Projects

Explore over 300 DR K-12 projects that are transforming STEM education through their innovative research and development. 

Project titlesort iconOrganizationPI first namePI last nameAward date

Assessing Secondary Teachers' Algebraic Habits of Mind (Collaborative Research: Matsuura)

Ryota Matsuura, St. Olaf College
08/15/2012
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.

Assessing Secondary Teachers' Algebraic Habits of Mind (Collaborative Research: Stevens)

Glenn Stevens, Boston University (BU), Trustees of Boston University
08/15/2012
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.

Assessing Secondary Teachers' Algebraic Habits of Mind (Collaborative Research: Sword)

Sarah Sword, Education Development Center, Inc. (EDC)
08/15/2012
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.

Assessing Student Engagement in Math and Science in Middle School: Classroom, Family, and Peer Effects on Engagement

Ming-Te Wang, University of Pittsburgh (Pitt)
09/01/2013
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...

Assessing Teachers' Pedagogical Design Capacity and Mathematics Curriculum Use (Collaborative Research: Kim)

Ok-Kyeong Kim, Western Michigan University (WMU)
09/01/2009
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.

Assessing Teachers' Pedagogical Design Capacity and Mathematics Curriculum Use (Collaborative Research: Remillard)

Janine Remillard, University of Pennsylvania (Penn)
09/01/2009
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.

Assessing the Educational, Career, and Social Impacts of the XO Laptop Program in Birmingham, AL City Schools

Shelia Cotten, University of Alabama at Birmingham (UAB)
04/15/2008
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.

Assessing, Validating, and Developing Content Knowledge for Teaching Energy (Collaborative Research: Gitomer)

Drew Gitomer, Rutgers University (RU)
09/01/2012
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.

Assessing, Validating, and Developing Content Knowledge for Teaching Energy (Collaborative Research: Minstrell)

Jim Minstrell, FACET Innovations, LLC.
09/01/2012
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.

Assessing, Validating, and Developing Content Knowledge for Teaching Energy (Collaborative Research: Vokos)

Stamatis Vokos, Seattle Pacific University (SPU)
09/01/2012
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.

Assessing, Validating, and Developing Content Knowledge for Teaching Energy (Collaborative Research: Wittmann)

Michael Wittmann, University of Maine (UMaine)
09/01/2012
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.

Assessment for Learning Research Scholars: Capacity Building in Mathematics and Science Education

Steven Ziebarth, Western Michigan University (WMU)
09/01/2007
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.

ASSISTments Meets Inquiry

Janice Gobert, Worcester Polytechnic Institute (WPI)
09/01/2007
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.

Astrobiology in the Secondary Classroom Project: An Interdisciplinary Curriculum Developed by a Collaboration of Scientists and Educators from Three Different Minority Communities

Todd Gary, Tennessee State University (TSU)
09/01/2007
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.

AutoMentor: Virtual Mentoring and Assessment in Computer Games for STEM Learning

David Shaffer, University of Wisconsin-Madison (UW-Madison)
09/01/2009
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.

Beyond Bridging: Co-education of Pre-service and In-service Elementary Teachers in Science and Mathematics

Bruce Johnson, University of Arizona (U of A)
09/01/2010
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.

Beyond Penguins and Polar Bears: Integrating Literacy and IPY in the K-5 Classroom

Kimberly Lightle, Ohio State University (OSU)
09/01/2007
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.

Bio-Sphere: Fostering Deep Learning of Complex Biology for Building our Next Generation's Scientists

Sadhana Puntambekar, University of Wisconsin-Madison (UW-Madison)
09/01/2014
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.

Biocomplexity and the Habitable Planet -- An Innovative Capstone Course for High School (Collaborative Research: Berkowitz)

Alan Berkowitz, Cary Institute of Ecosystem Studies
10/01/2006
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).

Biocomplexity and the Habitable Planet -- An Innovative Capstone Course for High School (Collaborative Research: Puttick)

Gillian Puttick, Cary Institute of Ecosystem Studies, TERC, Inc.
10/01/2006
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).

Biocomplexity: Transforming an Innovative High School Curriculum with UDL Scaffolds and Multimedia Resources

Brian Drayton, TERC, Inc.
09/01/2010
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.

Bioinformatics: Learning by Doing

Andrew Vershon, Rutgers University (RU)
09/01/2007
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.

Bridging the Gap Between Content Knowledge and Practice: Improving Middle School Teachers' Content Knowledge and Classroom Practices

Jennifer Knudsen, SRI International
08/01/2005
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.

Bridging the Gap Between High School and College Physics: An Exploratory Study

Cary Sneider, Boston Latin School , Portland State University (PSU)
08/15/2010
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

Pamela Van Scotter, Biological Sciences Curriculum Study, Inc. (BSCS)
03/15/2003
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...

Building a Next Generation Diagnostic Assessment and Reporting System within a Learning Trajectory-Based Mathematics Learning Map for Grades 6-8

Jere Confrey, North Carolina State University (NC State)
09/15/2016
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.

Building an Understanding of Science

Roy Caldwell, University of California, Berkeley (UC Berkeley)
03/12/2007
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.

Building Assessment Items and Instructional Tasks to Build Intercommunity Capacity to Develop Teachers' Mathematical Knowledge for Teaching

Mark Thames, University of Michigan - Ann Arbor
09/01/2015
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). 

Building BLOCKS for Science: What Young Children Should Know and Be Able to Do When They Enter Kindergarten

James Barufaldi, University of Texas, Austin
09/01/2008
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

Jessica Thompson, University of Washington (UW)
10/01/2013
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.

Building High School Students’ Understanding of Evolution through Collection and Analysis of Data, Evidence-based Arguments, and an Understanding of Heredity

Louisa Stark, University of Utah (U of U)
09/01/2014
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. 

Building High School Students’ Understanding of Evolution—Both Common Ancestry and Natural Selection—Through Mathematical Arguments, Evidence-based Explanations, and an Understanding of Heredity

Louisa Stark, University of Utah (U of U)
10/01/2012
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.

Building on Cross-national Comparisons to Improve the Preparation and Support of Teachers of Mathematics

Janine Remillard, University of Pennsylvania (Penn)
05/01/2008
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.

Building on the Success of Critical Issues in Mathematics Education Workshops

David Eisenbud, Mathematical Sciences Research Institute (MSRI)
04/01/2015
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.

Building State Representative Samples by Merging State Administrative Data with National Longitudinal Data to Study Transitions from High School to College

Laura LoGerfo, National Center for Education Statistics (NCES)
08/15/2008
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.

Building Systems for Quality Teaching and Learning in Science

Susan Mundry, WestEd
06/01/2006
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.

CAESL2008: International Conference on Assessment for Learning in Mathematics and Science

Michael Timms, WestEd
09/01/2007
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.

Calipers II: Using Simulations to Assess Complex Science Learning

Edys Quellmalz, WestEd
10/01/2007
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.

Capacity Building Conference Series: Supporting an Emerging Community of Science Education Researchers

John Settlage, University of Connecticut (UConn)
08/01/2007
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.

Capacity Building in Computer Science

Christine Stephenson, Association for Computing Machinery (ACM)
01/01/2008
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.

CAREER: Advancing Secondary Mathematics Teachers' Quantitative Reasoning

Kevin Moore, University of Georgia Research Foundation, Inc. (UGARF)
07/15/2014
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.

CAREER: A Comprehensive Modeling Approach to Cognitively Diagnostic Assessment: Methodological Developments and Practical Implementations

Jimmy de la Torre, Rutgers University (RU)
08/01/2008
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.

CAREER: A Study of Factors that Affect Middle School Levels of Readiness for Implementing STEM Programs

Alfred Hall, University of Memphis (U of M)
02/15/2016
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.

CAREER: A Study of Strategies and Social Processes That Facilitate the Participation of Latino English Language Learners in Elementary Mathematics Classroom Communities

Kathryn Chval, University of Missouri
07/15/2009
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?

CAREER: Adapting Curriculum for Learning in Mathematics Education (ACCLIME): Processes and Factors in Teachers' Evolving Adaptations of Curriculum Materials

Jeffrey Choppin, University of Rochester (U of R)
06/01/2008
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.

CAREER: Algebraic Knowledge for Teaching: A Cross-Cultural Perspective

Meixia Ding, Temple University
08/15/2014
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.

CAREER: Changing the Landscape: Towards the Development of a Physics Identity in High School

Zahra Hazari, Florida International University (FIU)
07/01/2010
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

Jessica Bishop, University of Georgia Research Foundation, Inc. (UGARF)
07/30/2012
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.

CAREER: Collaborative Learning with Classroom Networks: Integrating Technological and Pedagogical Innovations

Tobin White, University of California, Davis (UC Davis)
07/01/2008
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.

CAREER: Community-Based Engineering as a Learning and Teaching Strategy for Pre-service Urban Elementary Teachers

Kristen Wendell, University of Massachusetts, Boston (UMass Boston)
05/15/2013
This is a Faculty Early Career Development project aimed at developing, implementing, and assessing a model that introduces novice elementary school teachers (grades 1-6) 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 (NRC, 2012), the model addresses key crosscutting concepts, disciplinary core ideas, and scientific and engineering practices.

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