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

Cluster Randomized Trial of the Efficacy of Early Childhood Science Education for Low-Income Children

Laurie Van Egeren, Michigan State University (MSU), Grand Valley State University (GVSU)
08/15/2011
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).

CLUSTER: Investigating a New Model Partnership for Teacher Preparation (Collaborative Research: Gupta)

Preeti Gupta, New York Hall of Science
04/01/2006
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.

CLUSTER: Investigating a New Model Partnership for Teacher Preparation (Collaborative Research: Steinberg)

Richard Steinberg, New York Hall of Science, The Graduate Center, CUNY, The City College of New York, CUNY
04/01/2006
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.

CodeR4STATS - Code R for AP Statistics

Michelle Wilkerson-Jerde, Tufts University
09/01/2014
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.

Coherent Implementation of Mathematics Instructional Materials: A Study of the Variations and Effects of District Supports for Implementation

June Mark, Education Development Center, Inc. (EDC)
10/01/2009
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.

Collaborative Math: Creating Sustainable Excellence in Mathematics for Head Start Programs

Jie-Qi Chen, Erikson Institute
09/01/2015
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.

Collaborative Online Projects for ELL Students (COPELLS)

Carolyn Knox, University of Oregon (UO)
09/01/2009
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.

Common Online Data Analysis Platform (CODAP)

William Finzer, Concord Consortium
10/01/2013
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?"

Communication in Science Inquiry Project (CISIP)

Michael Lang, Maricopa Community Colleges, Arizona State University (ASU)
07/01/2004
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.

Communities of Effective Practice: A Professional Stem Development Model for Teachers of American Indian Students

Kurt Becker, Utah State University (USU)
05/01/2006
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.

Community for Advancing Discovery Research in Education (CADRE)

Barbara Berns, Education Development Center, Inc. (EDC)
10/01/2008
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.

Community for Advancing Discovery Research in Education (CADRE) 2017

Catherine McCulloch, Education Development Center, Inc. (EDC)
09/15/2016
Through a variety of online curated resources and interactive events, this project will advance topics of relevance and importance to the DRK-12 community, the National Science Foundation, and society; support interaction and collaboration among DRK-12 awardees; and facilitate DRK-12 awardee engagement with policy and practice communities.        

Community for Advancing Discovery Research in Education 2 (CADRE 2)

Catherine McCulloch, Education Development Center, Inc. (EDC)
09/01/2014
This award will continue and enhance the resource center (titled the Community for Advancing Discovery Research in Education, or CADRE) for the Discovery Research K-12 program. The project builds on the experience and expertise that evolved over six years in the development and implementation of CADRE. 

Community Oriented Science Education

Herbert Thier, University of California, Berkeley (UC Berkeley)
09/01/2009
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.

Community-Based Engineering Design Challenges for Adolescent English Learners

Amy Wilson-Lopez, Utah State University (USU)
10/01/2012
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.

Completing, Validating, and Linking Learning Trajectories for K-8 Rational Number Reasoning Tied to the Common Core Standards

Jere Confrey, North Carolina State University (NC State)
08/01/2011
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...

Computer Science in Secondary Schools (CS3): Studying Context, Enactment, and Impact

Eric Snow, SRI International
08/01/2014
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.

Computer-Supported Math Discourse Among Teachers and Students (Collaborative Research: Powell)

Arthur Powell, Rutgers University (RU)
09/01/2011
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.

Computer-Supported Math Discourse Among Teachers and Students (Collaborative Research: Silverman)

Jason Silverman, Rutgers University (RU), Drexel University
09/01/2011
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.

Concept Inventories and Chemistry Misconceptions: Chemistry Education Research Doctoral Scholars Program

Stacey Lowery Bretz, Miami University
09/01/2007
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.

Conceptual Model-based Problem Solving: A Response to Intervention Program for Students with Learning Difficulties in Mathematics

Yan Ping Xin, Purdue University
09/01/2015
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. 

Conference 2008 -- Integrating Science and Mathematics Education Research into Teaching IV: Resources and Tool for Improved Learning

Susan McKay, University of Maine (UMaine)
05/01/2008
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.

Conference on Research on the Enacted Mathematics Curriculum

Denisse R. Thompson, University of South Florida (USF)
04/01/2010
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

Barbara Reys, University of Missouri
09/01/2009
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.

Confronting the Challenges of Climate Literacy (Collaborative Research: Ellins)

Katherine Ellins, University of Texas, Austin
09/15/2010
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 ...

Confronting the Challenges of Climate Literacy (Collaborative Research: Ledley)

Tamara Ledley, Michigan State University (MSU), Mississippi State University (MSU), TERC, Inc., North Carolina State University (NC State)
09/15/2010
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.

Confronting the Challenges of Climate Literacy (Collaborative Research: McNeal)

Karen McNeal, Mississippi State University (MSU), Michigan State University (MSU), North Carolina State University (NC State)
09/15/2010
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...

Connected Biology: Three-Dimensional Learning from Molecules to Populations (Collaborative Research: Reichsman)

Frieda Reichsman, Concord Consortium
10/01/2016
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.

Connected Biology: Three-Dimensional Learning from Molecules to Populations (Collaborative Research: White)

Peter White, Michigan State University (MSU)
10/01/2016
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.

Connected Chemistry as Formative Assessment

Xiufeng Liu, University at Buffalo (SUNY Buffalo)
09/01/2009
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.

Connecting Children's Mathematical Thinking to Community and Family Funds of Knowledge in Elementary Mathematics Methods Course

Corey Drake, Iowa State University
09/01/2007
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.

Connecting Content and Pedagogical Education of Pre-service Teachers (CONCEPT)

Douglas Lapp, Central Michigan University
06/01/2005
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.

Connecting Science and Literacy Program: Professional Development Resources for Elementary Teachers

Karen Worth, Education Development Center, Inc. (EDC)
07/01/2004
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.

Considering the Future of K-12 STEM Curricula and Instructional Materials: Stimulating and Supporting New Developments

Barbara Reys, University of Missouri
09/15/2009
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.

Constructing and Critiquing Arguments in Middle School Science Classrooms: Supporting Teachers with Multimedia Educative Curriculum Materials

Suzanna Loper, University of California, Berkeley (UC Berkeley), Boston College (BC)
09/01/2011
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.

Content Mentoring and Its Impact on Middle Grades Mathematics and Science Teacher Effectiveness

David Boger, North Carolina Agricultural and Technical State University (North Carolina A&T State University)
07/01/2006
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.

Continuous Learning and Automated Scoring in Science (CLASS)

Marcia Linn, University of California, Berkeley (UC Berkeley)
09/01/2011
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.

Core Math Tools

Christian Hirsch, Western Michigan University (WMU)
01/15/2012
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.

Creation and Dissemination of Upper-elementary Mathematics Assessment Modules

Heather Hill, Harvard University
05/01/2009
This project has constructed, pilot tested, validated, and is now disseminating assessments of student achievement for use in upper elementary grades.

Crisis in K-16 STEM Education: A Regional Conference to Promote Local Solutions to a National Problem

Kristopher Baker, Rockland Community College (RCC)
02/01/2012
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.

Cross-National Comparison of School and District Supports for High-Quality Mathematics Instruction in the US and China

Erin Henrick, Vanderbilt University
09/15/2013
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'...

Cross-Sector Insights Toward Aligning Education Research and Real-World Impact

Sasha Barab, Arizona State University (ASU)
09/01/2013
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.

Cultivating Hispanics and African Americans Reading, Math, Science (CHARMS) in Elementary Schools for Girls Conference

Patricia Larke, Texas A&M Research Foundation
09/01/2010
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.

Cumulative Learning using Embedded Assessment Results (CLEAR)

Marcia Linn, University of California, Berkeley (UC Berkeley)
09/15/2008
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.

Current Climate Changes over Eastern Siberia and Interior Alaska and their Impact on Permafrost Landscapes, Ecosystem Dynamics, and Hydrological Regime

Kenji Yoshikawa, University of Alaska Fairbanks (UAF)
05/15/2008
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.

Curriculum and Assessment Partnership Conference

Solomon Garfunkel, Consortium For Mathematics and Its Applications, Inc. (COMAP)
03/01/2011
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.

Curriculum Topic Study -- A Systematic Approach to Utilizing National Standards and Cognitive Research

Page Keeley, Maine Mathematics and Science Alliance (MMSA)
05/15/2004
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.

Cyber-enabled Design Research to Enhance Teachers' Critical Thinking Using a Major Video Collection on Children's Mathematical Reasoning (Collaborative Research: Derry)

Sharon Derry, University of Wisconsin-Madison (UW-Madison)
09/15/2008
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.

Cyber-enabled Design Research to Enhance Teachers' Critical Thinking Using a Major Video Collection on Children's Mathematical Reasoning (Collaborative Research: Maher)

Carolyn Maher, Rutgers University (RU)
09/15/2008
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.

Cyber-enabled Earth Exploration: Development of Materials for Middle School Earth Science Instruction

Heather Almquist, University of Montana
08/01/2009
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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