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

Untangling Mathematical KnoTSS (Knowledge for Teaching Secondary School): An Investigation of Collaborations Between Mathematicians and Mathematics Educators

Rebecca McGraw, University of Arizona (U of A)
09/01/2008
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.

Urban Ecology Course Materials Created with a Universal Design for Learning Framework

Eric Strauss, Loyola Marymount University (LMU)
10/01/2010
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.

Using Cognitive Science Principles to Help Children Learn Place Value (Collaborative Research: Mix)

Kelly Mix, Michigan State University (MSU)
09/01/2016
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.

Using Cognitive Science Principles to Help Children Learn Place Value (Collaborative Research: Smith)

Linda Smith, Indiana University (IU)
09/01/2016
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.

Using Math Pathways and Pitfalls to Promote Algebra Readiness

Jodi Davenport, WestEd
10/01/2013
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.

Using PISA to Develop Activities for Teacher Education (UPDATE)

Edward Silver, University of Michigan (UM)
09/01/2010
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.

Using Practice as a Site to Learning Mathematics for Teaching: Developing Materials, Approaches and Professional Community

Hyman Bass, University of Michigan (UM)
08/01/2005
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.

Using Research to Target Title I Needs in Mathematics

Kichoon Yang, National Title I Association , National Council of Teachers of Mathematics (NCTM)
08/15/2009
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.

Using Research-Based Formative Assessment to Improve Mathematics Teaching and Learning

Jonathan Supovitz, University of Pennsylvania (Penn)
01/01/2014
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.

Using Routines as an Instructional Tool for Developing Students' Conceptions of Proof

Susan Jo Russell, TERC, Inc.
09/01/2010
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

Douglas Clements, University of Denver (DU)
09/01/2012
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.

Validation and Refinement of a Model for Teacher Professional Development that Leverages a Major Applied Research Laboratory

Jamal Abedi, University of California, Davis (UC Davis)
08/15/2007
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.

Video Analysis of Science Teaching: Developing a Shared Words-to-images Analytical Tool

Kathleen Roth, Biological Sciences Curriculum Study, Inc. (BSCS)
08/01/2009
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.

Video Interactions for Teaching and Learning (VITAL): A Learning Environment for Courses in Early Childhood Mathematics Education

Frank Moretti, Columbia University
06/01/2004
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.

Videocases for Science Teaching Analysis (ViSTA)

Kathleen Roth, LessonLab, Inc.
05/01/2004
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.

Videocases for Science Teaching Analysis Plus (ViSTA Plus): Efficacy of a Videocase-Based, Analysis-of-Practice Teacher Preparation Program

Chris Wilson, Biological Sciences Curriculum Study, Inc. (BSCS)
08/01/2012
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.

Virtual Learning Communities: An Online Professional Development Resource for STEM Teachers

Meg Schleppenbach Bates, University of Chicago (U of C)
07/15/2010
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.

Visual Access to Mathematics: Professional Development for Teachers of English Learners

Mark Driscoll, Education Development Center, Inc. (EDC)
08/01/2015
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.

Visual Modeling Strategies In Science Teaching

John Clement, University of Massachusetts Amherst (UMass Amherst)
08/15/2007
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.

Visualizing to Integrate Science Understanding for All Learners (VISUAL)

Marcia Linn, University of California, Berkeley (UC Berkeley)
09/01/2009
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.

WeInvestigate: Collaborative Exploration of Scientific Phenomena with the Assistance of Hand-Held Simulations, Prose, and Graphics

Annemarie Palincsar, University of Michigan (UM)
08/01/2013
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...

What Influences Teachers' Modifications of Curriculum?

David Hammer, University of Maryland (UMD)
06/01/2005
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?

When Science and Literacy Meet: Creating Support for Teachers Implementing Writing in the Science Classroom

Brian Hand, University of Iowa (UI)
09/01/2005
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.

Working with Middle School Science Teachers to Design and Implement an Interactive Data Dashboard

Virginia Snodgrass Rangel, William Marsh Rice University
08/01/2014
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...

Workshop on Assessment of 21st Century Skills

Stuart Elliott, National Academy of Sciences (NAS)
01/15/2010
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.

Workshop on Materials Science and Materials Engineering Education - Educating the Enablers of Tomorrow's Technologies

Robert Hamers, University of Wisconsin-Madison (UW-Madison)
07/15/2008
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.

Worldviews of Exemplary African-American Science Teachers (WEAST)

Linda Coats, Mississippi State University (MSU)
09/01/2007
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.

Youth-based Program Impact on Education and Career Choices: An Exploration of Issues in Planning and Implementing Longitudinal Research

Robert Tai, University of Virginia (UVA)
11/01/2007
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.

Zoom In! Learning Science with Data

William Tally, Education Development Center, Inc. (EDC)
09/15/2016
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.            

Zoombinis: The Full Development Implementation Research Study of a Computational Thinking Game for Upper Elementary and Middle School Learners

Jodi Asbell-Clarke, TERC, Inc.
07/15/2015
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.

Zydeco: A Mobile "Nomadic Inquiry" System to Support and Bridge Science Inquiry Between Classroom and Museum Contexts

Chris Quintana, University of Michigan (UM)
08/01/2010
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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