) professional development (PD) program, which supports 4th- and 5th-grade teachers in teaching concepts in biology (food webs), physical science (phase changes), and earth science (earth’s changing surface, weather).
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"Science Teachers Learning from Lesson Analysis (STeLLA): High School Biology","August 1, 2015 to July 31, 2019","This project will develop and test a biology teacher professional model that employs analysis of videotaped lessons to promote increased biology content knowledge and pedagogical content knowledge among practicing biology teachers. The content of the professional development activities will focus on the crosscutting concepts of stability and change that link core ideas in three areas of biology: cell biology, heredity, and evolution.
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"Science, Technology, Engineering and Mathematics Scholars Teacher Academy Resident System","July 15, 2016 to June 30, 2021","This project will investigate the effectiveness of a teacher academy resident model to recruit, license, induct, employ, and retain middle school and secondary teachers for high-need schools in the South. It will prepare new, highly-qualified science and mathematics teachers from historically Black universities in high-needs urban and rural schools with the goal of increasing teacher retention and diversity rates.
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"Scientific Data in Schools: Measuring the Efficacy of an Innovative Approach to Integrating Quantitative Reasoning in Secondary Science (Collaborative Research: Mead)","July 15, 2015 to May 31, 2019","Data Nuggets (http://datanuggets.org) are classroom activities, co-designed by scientists and teachers, which give students practice interpreting quantitative information and making claims based on evidence. The goal of this research is to investigate whether the integration of real data from cutting-edge scientific research in grade 6-10 classrooms will increase students’ quantitative reasoning ability in the context of science.
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"Scientific Data in Schools: Measuring the Efficacy of an Innovative Approach to Integrating Quantitative Reasoning in Secondary Science (Collaborative Research: Stuhlsatz)","July 15, 2015 to May 31, 2019","
The goal of this research is to investigate whether the integration of real data from cutting-edge scientific research in grade 6-10 classrooms will increase students’ quantitative reasoning ability in the context of science. We will adapt the materials to address current science and mathematics standards, including key concepts from develop a professional development program for teachers, and test the efficacy of the materials through a quasi-experiment.
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"Scientific Role-playing Games for 21st-Century Citizenship","August 15, 2008 to July 31, 2010","This project investigates the potential of online role-playing games for scientific literacy through the iterative design and research of Saving Lake Wingra, an online role-playing game around a controversial development project in an urban area. Saving Lake Wingra positions players as ecologists, department of natural resources officials, or journalists investigating a rash of health problems at a local lake, and then creating and debating solutions.
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"ScratchEd: Working with Teachers to Develop Design-Based Approaches to the Cultivation of Computational Thinking","August 15, 2010 to July 31, 2013","This project is designing, developing, and studying an innovative model for professional development (PD) of teachers who use the Scratch computer programming environment to help their students learn computational thinking. The fundamental hypothesis of the project is that engagement in workshops and on-line activities of the ScratchEd professional development community will enhance teacher knowledge about computational thinking, their practice of design-based instruction, and their students' learning of key computational thinking concepts and habits of mind."
"ScratchJr: Computer Programming in Early Childhood Education as a Pathway to Academic Readiness and Success (Collaborative Research: Bers)","August 1, 2011 to July 31, 2014","This project is researching and developing a new version of the Scratch programming language to be called ScratchJr, designed specifically for early childhood education (K-2). This work will provide research-based evidence regarding young children's abilities to use an object-oriented programming language and to study the impact this has on the children's learning of scientific concepts and procedures.
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"ScratchJr: Computer Programming in Early Childhood Education as a Pathway to Academic Readiness and Success (Collaborative Research: Resnick) ","August 1, 2011 to July 31, 2014","This project is researching and developing a new version of the Scratch programming language to be called ScratchJr, designed specifically for early childhood education (K-2). This work will provide research-based evidence regarding young children's abilities to use an object-oriented programming language and to study the impact this has on the children's learning of scientific concepts and procedures.
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"Secondary Science Teaching with English Language and Literacy Acquisition (SSTELLA)","August 1, 2013 to July 31, 2018","This is a four-year project to develop, implement, and study an experimental model of secondary science pre-service teacher education designed to prepare novice school teachers to provide effective science instruction to English language learners (ELLs). The project incorporates the principles underlying the Next Generation Science Standards with a focus on promoting students' scientific sense-making, comprehension and communication of scientific discourse, and productive use of language.
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"Seeds of Science / Roots of Reading: Developing a New Generation of Research-based Elementary Science Instructional Materials","October 1, 2006 to September 30, 2010","This project is developing research-based science units for 3rd-4th grades in life, earth and physical science. The Seeds/Roots series is an integrated science-literacy instructional program based on a successful NSF-funded proof-of-concept initiative. It builds on revision of units in the Great Explorations in Math and Science Program; but updates and employs a new, multi-modal ""Do it, talk it, read it, write it"" learning model, with literacy used in the service of science inquiry.
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"Semiotic Pivots and Activity Spaces for Elementary Science","September 1, 2007 to August 31, 2010","This project employs sensing technologies to help transform students' physical actions during play into a set of symbolic (computer) representations in a physics simulation and to engage the children in a developmentally appropriate and powerful form of scientific modeling. The students are in grades K–1 at UCLA's elementary school, and the intervention is based on the existing content unit on Force and Motion.
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"Sensing Science through Modeling: Developing Kindergarten Students' Understanding of Matter and Its Changes","October 1, 2016 to September 30, 2020","This project will develop a technology-supported, physical science curriculum that will facilitate kindergarten students' conceptual understanding of matter and how matter changes. The results of this investigation will contribute important data on the evolving structure and content of children's physical science models as well as demonstrate children's understanding of matter and its changes.
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"Sensing Science: Temperature and Heat Readiness for Early Elementary Students","October 1, 2012 to September 30, 2014","Concord Consortium is exploring K-2 students' understanding of heat and temperature in two Massachusetts school districts using sensors that display temperatures as colors. Exploration activities are being created, and students are being videotaped carrying out the activities. Students complete a short assessment for each activity. The exploration activities, assessments, and project data are available via open source through a website at Concord Consortium and are being presented to multiple professional audiences.
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"Shifting Mindsets: A Study of a First-year Implementation of ""New Technology High School""","August 15, 2007 to July 31, 2010","This grant examines the changes teachers and students go through in their first year of implementing a New Technology High School project-based curriculum for ninth graders in two high schools. This first year of implementation is part of a phased-in implementation for subsequent grades. The NTHS approach calls for moving from more traditional approaches to mathematics and science education to project-based curricula that posits mathematics and science in the context of real-world issues and problems.
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"Signing High School Science","September 1, 2010 to August 31, 2013","This project integrates American Sign Language (ASL) into the life and physical sciences content of 9th-12th grade deaf or hard-of-hearing students. Project partners incorporate the use of the assistive technology in order to develop, research, and disseminate two interactive 3D dictionaries: Signing Life Science Dictionary (SLSD), and Signing Physical Science Dictionary (SPSD) with audio modes and approximately 750 standards-based terms in English and Spanish text that can be signed or listened to on demand."
"SimScientists Assessments: Physical Science Links","October 1, 2012 to September 30, 2016","The goal of this project is to develop and validate a middle school physical science assessment strand composed of four suites of simulation-based assessments for integrating into balanced (use of multiple measures), large-scale accountability science testing systems. It builds on the design templates, technical infrastructure, and evidence of the technical quality, feasibility, and instructional utility of the NSF-funded Calipers II project. The evaluation plan addresses both formative and summative aspects.
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"SimScientists Games: Development of Simulation-Based Game Designs to Enhance Formative Assessment and Deep Science Learning in Middle School","August 1, 2015 to July 31, 2019","This project will focus on understanding how educational games, designed according to research-based learning and assessment design principles, can better assess and promote students' science knowledge, application of science process skills, and motivation and engagement in learning.
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"SimScientists Human Body Systems: Using Simulations to Foster Integrated Understanding of Complex, Dynamic, Interactive Systems","September 15, 2010 to August 31, 2014","This project leverages curricular module development to design, develop, and test new cyberlearning modules that integrate multiple (circulation, respiration, and digestion) systems of the human body. The project aims to deepen science content knowledge, science inquiry skills, and model-based reasoning skills for high school biology students. The project will use simulations showing how individual systems function, how they work together, and how the integration of all three creates a dynamic and reactive biological system."
"Simulation and Modeling in Technology Education (SMTE)","August 1, 2008 to July 31, 2011","This project develops and researches the academic potential of a hybrid instructional model that infuses computer simulations, modeling, and educational gaming into middle school technology education programs. These prototypical materials use 3-D simulations and educational gaming to support students’ learning of STEM content and skills through developing solutions to design challenges.
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"SmartCAD: Guiding Engineering Design with Science Simulations (Collaborative Research: Chiu)","June 15, 2015 to May 31, 2019","This project investigates how real time formative feedback can be automatically composed from the results of computational analysis of student design artifacts and processes with the envisioned SmartCAD software. The project conducts design-based research on SmartCAD, which supports secondary science and engineering with three embedded computational engines capable of simulating the mechanical, thermal, and solar performance of the built environment.
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"SmartCAD: Guiding Engineering Design with Science Simulations (Collaborative Research: Magana-de-Leon)","June 15, 2015 to May 31, 2019","This project investigates how real time formative feedback can be automatically composed from the results of computational analysis of student design artifacts and processes with the envisioned SmartCAD software. The project conducts design-based research on SmartCAD, which supports secondary science and engineering with three embedded computational engines capable of simulating the mechanical, thermal, and solar performance of the built environment.
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"SmartCAD: Guiding Engineering Design with Science Simulations (Collaborative Research: Xie)","June 15, 2015 to May 31, 2019","This project investigates how real time formative feedback can be automatically composed from the results of computational analysis of student design artifacts and processes with the envisioned SmartCAD software. The project conducts design-based research on SmartCAD, which supports secondary science and engineering with three embedded computational engines capable of simulating the mechanical, thermal, and solar performance of the built environment.
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"Smarter Together Working Conference: Developing a Shared Curriculum of Complex Instruction for Elementary Mathematics Methods Courses","August 1, 2013 to July 31, 2015","This working conference will help university professors who teach elementary mathematics methods courses learn to use Complex Instruction, a research-proven pedagogy for building mathematical content knowledge and supporting the learning of diverse students.
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"Social Dynamics: Leveraging Online Social Networks to Shape Science Identities and Support Learning Science Concepts in Middle School Students","August 15, 2013 to July 31, 2016","Social Dynamics is an exploratory project to investigate how face-to-face teaching leveraging the use of an online social network learning platform (SNLP) can increase middle school students' science learning and enhance their development of contextual identities related to science.
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"Sonified Interactive Simulations for Accessible Middle School STEM","October 1, 2016 to September 30, 2019","For this project, researchers will iteratively develop simulations to include sonifications, non-speech sounds that represent visual information, aimed at enhancing accessibility for all learners, but particularly for those with visual impairments to produce sonified simulations, professional development resources, design guidelines and exemplars, and publications.
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"Southeast Regional Technical Assistance and Information Follow-up Workshop for Minority-serving Institutions To Broaden Participation in NSF DRL Programs","September 15, 2010 to August 31, 2012","This project will conduct a 2.5 day regional technical assistance and information conference/workshop for Minority Serving Institutions (MSI) to broaden their participation in programs of NSF's Division of Research on Learning in Formal and Informal Settings (DRL). The goal is to have participants develop research or program ideas and to become more skillful in the preparation and development of competitive proposals.
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"Southeast Regional Technical Assistance and Information Workshop for Minority-serving Institutions To Broadening Participation in the National Science Foundation's Division of Research on Learning in Formal and Informal Settings (DRL)","September 15, 2009 to August 31, 2010","This project will conduct a 1.5 day regional technical assistance and information conference/workshop for Minority Serving Institutions (MSIs) to broaden their participation in the Division of Research on Learning in Formal and informal Settings (DRL) programs. The workshop will consist of faculty institutional teams and will develop their research or program ideas and to become more skillful in the preparation and development of competitive proposals.
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"Spatial Mathematics, Engineering, and Science: Toward an Integrated STEM Education","October 1, 2012 to September 30, 2013","The goal of this project is to develop a provisional learning progression spanning grades K-5 that articulates and tests the potential of experiencing, describing, and representing space as the core of an integrated STEM education. The science of space has an extensive scope within and across disciplinary boundaries of science, mathematics and engineering; the project will create a coherent approach to elementary instruction in which mathematical reasoning about space is systematically cultivated.
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"SPIRIT 2.0: Silicon Prairie Initiative for Robotics in Information Technology 2.0","January 1, 2008 to December 31, 2011","This project creates materials for grades 5-8 that address and assess STEM concepts through a robotics curriculum. The curriculum addresses STEM standards through such documents as the NCTM Focal Points and the Atlas of Science Literacy. Students can use the TekBot robotics platform in three problem-based ways: building, moving, and programming. The intent is to scale up to a cyber-infrastructure that supports the national distribution and implementation of the curriculum.
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"SPRINTT: Student Polar Research with IPY National (and International) Teacher Training","September 15, 2007","SPRINTT uses an innovative, live, online training format to train hundreds of teachers in how to teach life, Earth, and physical science content in a polar context. Polar scientists directly inform the content and participate in the training. SPRINTT provides teachers with existing and adapted, high-quality, standards-based curriculum materials and collaborates with science and education partners to simplify research data and create a user-friendly interface from which students perform their own authentic polar research projects.
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"STEM Fusion","August 15, 2007 to July 31, 2010","This project revises and tests integrated STEM modules and an accompanying professional development component that promote differentiated instruction in order to facilitate high school teachers' instruction of 21st century skills and integrated STEM content. STEM Fusion is a multi-tiered project focusing on the refinement of draft professional resources and the development of teacher skills related to differentiated instruction within integrated STEM instruction.
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"STEM Learning in the Context of Green School Buildings: A Curriculum Planning Project for the Middle Grades ","September 1, 2011 to August 31, 2013","This project uses green school buildings as an opportunity to involve students in STEM activities in their environment. The goal is to produce an action plan for transforming the middle school science and mathematics curriculum by rethinking the content that is taught, the ways in which students and teachers can engage effectively with that content, and the role that technology can play to ensure wide access to the data and to the new curriculum.
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"STEM Practice-Rich Investigations for NGSS Teaching (SPRINT)","June 1, 2015 to May 31, 2017","This is an exploratory project that will research and develop resources and a model for professional learning needed to meet the demand of implementing the Next Generation Science Standards (NGSS). The Exploratorium Teacher Institute will engage middle school science teachers in a one-year professional learning program to study how familiar routines and classroom tools, specifically hands-on science activities, can serve as starting points for teacher learning.
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"STEM Videohall: Connecting Communities and Disseminating Cutting Edge Work through Video and Discourse","October 1, 2016 to September 30, 2019","This project supports the expansion of an interactive, online STEM Videohall where hundreds of NSF-funded researchers share their work through brief video narratives and interactive discussion.
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"Stopping an Epidemic of Misinformation: Leveraging the K-12 Science Education System to Respond to Ebola","March 1, 2015 to February 29, 2016","This project will develop resources for teachers and administrators that will provide instructional guidance for teaching about the Ebola virus and other epidemics of infectious diseases that may arise. The resources developed will include guidelines for administrators and teachers, as well as policy briefs related to teaching and learning about Ebola.
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"Strategic Integration of Mathematics and Science","October 1, 2005 to September 30, 2011","This research project studies the impact of strategic integration of relevant math and science topics on grades 2 – 5 teachers' knowledge and beliefs, their classroom practice, and their students' understanding and beliefs. The proposal hypothesizes that the strategic integration will lead to more frequent and effective use of mathematics in science teaching and improved student outcomes.
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"Strategies for Leading Classroom Discussions Aimed at Core Ideas and Scientific Modeling Practices","August 1, 2015 to July 31, 2018","This project will use video case studies to identify key strategies used by exemplary teachers to guide class discussions. The project will study teachers in the areas of high school mechanics and electricity, and middle school life sciences, and is designed to develop the constructs and language that will enable us to describe key discussion leading strategies.
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"Strengthening Mathematics Intervention Classes: Identifying and Addressing Challenges to Improve Instruction for Struggling Learners","September 15, 2016 to August 31, 2020","The purpose of this project is to improve mathematics instruction for struggling learners by focusing on the quality of instruction occurring in mathematics intervention classrooms. The study will focus on how intervention class time is spent, what mathematics content is emphasized, which evidence-based instructional practices are used, and what challenges are faced by teachers.
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"Strengthening the Quality, Design and Usability of Simulations as Assessments of Teaching Practice","September 1, 2015 to August 31, 2017","Ensuring that beginning teachers are ""classroom-ready"" requires assessments that efficiently and validly evaluate proficiency in teaching. This project explores assessments involving simulated students as a way to assess teaching practice, which could provide an important complement, or alternative, to directly assessing teaching practice in classrooms.
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"Student Mathematics Learning Through Self-Explanation, Peer Tutoring and Digital Media Production ","August 15, 2011 to July 31, 2014","This project engages high-school students as student-tutors who create screen-capture videos that demonstrate step-by-step solutions to mathematical problems and explicate the use of interactive applets. The project tests whether the mathematical and communication skills of student-tutors improve in the process of making the video materials. It also tests whether teachers and student users benefit from the videos. The project will examine whether the process of creating and disseminating the videos is replicable and scalable.
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"Student-Adaptive Pedagogy for Elementary Teachers: Promoting Multiplicative and Fractional Reasoning to Improve Students' Preparedness for Middle School Mathematics","July 15, 2015 to June 30, 2019","The project develops a teacher professional development intervention to support student-adaptive pedagogy for multiplicative and fractional reasoning. The idea is that classroom instruction should build on students' current conceptions and experiences. It focuses on students from urban, underserved and low-socioeconomic status populations who often fall behind in the elementary grades and are left underprepared for middle grades mathematics.
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"Studying Technology-based Strategies for Enhancing Student Interest in STEM Careers through Algebra Curricula in Grades 5-9","January 1, 2010 to December 31, 2012","This project is examining the relationship between specific technology-based motivational activities and grade 5 to 9 student interest in STEM careers through a variety of classroom-based experiences. The project will test a series of specific hypotheses relating motivation, self-efficacy, STEM career interest, and mathematics learning to activity assignment.
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"Studying Topography, Orographic Rainfall, and Ecosystems (STORE) with Geospatial Information Technology","September 1, 2010 to August 31, 2013","This project is using innovative Geospatial Information Technology-based learning in high school environmental science studies with a focus on the meteorological and ecological impacts of climate change. The resources developed are using ArcGIS Explorer Desktop and Google Earth software applications to increase students' learning and interest in science and careers and will be adaptable for teachers to improve classroom implementation. "
"Supporting Chemistry Teachers to Assess and Foster Chemical Thinking","September 1, 2016 to August 31, 2020","The fundamental purpose of this project is to develop, implement, and study a professional development (PD) model for improving chemistry teachers' formative assessment practices to foster teaching focused on chemical thinking.
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"Supporting English Learners in STEM Subjects","September 1, 2016 to February 28, 2019","This project will conduct a study to identify instructional practices and professional development approaches for teachers and the policies needed to support ELLs' accomplishments in science and math. The study will synthesize research relevant to improving ELLs' STEM learning, offer insight into how to support both English language development and science and math learning, and provide a framework for future research to help identify the most relevant and pressing questions for the field.
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"Supporting Grade 5-8 Students in Writing Scientific Explanations","August 15, 2008 to July 31, 2011","This project is writing and researching a book supporting grade 5-8 students in scientific explanations and arguments. The book provides written and video examples from a variety of contexts in terms of content and diversity of students. The book and accompanying facilitator materials also provide different teacher instructional strategies for supporting students. The research focuses on how the book and accompanying professional development impact teachers' beliefs, pedagogical content knowledge and classroom practice.
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"Supporting Instructional Growth in Mathematics: Enhancing Urban Secondary Teachers' Professional Learning through Formative Feedback","September 15, 2016 to August 31, 2020","This project will explore the potential of video-based formative feedback to enhance professional development around ambitious instruction for secondary teachers in urban schools.
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"Supporting Large Scale Change in Science Education: Understanding Professional Development and Adoption Variation Related to the Revised Advanced Placement Curriculum (PD-RAP)","September 15, 2012 to August 31, 2016","This proposal leverages the re-design of the Advanced Placement (AP) curricula currently under way to study the impact of teacher professional development on student achievement in a natural experiment at scale. In addition to supporting the improvement of professional development of AP teachers by the College Board, the findings contribute to a better understanding of the relationship between professional development and student achievement more generally.
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"Supporting Scientific Practices in Elementary and Middle School Classrooms","September 1, 2010 to August 31, 2012","This project will develop a learning progression that characterizes how learners integrate and interrelate scientific argumentation, explanation and scientific modeling, building ever more sophisticated versions of practice over time using the three common elements of sense-making, persuading peers and developing consensus. The learning progression is constructed through students’ understanding of scientific practice as measured by their attention to generality of explanation, clarity of communication, audience understanding, evidentiary support, and mechanistic versus descriptive accounts.
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"Supporting Secondary Students in Building External Models (Collaborative Research: Damelin)","August 1, 2014 to July 31, 2018","This project will (1) develop and test a modeling tool and accompanying instructional materials, (2) explore how to support students in building and using models to explain and predict phenomena across a range of disciplines, and (3) document the sophistication of understanding of disciplinary core ideas that students develop when building and using models in grades 6-12.
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"Supporting Secondary Students in Building External Models (Collaborative Research: Krajcik)","August 1, 2014 to July 31, 2018","This project will (1) develop and test a modeling tool and accompanying instructional materials, (2) explore how to support students in building and using models to explain and predict phenomena across a range of disciplines, and (3) document the sophistication of understanding of disciplinary core ideas that students develop when building and using models in grades 6-12.
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"Supporting Staff Developers in the Implementation of Professional Development Programs to Improve Mathematics Education for Students with Disabilities","September 1, 2008 to August 31, 2012","This project is (1) conducting a qualitative study on the way facilitators use Math for All (MFA), an NSF-supported set of professional development materials for teachers who teach elementary school students with disabilities; (2) developing resources based on that study for teacher leaders and other facilitators of professional development; and (3) conducting fieldtests of the resources to examine their usefulness and impact.
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"Supporting Success in Algebra: A Study of the Implementation of Transition to Algebra","October 1, 2016 to September 30, 2020","The project will research the implementation of Transition to Algebra, a year-long mathematics course for underprepared ninth grade students taken concurrently with Algebra 1 to provide additional support, and its impact on students' attitudes and achievement in mathematics in combination with teachers' instruction and the types of supports teachers need to successfully implement the intervention.
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"Supporting Teacher Practice to Facilitate and Assess Oral Scientific Argumentation: Embedding a Real-Time Assessment of Speaking and Listening into an Argumentation-Rich Curriculum (Collaborative Research: Greenwald)","September 1, 2016 to August 31, 2020","The fundamental purpose of this project is to support teacher practice and professional learning around oral scientific argumentation in order to improve the quality of this practice in classrooms. The key outcome of this work will be a research-informed and field-tested prototype to improve the quality of teaching and learning argumentation in middle school science classrooms usable in different learning environments.
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"Supporting Teacher Practice to Facilitate and Assess Oral Scientific Argumentation: Embedding a Real-Time Assessment of Speaking and Listening into an Argumentation-Rich Curriculum (Collaborative Research: Henderson)","September 1, 2016 to August 31, 2020","The fundamental purpose of this project is to support teacher practice and professional learning around oral scientific argumentation in order to improve the quality of this practice in classrooms. The key outcome of this work will be a research-informed and field-tested prototype to improve the quality of teaching and learning argumentation in middle school science classrooms usable in different learning environments.
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"Supporting the Development of Model-based Reasoning","October 1, 2006 to March 31, 2010","The project is testing a learning progression for modeling that spans the elementary and middle grades. Modeling instruction will be organized around concepts in life sciences that cumulate to a strong conceptual understanding of micro and macro evolution. The work takes place in two districts with underserved children. A curriculum strand is being created, assessments developed and a longitudinal research study conducted. The project also includes an extensive professional development model and accompanying dissemination strategy.
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"Supporting the Emergence of a Professional Teaching Community Through Collective Knowledge-Building in Assessment and Feedback of Mathematical Thinking (Collaborative Research: Brandt)","September 1, 2012 to August 31, 2018","This collaborative project is developing an online, professional teaching community that addresses issues of assessment in mathematics classes. The developers are building on the success of the NSF-supported Math Forum's Problem of the Week program to create a community that works to increase students' mathematics learning by helping teachers stimulate student thinking, assess that thinking, and provide useful feedback to students.
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"Supporting the Emergence of a Professional Teaching Community Through Collective Knowledge-Building in Assessment and Feedback of Mathematical Thinking (Collaborative Research: Silverman)","September 1, 2012 to August 31, 2018","This collaborative project is developing an online, professional teaching community that addresses issues of assessment in mathematics classes. The developers are building on the success of the NSF-supported Math Forum's Problem of the Week program to create a community that works to increase students' mathematics learning by helping teachers stimulate student thinking, assess that thinking, and provide useful feedback to students.
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"Supports for Learning to Manage Classroom Discussions: Exploring the Role of Practical Rationality and Mathematical Knowledge for Teaching","September 1, 2009 to August 31, 2018","This project focuses on practicing and preservice secondary mathematics teachers and mathematics teacher educators. The project is researching, designing, and developing materials for preservice secondary mathematics teachers that enable them to acquire the mathematical knowledge and situated rationality central to teaching, in particular as it regards the leading of mathematical discussions in classrooms.
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"Supports for Science and Mathematics Learning in Pre-Kindergarten Dual Language Learners: Designing a Professional Development System","August 15, 2010 to June 30, 2018","SciMath-DLL is an innovative preschool professional development (PD) model that integrates supports for DLLs with high quality science and mathematics instructional offerings. It engages teachers with workshops, classroom-based coaching, and professional learning communities. By creating a suite of tools that can be used under differing educational circumstances to improve professional knowledge, skill, and practice around STEM, the project increases the number of teachers who are prepared to support children as STEM learners and, thus, the number of children who can be supported as STEM learners.
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"Supports for Science and Mathematics Learning in Pre-Kindergarten Dual Language Learners: Designing and Expanding a Professional Development System","July 1, 2014 to June 30, 2018","SciMath-DLL is an innovative preschool professional development (PD) model that integrates supports for dual language learners (DLLs) with high quality science and mathematics instructional offerings. It engages teachers with workshops, classroom-based coaching, and professional learning communities. Based on initial evidence of promise, the SciMath-DLL project will expand PD offerings to include web-based materials.
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"Survey of U.S. Middle School Mathematics Teachers and Teaching","September 1, 2014 to August 31, 2018","This descriptive study will systematically track key instructional indicators in middle school mathematics classrooms, specifically, teachers' mathematical knowledge, the curriculum in place, and the nature of mathematics instruction offered to students.
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"Synchronous Online Professional Learning Experiences for Middle Grades Mathematics Teachers in Rural Contexts","September 1, 2016 to August 31, 2020","This project will develop and implement an innovative online mathematics professional development model designed to provide growth opportunities for teachers in rural districts who normally lack access to such opportunities. The project will focus on developing teacher capacity to enact ambitious, responsive instruction aligned with the Common Core State Standards for Mathematics (CCSSM), and thus will be sustained, interactive, and of sufficient duration to help teachers transform their practices.
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"System-Level Professional Development: Articulating Research Ideas That Support Implementation of PD Needed for Making the CCSS in Mathematics Reality for K-12 Teachers ","March 1, 2011 to February 29, 2012","This project aims to pull together a diverse set of experts to make research-based recommendations on how to implement massive professional development that is needed to effectively employ the Common Core State Standards (CCSS) in a way that will reform classroom instruction in mathematics for grades K-12. The project is convening a meeting of experts to recommend how to design, implement, and assess large-scale professional development systems.
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"System-wide Change: An Experimental Study of Teacher Development and Student Achievement in Elementary Science","May 1, 2006 to April 30, 2011","This project tests the impact on student achievement of a content-rich, systemic intervention in teacher development for elementary school science. The study will test the benefits of the System-wide Change elementary science component, which provides teachers with professional development in summer institutes and ongoing coaching and mentoring in the use of detailed instructional guides for elementary science. This research will reveal the causal impact of the teacher development activities on student learning.
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"Systemic Formative Assessment to Promote Mathematics Learning in Urban Elementary Schools","September 15, 2016 to February 29, 2020","This project builds on the study of the Ongoing Assessment Project's (OGAP) math assessment intervention on elementary teachers and students and combines the intervention with research-based understandings of systemic reform. This project will produce concrete tools, routines, and practices that can be applied to strengthen programs' implementation by ensuring the strategic support of school and district leaders.
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"Systemic Transformation for Inquiry Learning Environments (STILE) for Science, Technology, Engineering and Mathematics ","October 1, 2012 to September 30, 2014","The goal of the grant is to establish a culture of inquiry with all partners in order to develop interdiciplinary, authentic STEM learning environments. Design-based research provides iterative cycles of implementation to explore and refine the approach as a transformative model for STEM programs. The model supports a sustainable approach by building the capacity of schools to focus on design issues related to content, pedagogy, and leadership.
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"Systemic Transformation of Inquiry Learning Environments for STEM (STILE 2.0)","September 1, 2016 to August 31, 2020","The project is a four-year, early-stage design and development project aimed to refine a state-of-the-art professional development model to prepare K-8 teachers and instructional leaders in urban schools to facilitate and support successful K-8 STEM Education. The project will specifically explore which components of the program promote teacher change, which aspects of the program support structural changes for STEM teaching in schools, and what holds promise for interdisciplinary STEM teacher development.
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"Taking Foundation Science to Scale—Digitally: Transforming a Print Curriculum into an Innovative Learning Tool for Commercial Distribution ","April 1, 2011 to March 31, 2013","This project provides a model of how existing, tested digital enhancements can increase student learning. Increasing the quality of science education requires careful coupling of effective, research-based curricula with innovative digital features that deepen and enhance science learning and teaching. This RAPID is to ensure that the content and pedagogical expertise is present during the development of the digital version of Foundation science.
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"Taking Games to School: Exploratory Study to Support Game-based Teaching and Learning In High-School Science Classes","July 15, 2014 to June 30, 2018","This project is building a set of software tools, including a tool for annotating screen recordings of activities in games, a teacher data dashboard for information about students' in-game learning, and tools to help teachers customize activities in games to better align with curricular standards. The project will find out whether these new tools can enhance teaching and/or learning.
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"Talk Science: Scalable, Web-Based Professional Learning to Improve Science Achievement","September 1, 2009 to August 31, 2012","This project is designed to enhance and study the development of elementary science teachers’ skills in managing productive classroom talk in inquiry-based physical science studies of matter. The project hypothesizes that aligning professional learning with conceptually-driven curricula and emphasizing the development of scientific discourse changes classroom culture and increases student learning. The project is developing new Web-based resources, Talk Science PD, to help elementary teachers facilitate scientific discourse.
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"Target Inquiry: Investigating the Teacher and Student Effects of a New Model in Chemistry Teacher Professional Development","May 1, 2006 to April 30, 2011","This five-year research project has as its central aim the testing of the Target Inquiry (TI) model of teacher professional development with secondary school chemistry teachers. This model emphasizes the importance of the inquiry process in teaching and learning science by combining a research experience for teachers (RET) with curriculum adaptation and action research.
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"Teacher Education: Learning the Practice of Statistics","November 1, 2011 to October 31, 2013","This exploratory project is to enhance the ability of teachers to provide high quality STEM education for all students by developing research-based materials that enable teachers to facilitate students' progress toward statistical understanding.
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"Teacher Helping Teachers Teach Science Inquiry: The ""Just ASK"" Project","September 1, 2007 to August 31, 2010","This project forms communities of practice among K-6 teachers using Web-based resources that allow audio and video connections in real time (http://justaskateacher.com) and conducts research that examines the impact of these communities of practice on school programs, teaching practices, and student achievement. We invite K-6 teachers and teacher educators to join us at http://justaskateacher.com.
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"Teacher Learning of Technology-Enhanced Formative Assessment","June 1, 2005 to February 28, 2010","This research study investigates the impact of the wireless environment on high school science resulting in a professional development model that will inform professional developers, administrators, policy-makers and teachers. The project uses in-depth case studies to examine context factors (e.g. technology implementation plans, school culture, extent and type of teacher professional development and teacher background) and critical interactions that may influence science instructional practice in wireless high school science classrooms.
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"Teacher Professional Development for Technology-enhanced Inquiry to Foster Students' 21st Century Learning","September 1, 2014 to August 31, 2018","This project will develop and evaluate a module for use in a 7th grade classroom that promotes student development of 21st Century skills with a particular focus on student development of scientific reasoning. The technology-enhanced curriculum will be designed to engage learners in deep and meaningful investigations to promote student learning of content in parallel with 21st century skills.
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"Teacher Residency Academy Alliance ","October 1, 2011 to September 30, 2013","This project will investigate the implementation of a Teacher Residency Academy model to recruit, license, induct, employ, and retain middle school and secondary science teachers for high-need schools that serve more than 119,000 diverse students. The Alliance will: create a high-quality, rigorous, and clinically-based teacher preparation program for aspiring middle and secondary science teachers; recruit and support diverse science educators and contribute to the knowledge base regarding the implementation of a clinically-based science teacher.
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"Teacher's Guide to the Mathematics and Science Resources of the ELPD Framework","September 1, 2013 to August 31, 2015","This two-year project will develop, pilot, validate, and publish a Teacher's Guide to the Science and Mathematics Resources of the ELPD Framework. This guide and related materials will translate the key science and mathematics concepts, ideas, and practices found within the ELPD Framework into classroom resources for direct use by teachers, schools, and districts to support English learners (ELs).
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"Teachers Empowered to Advance Change in Mathematics (TEACH MATH): Preparing Pre K-8 Teachers to Connect Children's Mathematical Thinking and Community-Based Funds of Knowledge","September 1, 2011 to August 31, 2017","This project will modify the teacher preparation program for preK-8 teachers. The program is designed to help pre-service teachers learn mathematics well, learn to access students' cultural funds of knowledge, and learn to encourage students' mathematical thinking. The developers are designing (a) modules that can be used in teacher preparation courses, (b) a mentoring program for new teachers, and (c) on-line networks to facilitate collaboration among participating teachers and institutions.
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"Teachers with GUTS: Developing Teachers as Computational Thinkers Through Supported Authentic Experiences in Computing Modeling and Simulation","June 1, 2015 to June 30, 2016","This project directly addresses middle school teachers' understanding, practice, and teaching of modern scientific practice. Using the Project GUTS program and professional development model as a foundation, this project will design and develop a set of Resources, Models, and Tools (RMTs) that collectively form the basis for a comprehensive professional development (PD) program, then study teachers' experiences with the RMTs and assess how well the RMTs prepared teachers to implement the curriculum.
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"Teachers' Use of Standards-based Instructional Materials","September 1, 2007 to August 31, 2012","This study explores the ways middle school mathematics teachers implement standards-based curriculum materials in urban schools. It takes the view that instructional materials are cultural tools and examines how teachers use these tools to plan and implement the curriculum in their classrooms. The study is using a mixed methods approach that combines surveys of teachers in 30 schools in the Newark Public Schools district and closer observations of teachers in selected case schools.
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"Teaching and Learning Algebraic Thinking Across the Middle Grades: A Research-based Approach Using PhET Interactive Simulations","September 1, 2015 to August 31, 2018","This project addresses three central challenges: 1) the tendency for students to not engage in real mathematical thinking as they use technologies; 2) the tendency for teachers to not enact pedagogically-effective approaches; and 3) the lack of adoption of effective technologies by teachers due to a variety of barriers. This project will use rich, exploratory, interactive simulations and associated instructional materials as a pathway for making rapid progress and focusing on advancing algebraic thinking in Grades 6-9.
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"Teaching Ecosystem Complexity through Field Science Inquiry","June 15, 2006 to May 31, 2011","This project results in a training manual, web-based resources, and training opportunities in field-based ecology for high school teachers. The project is designed to increase teacher content knowledge in ecological concepts, improve their higher level thinking skills, and interest more Hispanic students in ecology. To support the latter objective the project's materials are translated into Spanish.
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"Teaching Environmental Sustainability - Model My Watershed (Collaborative Research: Kerlin)","September 1, 2014 to August 31, 2018","This project will develop curricula for environmental/geoscience disciplines for high-school classrooms. The Model My Watershed (MMW) v2 app will bring new environmental datasets and geospatial capabilities into the classroom, to provide a cloud-based learning and analysis platform accessible from a web browser on any computer or mobile device, thus overcoming the cost and technical obstacles to integrating Geographic Information System technology in secondary education.
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"Teaching Environmental Sustainability - Model My Watershed (Collaborative Research: Marcum-Dietrich)","September 1, 2014 to August 31, 2018","This project will develop curricula for environmental/geoscience disciplines for high-school classrooms. The Model My Watershed (MMW) v2 app will bring new environmental datasets and geospatial capabilities into the classroom, to provide a cloud-based learning and analysis platform accessible from a web browser on any computer or mobile device, thus overcoming the cost and technical obstacles to integrating Geographic Information System technology in secondary education.
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"Teaching Environmental Sustainability - Model My Watershed (Collaborative Research: Staudt) ","September 1, 2014 to August 31, 2018","This project will develop curricula for environmental/geoscience disciplines for high-school classrooms. The Model My Watershed (MMW) v2 app will bring new environmental datasets and geospatial capabilities into the classroom, to provide a cloud-based learning and analysis platform accessible from a web browser on any computer or mobile device, thus overcoming the cost and technical obstacles to integrating Geographic Information System technology in secondary education.
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"Teaching Evolution Through Human Examples (TEtHE) ","September 1, 2011 to August 31, 2014","This three-year exploratory research and development project is assessing how the use of resource activities and teaching strategies focused on human evolution will affect the understanding, teaching and learning of evolution by high school AP biology teachers and students. The project will develop resource activities and teaching strategies with and for high school biology teachers. Professional development will also provide teachers with guidance on how to incorporate the activities and strategies into the classroom.
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"Teaching STEM with Robotics: Design, Development, and Testing of a Research-based Professional Development Program for Teachers","September 1, 2014 to August 31, 2018","Using design-based research, with teachers as design partners, the project will create and refine project-based, hands-on robotics curricula such that science and math content inherent in robotics and related engineering design practices are learned. To provide teachers with effective models to capitalize on robotics for elucidating science and math concepts, a design-based Professional Development program will be built using principles of technological, pedagogical, and content knowledge (TPACK).
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"TECT: Teaching Engineering to Counselors and Teachers","May 1, 2006 to April 30, 2010","This project is developing, testing, and evaluating a diversity-enhanced, STEM-based, professional development workshop for high school teachers and career guidance counselors. The project team is developing educational materials and running workshops that focus on pedagogical methods for incorporating hands-on activities into STEM classrooms in order to expose all students to technology and engineering. The long-term goal is to broaden and increase the diversity of students entering engineering-based college degree programs.
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"Temple University Science Math Assessment Research for Teachers (TU-SMART)","August 1, 2005 to July 31, 2010","This project studies the impact of emphasizing formative assessment strategies in concurrent undergraduate methods courses and STEM content courses on the subsequent teaching practices of these pre-service teachers and their students. The study focuses on future middle school STEM teachers. The mixed methods research design will examine the impact of the treatment on teachers' practices during their practicum and induction years and on the STEM achievement of their middle school students.
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"Testing a Professional Development Model for High School Science Reform and the Relationship of Key Variables to Student Achievement","September 15, 2013 to August 31, 2015","This project tests the efficacy of an intensive, three year professional development program, the BSCS National Academy for Curriculum Leadership (NACL) on student science achievement in the state of Washington. The goal of the NACL is to develop the capacity of district-based secondary science leadership teams to sustain the implementation of research-based science instructional materials that promote improvement in teaching and learning.
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"The Advanced Mathematics for All Project","July 1, 2005 to June 30, 2010","This project is creating a system of online and face-to-face support services to strengthen the teaching and learning of Algebra II. The resources will make use of technology, will differentiate support for teachers in various stages of their careers and will aim to serve teachers of under-achieving populations of students. Support will be provided for four critical aspects of a teacher's work: Instructional planning, instructional delivery, instructional outcomes assessment and professional capacity development.
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"The African Diaspora: Developing Black Scholars in Science Education for the 21st Century in the United States","September 15, 2008 to August 31, 2010","This project convenes a conference to develop a cadre of African American science education faculty to research issues surrounding the teaching and learning of science. This cadre of faculty will develop a research agenda, submit grant proposals for funding, and submit manuscripts for publication. The overall goal of this project is to improve K-12 teaching and learning by faculty development of the research scholarship of African American science educators in the United States.
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"The Bio-Math Connection","October 15, 2006 to September 30, 2010","This project will develop 15 modules for high school students that connect biology, computation, and mathematics with corresponding teacher materials and professional development activities. The modules will draw on an approach to biological phenomena as involving information processing, in three illustrative areas conducive to learning at the high school level: Bioinformatics and Computational Biology, Mathematical Methods in Epidemiology, and Mathematical Methods in Ecology.
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"The Challenge of Interdisciplinary Education: Math-Bio","September 15, 2010 to August 31, 2014","This project continues research and development work on high school instructional materials that integrate biology, computing, and mathematics. The project goal is to develop and test a one-semester high school course. The course consists of some modules developed under a previous NSF grant as well as some new material. Intended deliverables include up to five new instructional modules and a coherent one-semester course suitable for the increasing state requirements for a fourth year of mathematics.
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"The Classroom Ecosystem Explorer (CEE): Developing and Testing a Multimedia Tool to Support Early Grades Instruction in Science","July 1, 2006 to June 30, 2010","This project is designed to assist K-3 teachers in teaching life and physical science for conceptual understanding. It integrates videos, stills and voice-over into one multimedia web-based tool. The program provides teachers with experiences in understanding details related to the \""how\"" of high quality science teaching. The professional development activities illuminate what happens in planning and in arranging science classrooms to promote student learning.
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"The Climate Lab: An Innovative Partnership between Climate Research and Middle-School Practice Collaborative Research: Drayton)","August 15, 2014 to July 31, 2017","This project will develop and test an education partnership model focusing on climate change (The Climate Lab) that features inquiry-oriented and place-based learning. The project will develop a curriculum that will provide opportunities for middle school students and teachers to compare their locally collected data with historic data to create unique and powerful learning opportunities.
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"The Climate Lab: An Innovative Partnership between Climate Research and Middle-School Practice Collaborative Research: Lloyd-Evans)","August 15, 2014 to July 31, 2017","This project will develop and test an education partnership model focusing on climate change (The Climate Lab) that features inquiry-oriented and place-based learning. The project will develop a curriculum that will provide opportunities for middle school students and teachers to compare their locally collected data with historic data to create unique and powerful learning opportunities.
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"The Coaching Cycle: An Interactive Online Course for Mathematics Coaches","October 1, 2007 to September 30, 2011","The Coaching Cycle project is creating an online course for K–8 mathematics instructional coaches. The project targets coaches in rural areas and small schools who do not have access to regular district-wide professional development. It provides training in the skills needed for effective instructional coaching in mathematics by using artifacts collected by practicing coaches to engage course participants in the practice of coaching skills.
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"The Development of Student Cohorts for the Enhancement of Mathematical Literacy in Under Served Populations","September 1, 2008 to August 31, 2011","This project is developing and conducting research on the Cohort Model for addressing the mathematics education of students that perform in the bottom quartile on state and district tests. The predicted outcome is that most students will remain in the cohort for all four years and that almost all of those who do will perform well enough on college entrance exams to be admitted and will test out of remedial mathematics courses.
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"The Effectiveness of Inclusive STEM Schools at Scale: A Multistate Longitudinal Quasi-Experiment","September 1, 2011 to August 31, 2013","In this project, investigators are laying the foundation for a rigorous quasi-experiment to test the effects of attending such a school using longitudinal student records, surveys, and interviews. By documenting survey response rates, student location rates, and rates for successful matching of student administrative and survey data, this project is demonstrating that it is possible to collect data that would enable a large-scale study to be launched with the necessary instruments and experience in hand.
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"The Evidence Games: Collaborative Games Engaging Middle School Students in the Evaluation of Scientific Evidence","August 15, 2010 to July 31, 2013","This project develops a series of interactive on-line games and investigates the effect these games have on increasing middle school science students' and teachers' knowledge and skills of scientific argumentation. There are four areas of argumentation addressed by the games: (1) understanding a claim, (2) judging the evidence about a claim based on type and quality (objectivity, reliability or validity), (3) analyzing the reasoning applied to the claim, and (4) evaluating the claim.
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"The Future of High School Mathematics","July 1, 2008 to December 31, 2010","This conference showcases and analyzes progressive ideas about curriculum, teaching, assessment, and technology in high school and early college mathematics. The conference brings together leaders of state and local school system mathematics programs, mathematicians, curriculum developers, educational researchers, and education policy makers for in-depth discussion of the challenges and opportunities for innovation in high school mathematics.
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"The GENIQUEST (GENomics Inquiry through QUantitative Trait Loci Exploration with SAIL Technology): Bringing STEM Data to High School Classrooms","September 15, 2007 to March 31, 2010","This project is developing and testing a website, software application, and supplemental instructional materials that use publicly accessible genomics data to foster scientific inquiry among high schools students. Outcomes for students and teachers include developing knowledge, skills, and understandings related to genetic inheritance; data investigation and analysis; the process of scientific inquiry; and collaboration.
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"The Impact of Early Algebra on Students' Algebra-Readiness (Collaborative Research: Blanton)","October 1, 2012 to September 30, 2015","In this project researchers are implementing and studying a research-based curriculum that was designed to help children in grades 3-5 prepare for learning algebra at the middle school level. Researchers are investigating the impact of a long-term, comprehensive early algebra experience on students as they proceed from third grade to sixth grade. Researchers are working to build a learning progression that describes how algebraic concepts develop and mature from early grades through high school.
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"The Impact of Early Algebra on Students' Algebra-Readiness (Collaborative Research: Knuth)","October 1, 2012 to September 30, 2015","In this project researchers are implementing and studying a research-based curriculum that was designed to help children in grades 3-5 prepare for learning algebra at the middle school level. Researchers are investigating the impact of a long-term, comprehensive early algebra experience on students as they proceed from third grade to sixth grade. Researchers are working to build a learning progression that describes how algebraic concepts develop and mature from early grades through high school.
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"The Impact of Online Professional Development: An Experimental Study of Professional Development Modalities Linked to Curriculum","July 1, 2005 to June 30, 2011","This project is designed to enhance understanding of how online professional development environments contribute to teach learning, changes in classroom practice and changes in student learning in comparison to face-to-face professional development. Using secondary school teachers learning to use a reformed-oriented environmental science curriculum, groups of teachers will be randomly assigned to one of three conditions: (1) traditional face-to-face workshop, (2)self-guided online professional development, or (3)online “short course” professional development guided by a facilitator.
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"The Influence of MESA Activities on Underrepresented Students","August 15, 2010 to July 31, 2013","The Math, Engineering, Science Achievement (MESA) outreach programs are partnerships between K-12 schools and higher education that for over forty years introduce science, mathematics and engineering to students traditionally underrepresented in the discipline. This project examines the influences MESA activities (field trips, guest lecturers, design competitions, hands-on activities and student career and academic advisement) have on students' perception of engineering, their self-efficacy and interest in engineering, and their subsequent decisions to pursue careers in engineering.
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"The Inquiry Project","October 1, 2006 to March 31, 2011","This project is developing a learning progression in scientific inquiry about the nature of matter. The effort will result in a research-guided system of curriculum, assessment and professional development focusing on the transition from a macroscopic to a microscopic understanding of matter that occurs in upper elementary and middle school. The project has a close collaboration with scientists and urban schools.
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"The INSPIRES Curriculum for Engineering and Technology Education","September 15, 2008 to August 31, 2011","This project is designing, developing, and testing a model that delivers effective teacher PD to in-service and preservice teachers to enable the successful implementation of engineering curricula. Research is performed to evaluate the impacts of the curricular materials and the teacher PD framework on classroom instructional practices and student learning, interests, and attitudes and to evaluate which curriculum components are most effective in promoting student learning and interest as a function of gender and ethnicity.
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"The Leonardo Project: An Intelligent Cyberlearning System for Interactive Scientific Modeling in Elementary Science Education","August 15, 2010 to July 31, 2012","The project designs and implements technologies that combine artificial intelligence in the form of intelligent tutoring systems with multimedia interfaces (i.e., an electronic science notebook and virtual labs) to support children in grades 4-5 learning science. The students use LEONARDO's intelligent virtual science notebooks to create and experiment with interactive models of physical phenomena.
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"The Mathematical Knowledge for Teaching Measures: Refreshing the Item Pool","December 1, 2016 to November 30, 2019","This project proposes an assessment study that focuses on improving existing measures of teachers' Mathematical Knowledge for Teaching (MKT). The research team will update existing measures, adding new items and aligning the instrument to new standards in school mathematics.
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"The Professional Learning Community Model for Alternative Pathways in Teaching Science and Mathematics (PLC-MAP) ","September 1, 2004 to August 31, 2010","This project will develop a Professional Learning Community (PLC) model for engaging science and education researchers from a university with science and mathematics faculty at community colleges to increase the number, quality and diversity of middle school and high school mathematics and science teachers; apply design-based research to assess the effectiveness and replicability of the PLC model; and disseminate replicable project and research findings.
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"The Role and Use of Examples in Learning to Prove","October 1, 2012 to September 30, 2017","This research project is an investigation of the role that examples play in helping learners become proficient in proving mathematical conjectures. Researchers are building a framework that characterizes the development of example use as students advance from middle school into post secondary school. Using this developmental information, the researchers are creating instructional strategies that help students think about the nature and value of proof as well as how to construct a mathematical proof.
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"The Role of Educative Curriculum Materials in Supporting Science Teaching Practices with English Language Learners","September 1, 2008 to August 31, 2012","This project aims to determine whether curricula designed to support teacher and student learning have positive impacts on teacher knowledge, attitudes, and instructional practices; to what degree educative curricula help teachers with more and less experience teaching ELLs and how level of teaching experience relates to teacher knowledge, attitudes, and instructional practices; and the effects of the educative curricula in high implementation settings on ELLs knowledge and attitudes in science, and developing English proficiency.
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"The Science and Mathematics Simulated Interaction Model (SIM) ","July 1, 2011 to June 30, 2014","The Science and Mathematics Simulated Interaction Model (SIM) project will design and clinically test simulations for teachers. The hypothesis is that simulations will identify strengths and misconceptions in teachers' understanding of content and pedagogy, increase instructional capacity, and advance student achievement. The SIM will be for pre-service and induction-stage teachers. The simulations will focus on common problems of practice, challenges, dilemmas, issues that mathematics and science teachers encounter at the secondary level.
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"The Science of Atoms and Molecules: Enabling the New Secondary Science Curriculum ","October 1, 2006 to March 31, 2010","The Science of Atoms and Molecules is supplemental material, constituting about 10% of the course work and providing a progressive understanding of the centrality of atomic scale phenomena and their implications in each discipline. Upgrading the computational models developed in the Molecular Workbench, the materials allow students to experience the atomic world and build models that can be used to understand and predict macroscopic phenomena. "
"The Scientific Thinker Project: A Study of Teaching and Learning Concepts of Evidence and Nature of Scientific Evidence in Elementary School","August 1, 2009 to July 31, 2010","Current curriculum materials for elementary science students and teachers fail to provoke the following essential questions during science instruction: What is evidence? Why do you need evidence? The goal of this project is to identify whether and how elementary school students formulate answers to these questions and develop concepts of evidence and understandings of the nature of scientific evidence.
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"The U.S. National Commission on Mathematics Instruction (USNC/MI): Representing the U.S. Mathematics Community Abroad","May 15, 2012 to April 30, 2014","This project provides support for the U.S. National Commission on Mathematics Instruction, a primary means for ensuring U.S. participation in mathematics education at the international level. The project will facilitate interaction with mathematicians and mathematics educators from around the world as issues about instructional practices are addressed. The participation of representatives of USNC/MI on the international stage opens venues for collaborative research and opportunities to learn about successful practices from other countries.
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"The Validity of Technology-Enhanced Assessment in Geometry","August 1, 2013 to December 31, 2015","This project contributes to the small research base by exploring the validity of Technology-Enhanced Items (TEIs) in the context of elementary geometry. The project addresses three research questions: 1) To what extent are TEIs a valid measurement of geometry standards in the elementary grades?; 2) To what extent do TEIs provide an improved measurement compared to SR items?; and 3) What are the general characteristics of mathematics standards that might be better measured through TEIs?
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"The Value of Computational Thinking Across Grade Levels","July 1, 2010 to June 30, 2014","This project is developing and testing a set of 12 curriculum modules designed to engage high school students and their teachers in the process of applying computational concepts and methods to problem solving in a variety of scientific contexts. The project perspective is that computational thinking can be usefully thought of as a specialized form of mathematical modeling.
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"ThEMaTe: Thought Experiments in Mathematics Teaching","August 1, 2004 to July 31, 2010","This project seeks to understand the practical rationality that undergirds teachers’ actions as they meet subject-specific goals of the teaching of algebra and geometry. The study develops a collection of representations of teaching that showcase possible classroom episodes and allows practitioners to ponder alternatives in teaching. The representations are built on computer animations and other forms of sequential art that display action over time.
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"Theorizing and Advancing Teachers' Responsive Decision Making in the Domain of Rational Numbers","September 15, 2013 to August 31, 2018","This project addresses the growing need for research to support teachers in developing expertise in responsive decision making in which teachers elicit and build on children's mathematical thinking in the midst of instruction.
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"Thinking Spatially about the Universe: A Physical and Virtual Laboratory for Middle School Science (Collaborative Research: Goodman)","July 1, 2015 to June 30, 2018","This project will develop and study three week-long middle school lab units designed to teach spatial abilities using a blend of physical and virtual (computer-based) models. ""ThinkSpace"" labs will help students explore 3-dimensional astronomical phenomena in ways that will support both understanding of these topics and a more general spatial ability. Students will learn both through direct work with the lab unit interface and through succeeding discussions with their peers.
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"Thinking Spatially about the Universe: A Physical and Virtual Laboratory for Middle School Science (Collaborative Research: Sadler)","July 1, 2015 to June 30, 2018","This project will develop and study three week-long middle school lab units designed to teach spatial abilities using a blend of physical and virtual (computer-based) models. ""ThinkSpace"" labs will help students explore 3-dimensional astronomical phenomena in ways that will support both understanding of these topics and a more general spatial ability. Students will learn both through direct work with the lab unit interface and through succeeding discussions with their peers.
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"Thinking with Data: A Cross-disciplinary Approach","January 1, 2007 to December 31, 2010","This project is developing a data literacy curriculum for 7th grade students which is composed of four two-week units to be taught in social studies, mathematics, science and English courses. The curriculum utilizes data on water use and quality in Ohio, chosen because other communities will have comparable data to modify the curriculum to meet their needs. Central to the curriculum are the issue of fairness and how data are used to make societal decisions.
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"Thirteenth International Congress on Mathematical Education (ICME-13) Travel Grant","June 15, 2015 to May 31, 2017","This project will support the participation of 55 U.S. K-12 mathematics teachers or supervisors, graduate students, community college/university mathematics teachers, mathematicians, mathematics teacher educators and mathematics education researchers to attend the Thirteenth International Congress for Mathematical Education (ICME-13) to be held in Hamburg, Germany, July 24-31, 2016. The project will also prepare an educational status report (called the Fact Book) for the United States.
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"Three-Dimensional Teaching and Learning: Rebuilding and Researching an Online Middle School Curriculum","September 1, 2015 to August 31, 2019","This project will develop an online curriculum-based supported by a teacher professional development (PD) program by rebuilding an existing life science unit of Biological Sciences Curriculum Study (BSCS) Middle School Science. The project is designed to be an exemplar of fully digital Next Generation Science Standards (NGSS) aligned resources for teachers and students, creating an NGSS-aligned learning environment combining disciplinary core ideas with science and engineering practices and cross-cutting concepts.
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"Tool Systems to Support Progress Toward Expert-like Teaching by Early Career Science Educators","September 15, 2008 to August 31, 2012","The goal of this project is to accelerate the progress of early-career and pre-service science teachers from novice to expert-like pedagogical reasoning and practice by developing and studying a system of discourse tools. The tools are aimed at developing teachers' capabilities in shaping instruction around the most fundamental science ideas; scaffolding student thinking; and adapting instruction to diverse student populations by collecting and analyzing student data on their thinking levels.
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"Tools for Teaching and Learning Engineering Practices: Pathways Towards Productive Identity Work in Engineering","May 1, 2015 to April 30, 2019","Identifying with engineering is critical to help students pursue engineering careers. This project responds to this persistent large-scale problem. The I-Engineering framework and tools address both the learning problem (supporting students in learning engineering design) and the identity problem (supporting students in recognizing that they belong in engineering).
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"Toward a Scalable Model of Mathematics Professional Development: A Field Study of Preparing Facilitators to Implement the Problem-solving Cycle","October 1, 2007 to September 30, 2010","The study includes two and a half years of preparation and support for all the mathematics instructional leaders (ILs) within a large urban school district with a substantial minority student enrollment. These ILs will implement the Problem-Solving Cycle model with the mathematics teachers in their schools. Researchers will analyze the preparation and support that ILs need, the quality of their implementation, and the impact of the PD process on ILs, teachers, and students.
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"Toward Integrated STEM Education: Developing a Research Agenda ","June 1, 2011 to May 31, 2014","The goal of the study is to craft a research agenda that will examine the value of an integrated STEM education to students (K-12) in terms of learning achievement, motivation, and career aspirations. The final report summarizes the findings from the data gathering and analysis and the committee's conclusions and recommendations for a research agenda. This report is disseminated through presentations, publication of print and online articles and editorials and briefings to relevant stakeholders.
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"Transformative Robotics Experience for Elementary Students (TREES)","May 15, 2015 to April 30, 2017","This project aims to build elementary age students' content knowledge in robotics and computer science more broadly by fostering their disciplinary engagement and participation within a humanoid robots-programming environment. Fourth and fifth grade students will participate in a semester long course with a final project that involves bringing the robot to classrooms of first and second grade students to demonstrate the robot's capabilities and promote their disciplinary engagement with robotics and computer science.
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"Transforming Scientific Practices to Promote Students Interest and Motivation in the Life Sciences: A Teacher Leadership Development Intervention","September 1, 2017 to August 31, 2021","This project will investigate the influence of a professional development intervention on the teaching and learning of content in the life sciences in the context of place, language, and culture. The research will enable teachers to develop lessons that will allow students to design solutions to problems of economic, cultural, and ecological importance to the state.
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"Transforming STEM Competitions into Collaboratives: Developing eCrafting Collabs for Learning with Electronic Textiles","October 1, 2012 to September 30, 2014","This project supports the development of technological fluency and understanding of STEM concepts through the implementation of design collaboratives that use eCrafting Collabs as the medium within which to work with middle and high school students, parents and the community. The examine how youth at ages 10-16 and families in schools, clubs, museums and community groups learn together how to create e-textile artifacts that incorporate embedded computers, sensors and actuators.
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"Transforming Teaching Through Implementing Inquiry (T2I2) ","August 1, 2011 to July 31, 2015","This project explores the use of cyberinfrastructure to significantly enhance the delivery and quality of professional development for grades 8-12 engineering, technology, and design educators. The goal of the project is to study whether the use of highly interactive cyberinfrastructure increases the educator's teaching competencies and how to effectively teach. Student achievement is measured by comparing state assessments in: the curriculum's technology, engineering, and design assessment, end-of-grade mathematics assessment, and end-of-grade science assessment.
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"Transition to Algebra: A Habits of Mind Approach","September 1, 2009 to August 31, 2013","This research and development project provides resources for ninth-grade mathematics students and teachers by developing, piloting, and field-testing intervention modules designed as supplementary materials for Algebra 1 classes (e.g., double-period algebra). Rather than developing isolated skills and reviewing particular topics, these materials aim to foster the development of mathematical habits of mind—in particular, the algebraic habit of abstracting from calculations, a key unifying idea in the transition from arithmetic to algebra.
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"Transition to College Mathematics and Statistics","September 1, 2010 to August 31, 2012","This project will develop a mathematics course for the fourth year of high school. The new course is being designed for students who will enter post-secondary education and will major in programs not requiring Calculus. The new course includes mathematics from a problem-solving or applications perspective, and serves as a bridge to college mathematics and statistics. Unit topics include functions, modeling, algebraic strategies, binomial distributions, and information processing.
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"TRUmath and Lesson Study: Supporting Fundamental and Sustainable Improvement in High School Mathematics Teaching (Collaborative Research: Donovan)","July 1, 2015 to June 30, 2019","Given the changes in instructional practices needed to support high quality mathematics teaching and learning based on college and career readiness standards, school districts need to provide professional learning opportunities for teachers that support those changes. The project is based on the TRUmath framework and will build a coherent and scalable plan for providing these opportunities in high school mathematics departments, a traditionally difficult unit of organizational change.
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"TRUmath and Lesson Study: Supporting Fundamental and Sustainable Improvement in High School Mathematics Teaching (Collaborative Research: Schoenfeld)","July 1, 2015 to June 30, 2019","Given the changes in instructional practices needed to support high quality mathematics teaching and learning based on college and career readiness standards, school districts need to provide professional learning opportunities for teachers that support those changes. The project is based on the TRUmath framework and will build a coherent and scalable plan for providing these opportunities in high school mathematics departments, a traditionally difficult unit of organizational change.
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"U.S. National Commission for Mathematics Instruction -- A Conference Grant","March 15, 2007 to February 28, 2011","This project will include activities such as workshops, conferences and symposia designed to further develop the field of mathematics instruction both nationally and internationally. Specifically, the grant will support (1) a workshop on Chinese and U.S. teacher preparation; (2) a workshop on international comparative assessments in mathematics; and (3) a workshop on challenges in non-university Tertiary Mathematics Education.
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"Undergraduate Biology Education Research Program","September 1, 2013 to August 31, 2016","The goals of this nine-week summer program are to develop undergraduates' knowledge and skills in biology education research, encourage undergraduates to pursue doctoral study of biology teaching and learning, expand the diversity of the talent pool in biology education research, strengthen and expand collaborations among faculty and students in education and life sciences, and contribute to the development of theory and knowledge about biology education in ways that can inform undergraduate biology instruction.
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"Undergraduate Science Course Reform Serving Pre-service Teachers: Evaluation of a Faculty Professional Development Model","August 1, 2006 to July 31, 2011","This project focuses on critical needs in the preparation and long-term development of pre-service, undergraduate, K-6 teachers of science. The project investigates the impact on these students of undergraduate, standards-based, reform entry level science courses developed by faculty based on their participation in the NASA Opportunities for Visionary Academics processional development program to identify: short-term impacts on undergraduate students and long-term effects on graduated teachers; characteristics of reform courses and characteristics of effective development efforts.
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"Understanding and Improving Learning from Online Mathematics Classroom Videos","August 15, 2016 to July 31, 2020","The purpose of this project is to investigate issues in the design and implementation of effective virtual learning communities (VLCs) for teachers and to examine the relation between teachers' reflective engagement with VLCs and their students' mathematics learning outcomes. Findings from this project will be used to build and share effective ways to support teacher learning online.
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"Understanding Ebola Virus Disease","February 1, 2015 to January 31, 2016","This project will develop and disseminate an online educational resource called Understanding Ebola Virus Disease (UEVD). The objective is to provide users with an interactive learning experience that helps them acquire a basic understanding of factors that influence infection, transmission, and management of Ebola virus disease.
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"Understanding Science - Improving Achievement of Middle School Students Through Content-rich Professional Development Grounded in Classroom Practice","July 1, 2005 to June 30, 2010","This project is producing two professional development modules for middle school science teachers, one on Force and Motion (emphasizing teaching English learners) and the second on Energy and Chemical Change (emphasizing the integration of literacy). Guides for staff developers will accompany the resources.
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"Understanding Space Through Engineering Design","September 1, 2013 to August 31, 2018","Understanding Space Through Engineering Design investigates how engaging K-5 children from underrepresented populations in the design of packages, maps, and mechanisms supports the development of spatial reasoning and spatial mathematics. The prime conjecture is that engineering design makes spatial mathematics more tangible and purposeful, and that systematic support for spatial reasoning and mathematics, in turn, influences the nature of children's designs and their understanding of how those designs work.
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"Understanding the Role of Contextual Effects in STEM Pursuit and Persistence: A Synthesis Approach","September 1, 2014 to August 31, 2016","This synthesis project will inform educators and policymakers about the cumulative evidence that exists on the impacts of a variety of contextual factors on a multitude of STEM outcomes (e.g., math and science achievement, self-efficacy, future goals). This project will provide new evidence regarding the significance of youth contexts on STEM outcomes that will assist policy makers and educators in evaluating productive educational environments.
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"Unifying Life: Placing Urban Tree Diversity in an Evolutionary Context","July 15, 2012 to June 30, 2015","This 3-year project seeks to develop and test curricular resources built around handheld mobile technology to study how these materials foster urban middle school student engagement with and learning of local biodiversity and the patterns of evolution.
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"Universal BEATS: Universal BioMusic Education Achievement Tier in Science","January 1, 2008 to June 30, 2011","UNCG and NCSU are developing instructional resources for grades-2–5 students that infuse cutting-edge content from the emerging field of biomusic into standards-based elementary science and music curricula. The approach uses the musical sounds of nature to help students learn concepts in biology, physical science, and anthropology. Curriculum is undergoing beta-testing across North Carolina in diverse school settings.
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"Universal Design of Inquiry-based Middle and High School Science Curricula (Collaborative Research: Foster)","September 15, 2007 to August 31, 2010","This project is developing and testing comprehensive science curricula for the middle school and high school. Project partners are creating heuristics for universally designed materials; building an open source UDL Inquiry Science System (ISS) that enables science curricula to be transformed into digitally supported versions incorporating UDL features; and using the ISS to produce exemplars of units from tested instructional materials and evaluate the benefits of these exemplars for students with and without learning disabilities.
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"Universal Design of Inquiry-based Middle and High School Science Curricula (Collaborative Research: Rose)","September 15, 2007 to August 31, 2010","CAST, the University of Michigan, and EDC are collaborating to create heuristics for universally designed middle and high school science materials; to build an open-source UDL Inquiry Science System (ISS) that enables science curricula to be transformed into digitally supported versions that incorporate UDL features, to use the ISS to produce four UDL exemplars from tested instructional materials, and to evaluate the benefits of these exemplars for grades-5–12 students with and without learning disabilities.
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"Universal Design of Inquiry-based Middle and High School Science Curricula (Collaborative Research: Sutherland)","September 15, 2007 to August 31, 2010","This project is developing and testing digital versions of science materials for middle school and high school. Project partners are creating guidelines for universally designed materials; building an open-source authoring tool (Inquiry Science System,ISS) that enables transformation of science curricula into digitally supported versions incorporating UDL features; using the ISS to produce exemplars of units from tested instructional materials, and evaluating the benefits of these exemplars for students with and without learning disabilities.
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"Untangling Mathematical KnoTSS (Knowledge for Teaching Secondary School): An Investigation of Collaborations Between Mathematicians and Mathematics Educators","September 1, 2008 to August 31, 2010","This project examines the nature and process of collaborations between mathematicians and mathematics teacher educators engaged in the preparation of secondary mathematics teachers. KnoTSS participants are teams of mathematicians and educators who co-teach two courses (one mathematics course and one methods of teaching mathematics course) aimed at building integrated knowledge of content and pedagogy.
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"Urban Ecology Course Materials Created with a Universal Design for Learning Framework ","October 1, 2010 to September 30, 2011","The Lynch School of Education and the Urban Ecology Institute at Boston College are partnering with the Center for Applied Special Technology (CAST) to develop, test, evaluate and disseminate a year-long set of urban ecology course materials for use in high school-level capstone science courses. The standards-based materials emphasize locally-relevant field studies and incorporate principles of Universal Design for Learning and Educative Curriculum.
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"Using Cognitive Science Principles to Help Children Learn Place Value (Collaborative Research: Mix)","September 1, 2016 to August 31, 2020","This project will test new instructional approaches designed to help K-1 students comprehend place value. The project will emphasize the underlying relational structure of place value symbols, and target this structure with instructional materials and techniques drawn from the structure mapping literature. Its theory of action is that instruction which scaffolds structure mapping for place value will better prepare children to face the challenges of advanced operations, such as multi-digit calculation.
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"Using Cognitive Science Principles to Help Children Learn Place Value (Collaborative Research: Smith)","September 1, 2016 to August 31, 2020","This project will test new instructional approaches designed to help K-1 students comprehend place value. The project will emphasize the underlying relational structure of place value symbols, and target this structure with instructional materials and techniques drawn from the structure mapping literature. Its theory of action is that instruction which scaffolds structure mapping for place value will better prepare children to face the challenges of advanced operations, such as multi-digit calculation.
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"Using Math Pathways and Pitfalls to Promote Algebra Readiness","October 1, 2013 to September 30, 2017","This project that creates a set of materials for middle grades students and teacher professional development that would support the learning of early algebra. Building on their prior work with an elementary version, the efficacy study focuses on the implementation of the principals underlying the materials, fidelity of use of the materials, and impact on students' learning.
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"Using PISA to Develop Activities for Teacher Education (UPDATE)","September 1, 2010 to August 31, 2012","This project uses items and data from the Program for International Student Assessment (PISA) to develop two kinds of resources for preparation and professional development of secondary mathematics teachers: one in the form of prototype professional learning materials and a second in the form of PISA-based, research-grounded articles written for mathematics teachers and teacher educators. Work on both resources will focus on algebra and quantitative literacy and on factors influencing educational equity.
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"Using Practice as a Site to Learning Mathematics for Teaching: Developing Materials, Approaches and Professional Community","August 1, 2005 to July 31, 2010","This project is designed to build resources for helping teachers learn mathematical content in ways usable for the work of teaching. Two practice-centered packages will be developed for use in the professional education of K-8 teachers of mathematics. The packages will be usable by the existing range of teacher developers. Each package will comprise selections of records of practice and resources for their use with teachers.
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"Using Research to Target Title I Needs in Mathematics","August 15, 2009 to July 31, 2011","This project is producing research syntheses that summarize and make available to practitioners results from research on effective mathematics curricular interventions, teaching practices, and teacher professional development that have been designed to improve achievement by students in Title 1 programs. The project’s goal is to bring together the best resources in both mathematics education and Title I so that programs are better able to serve the mathematical learning and instructional needs of Title I schools.
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"Using Research-Based Formative Assessment to Improve Mathematics Teaching and Learning","January 1, 2014 to July 31, 2017","This project provides professional development and support for teachers of mathematics in Grades 3-5 and assesses the impacts of the project through a rigorous cluster randomized control trial. The project supports teachers to provide instruction that helps all students reach ambitious academic goals in mathematics.
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"Using Routines as an Instructional Tool for Developing Students' Conceptions of Proof","September 1, 2010 to August 31, 2012","This project will develop and systematically investigate a teaching model to assist teachers in developing ideas about proof in grades 2-5. The teaching model provides both a tool for learning on the part of elementary teachers and a model of practice from which they can learn as they implement it."
"Using Rule Space and Poset-Based Adaptive Testing Methodologies to Identify Ability Patterns in Early Mathematics and Create a Comprehensive Mathematics Ability Test","September 1, 2012 to February 28, 2018","This project will develop a new assessment for children ages 3-7 to provide teachers with diagnostic information on a child's development of mathematics facility on ten domains such as counting, sequencing, adding/subtracting, and measurement. The Comprehensive Research-based Mathematics Ability (CREMAT) is being developed using innovative psychometric models to reveal information about children on specific attributes for each of the 10 domains.
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"Validation and Refinement of a Model for Teacher Professional Development that Leverages a Major Applied Research Laboratory","August 15, 2007 to July 31, 2010","This project focuses on the assessed impact of a teacher professional development (TPD) program around the applied sciences. Specifically, researchers seek to examine the measurable impact of an established teacher professional development program currently offered through the UC Davis Edward Teller Education Center. The Center delivers teacher training and curricula and draws upon an instructor cohort that pairs a regional master teacher and relevant LLNL scientists in curriculum development and delivery.
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"Video Analysis of Science Teaching: Developing a Shared Words-to-images Analytical Tool","August 1, 2009 to July 31, 2010","This project will develop video-case modules for use in pre-service teacher preparation programs. Modules will target specific grade bands (K-3, 4-5, 6-8) and address standards-based content domains, to help future teachers deepen their content knowledge, pedagogic skills and ability to analyze student thinking. The cases will illustrate reform classroom practices and more traditional instruction, include interviews with teachers and students, and incorporate a set of analytic tasks that promote users' critical observations of the cases.
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"Video in the Middle: Flexible Digital Experiences for Mathematics Teacher Education","July 1, 2017 to June 30, 2021","This work focuses on a practical problem in mathematics education; supporting teacher professional development for algebra teaching. The project will design and develop a web-based form of professional development and teacher education for learning and teaching algebra in middle school.
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"Video Interactions for Teaching and Learning (VITAL): A Learning Environment for Courses in Early Childhood Mathematics Education","June 1, 2004 to November 30, 2009","This project enhances and expands video-based instruction to help prospective and practicing teachers analyze the development of children's mathematical thinking. It trains teachers to: (a) understand from a cognitive developmental psychology perspective how children learn and think about mathematics; (b) assess children's mathematical knowledge and plan instructional activities accordingly; (c) develop an evidence-based understanding of effective and developmentally appropriate teaching methods and curricula; and (d) develop a basic understanding of key mathematical concepts.
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"Videocases for Science Teaching Analysis (ViSTA)","May 1, 2004 to April 30, 2009","This project develops video-case modules for use in pre-service teacher preparation programs. Modules target specific grade bands (K-3, 4-5, 6-8) and address standards-based content domains, to help future teachers deepen their content knowledge, pedagogic skills and ability to analyze student thinking. The cases illustrate reform classroom practices and more traditional instruction, include interviews with teachers and students, and incorporate a set of analytic tasks that promote users' critical observations of the cases.
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"Videocases for Science Teaching Analysis Plus (ViSTA Plus): Efficacy of a Videocase-Based, Analysis-of-Practice Teacher Preparation Program","August 1, 2012 to June 30, 2018","The new ViSTA Plus study explores implementation of a program for pre-service/beginning teachers that is fully centered on learning from an analysis-of-practice perspective, addressing the central research question of ""What is the value of a videocase-based, analysis-of-practice approach to elementary science teacher preparation?"" The project is producing science-specific, analysis-of-practice materials to support the professional development of teacher educators and professional development leaders using the ViSTA Plus program at universities and in district-based induction programs.
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"Virtual Learning Communities: An Online Professional Development Resource for STEM Teachers","July 15, 2010 to June 30, 2013","This project will design, develop, and test a virtual learning community (VLC) to enhance the ability of first- and fourth-grade teachers to provide mathematics education. The goal is to produce a prototype of a VLC for first- and fourth-grade Everyday Mathematics teachers that integrates three primary elements: (a) learning objects rooted in practice, such as lesson video, (b) community-building tools offered by the internet, and (c) focused content that drives teachers' professional learning in mathematics.
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"Visual Access to Mathematics: Professional Development for Teachers of English Learners","August 1, 2015 to July 31, 2019","This project addresses a critical need, developing professional development materials to address the teachers of ELLs. The project will create resources to help teachers build ELLs' mathematical proficiency through the design and development of professional development materials building on visual representations (VRs) for mathematical reasoning across a range of mathematical topics.
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"Visual Modeling Strategies In Science Teaching","August 15, 2007 to July 31, 2010","This project aims to find principles of instruction for developing students' visual models in science, including design principles for curriculum development, technological tools, and new pedagogical principles. The project concentrates on methods teachers use to guide class discussions while using innovative model-based curricula in middle school biology and in high school physical science.
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"Visualizing to Integrate Science Understanding for All Learners (VISUAL)","September 1, 2009 to August 31, 2012","This project is exploring how curricula and assessment using dynamic, interactive scientific visualizations of complex phenomena can ensure that all students learn significant science content. Dynamic visualizations provide an alternative pathway for students to understand science concepts, which can be exploited to increase the accessibility of a range of important science concepts. Computer technologies offer unprecedented opportunities to design curricula and assessments using visual technologies and to explore them in research, teaching, and learning.
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"WeInvestigate: Collaborative Exploration of Scientific Phenomena with the Assistance of Hand-Held Simulations, Prose, and Graphics","August 1, 2013 to July 31, 2014","This project aims to assist in the development and study of WeInvestigate, an application that will run on a mobile device. The application will help support learners as they engage in artifact construction using multiple media while two or more learners can be synchronously collaborating either face-to-face or at a distance. WeInvestigate is leveraging the research that learning in collaboration with others associated with higher engagement and learning outcomes.
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"What Influences Teachers' Modifications of Curriculum?","June 1, 2005 to May 31, 2010","This project is based on the assumption that teachers often make modifications to curriculum; reordering, skipping or adding lessons, changing an ""exploration"" into a lecture, and so on. This project pursues three related questions: What types of modifications do teachers make (and why), which types of modifications best help students learn, and how do teachers' modifications change in response to professional development activities designed to help them become more attuned to students' thinking?
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"When Science and Literacy Meet: Creating Support for Teachers Implementing Writing in the Science Classroom","September 1, 2005 to August 31, 2010","This project proposes to create two books and a professional development manual about the roles and practice of writing-to-learn strategies in science classrooms. The books will emphasize the importance of purposeful writing as a learning tool. The first book will target K-6 teachers and the second will address the needs of 7-12 teachers.
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"Working with Middle School Science Teachers to Design and Implement an Interactive Data Dashboard","August 1, 2014 to July 31, 2017","This project will work with middle school science teachers to design and evaluate a set of data management tools that will be embedded in a web-based science curriculum. The project helps middle school science teachers monitor their students' progress, plan lessons, and reflect on their lessons. This project will identify characteristics of data management tools that are more likely to be used effectively by teachers and have a positive impact on science teaching and learning.
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"Workshop on Assessment of 21st Century Skills","January 15, 2010 to December 31, 2011","This project will hold a two-day workshop on assessing 21st century skills building on two previous workshops. The previous workshops expressed the need for assessments that can measure the attainment of 21st century skills. This workshop is to describe research on assessment of 21st century skills to inform policies and practices.
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"Workshop on Materials Science and Materials Engineering Education - Educating the Enablers of Tomorrow's Technologies","July 15, 2008 to August 31, 2009","This project provides support for a two-day workshop that would bring about 60 participants together to discuss the issues, challenges and opportunities in ""Materials Education"" and devise strategies for synergizing all stakeholders involved for further progress. Discussions will be focused on 4 topics: (1) Educating the public about the relevance of materials research; (2) Materials education for K-12 students and teachers; (3) Revolutionizing undergraduate education toward flexible curriculum; (4) Materials education for graduate students.
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"Worldviews of Exemplary African-American Science Teachers (WEAST)","September 1, 2007 to August 31, 2010","Mississippi State University is identifying characteristics of exemplary African American elementary science teachers and examining the role of mentoring on beginning elementary science teachers and their students.
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"Youth Participatory Science to Address Urban Heavy Metal Contamination","May 15, 2017 to April 30, 2020","This project is focused on the work and learning of teachers as they engage youth from underrepresented groups in studying chemistry as a subject relevant to heavy metal contamination in their neighborhoods. The project will position Chicago teachers and students as Change Makers who are capable of addressing the crises of inequity in science education and environmental contamination that matter deeply to them, while simultaneously advancing their own understanding and expertise. The project will examine the malleable factors affecting the ability of teachers to engage underrepresented students in innovative urban citizen science projects with a focus on the synergistic learning that occurs as teachers, students, scientists, and community members work together on addressing complex socio-scientific issues.
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"Youth-based Program Impact on Education and Career Choices: An Exploration of Issues in Planning and Implementing Longitudinal Research","November 1, 2007 to October 31, 2010","This grant explores the timely issue of how to conduct a feasibility study on the question of whether youths who participate in after-school IT-oriented science-engagement programs are more likely to eventually choose a STEM-related career. This project examines programs such as Information Technology Experiences for Students and Teachers (ITEST) along with other similar programs to determine innovative approaches to conducting such a long-term study so that it is methodologically sound and as economical as possible.
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"Zoom In! Learning Science with Data","September 15, 2016 to August 31, 2019","This project will address the need for high quality evidence-based models, practices, and tools for high school teachers and the development of students' problem solving and analytical skills by leveraging novel research and design approaches using digital tools and two well-established online instructional platforms: Zoom In and Common Online Data Analysis Platform.
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"Zoombinis: The Full Development Implementation Research Study of a Computational Thinking Game for Upper Elementary and Middle School Learners","July 15, 2015 to June 30, 2018","This project leverages an existing game by embedding tools for studying patterns of students' decision-making and problem solving in the environment. This allows researchers to understand how students learn about computational thinking within a tool that bridges informal and formal learning settings to engage a wide variety of students. The project will also develop tools and resources for classroom teachers.
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"Zydeco: A Mobile ""Nomadic Inquiry"" System to Support and Bridge Science Inquiry Between Classroom and Museum Contexts","August 1, 2010 to July 31, 2013","This project will explore how new mobile and web-based technologies can support content-rich nomadic inquiry; that is, science inquiry that takes place on-the-go, across integrated K-12 formal and informal settings. Students will begin the inquiry process in the classroom using curricular activities and the Zydeco web software developed in the project to help define goals and questions and to design data collection strategies and categories for use on a field trip to an informal setting.
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