Projects

09/01/2019

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

09/01/2019

In this project, over 500 elementary education majors will team with engineering majors to teach engineering design to over 1,600 students from underrepresented groups. These standards-based lessons will emphasize student questioning, constructive student-to-student interactions, and engineering design processes, and they will be tailored to build from students' interests and strengths.

08/15/2019

Focusing on the Southwest Desert ecoregion, this conference addresses the need for research on effective instructional methods that can be used to support students' science learning in school gardens. The conference will lead to the development of an ecoregional model for garden-based science teaching (GBST) that builds on regional ecological and cultural resources to engage teachers and students in richer and more relevant science learning experiences.

08/01/2019

In this project, high school engineering teachers will spend five weeks in a research lab devoted to biologically-inspired design, as they partner with cutting-edge engineers and scientists to study animal features and behavior and their applications to engineering designs. After this lab experience, the high school teachers will receive three six- to ten-week curricular units, tailored for tenth- through twelfth-grade students, which teach biologically-inspired design in the context of problems that are relevant to youth.

08/01/2019

This project will study a model of pre-service teacher preparation that is designed to to increase teachers' and students' skills and confidence with computational thinking and develop teachers as designers of inclusive learning environments to promote computational thinking. The project will engage elementary (grades K-5) pre-service teachers (who are concurrently involved in school-based teacher preparation programs) as facilitators in an existing family technology program called Family Creative Learning (FCL).

08/01/2019

The project will develop and research a new Mixed Reality environment (MR), called GEM-STEP, that leverages play and embodiment as resources for integrating computational modeling into the modeling cycle as part of science instruction for elementary students.

08/01/2019

This project will engage teams of students and teachers of grades 7-12 in four competitive Challenges to design innovative strategies for carbon mitigation in areas such as transportation, agriculture or energy use. The project expands the typical boundaries of schools by enabling teams of students in multiple locations to collaborate in model-based reasoning through online discussion forums, using social media, and crowdsourcing ideas to construct possible solutions to environmental challenges. Project research will examine the impacts of the project on student learning and engagement.

08/01/2019

This project will develop and test a two-year professional development model for secondary school science teacher leaders that will help them support their colleagues in implementing the Next Generation Science Standards (NGSS).

08/01/2019

This project investigates how to use new touch technologies, like touchscreens, to create graphics and simulations that can be felt, heard, and seen. Using readily available, low-cost systems, the principal investigator will investigate how to map visual information to touch and sound for students with visual impairments.

08/01/2019

The purpose of this project is to fully explore the mathematics education literature to synthesize what validity evidence is available for quantitative assessments in mathematics education.

08/01/2019

This project's approach uses two types of embodied performances: experiential performances that engage learners in using their bodies to physically experience scientific phenomena (e.g., the increase of heart rate during exercise), and dramatic performances where learners act out science ideas (e.g., the sources and impact of air pollution) with gestures, body movement, dances, role-plays, or theater productions. The project is adding to the limited science education literature on the use, value, and impact of embodied performances in science classrooms, and on the brilliance, ingenuity, and science knowledge that all youth, and particularly historically marginalized young people, have and can further develop in urban school classrooms.

08/01/2019

This project will investigate the development and emergence of spatial gender stereotypes (and their relation to math gender stereotypes) in elementary school-aged children and their impact on parent-child interactions in the pre-school period.

08/01/2019

This project responds to these priorities by developing and testing a place-based environmental science research and monitoring program for elementary school students and their teachers.

08/01/2019

The project will develop and research a new Mixed Reality environment (MR), called GEM-STEP, that leverages play and embodiment as resources for integrating computational modeling into the modeling cycle as part of science instruction for elementary students.

08/01/2019

This project will examine how partnerships among state science leaders, education researchers and education practitioners cultivate vertical coherence and equity in state science education.

08/01/2019

The purpose of this project is to fully explore the mathematics education literature to synthesize what validity evidence is available for quantitative assessments in mathematics education.

08/01/2019

This project seeks to strengthen the teaching of statistics and data science in grades 6-12 through the design and implementation of an online professional learning environment for teachers. The professional learning environment aims to support in-service teachers in developing stronger content knowledge related to statistics, and knowledge of how to effectively teach statistics in their classrooms.

08/01/2019

This project will develop a cloud-based platform that enables high school students, teachers, and scientists to conduct original neuroscience research in school classrooms.

08/01/2019

This project will develop and test a professional development program designed for school district science coordinators by examining impacts of participating coordinators on science teachers and their students.

08/01/2019

This project responds to these priorities by developing and testing a place-based environmental science research and monitoring program for elementary school students and their teachers.

08/01/2019

This project aims to support stronger student outcomes in the teaching and learning of geometry in the middle grades through engaging students in animated contrasting cases of worked examples. The project will design a series of animated geometry curricular materials on a digital platform that ask students to compare different approaches to solving the same geometry problem. The study will measure changes in students' procedural and conceptual knowledge of geometry after engaging with the materials and will explore the ways in which teachers implement the materials in their classrooms.

08/01/2019

This project will plan, implement, and evaluate the outcomes of an invitational conference on the role of equity in whole-school STEM education models, particularly Inclusive STEM Schools (ISS), at the high school level.

08/01/2019

This project will address STEM learning through classroom implementation at two project partner schools in North Carolina, one urban and the other rural, with culturally diverse student populations. The project offers high school students the opportunity to be immersed in science content through engaging in globally-relevant learner-centered activities.

07/15/2019

This purpose of this project is to develop and validate a range of assessments with a focus on academic preparedness for higher education. The team will explore relevant qualities of assessments such as their differential predictive validity to ensure they are appropriate for underrepresented groups, the optimal grade level to begin assessing readiness, and measures that are most appropriate for predicting STEM-specific readiness.

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