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

High Adventure Science

Amy Pallant, Concord Consortium
09/15/2009
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

Amy Pallant, Concord Consortium
10/01/2012
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...

High School Mathematics and Science Pipeline Study

Luke Miller, Urban Institute
08/15/2007
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.

Honing Diagnostic Practice: Toward a New Model of Teacher Professional Preparation and Development

Stamatis Vokos, Seattle Pacific University (SPU)
09/01/2008
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.

How Do Induction and Continuing Professional Development Affect Beginning Middle School Math Teachers' Instruction and Student Achievement?

Thomas Smith, Vanderbilt University
08/01/2006
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.

How to Run a Teacher's Circle

Brian Conrey, American Institute of Mathematics (AIM)
05/01/2008
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.

Human Subjects Protection in the Digital Age

Penelope Earley, George Mason University (GMU)
03/15/2014
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.

Identifying an Effective and Scalable Model of Lesson Study

Motoko Akiba, Florida State University (FSU)
08/01/2014
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.

Identifying and Evaluating Adaptive Expertise in Teachers

Nicole Shechtman, SRI International
09/01/2007
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.

Identifying and Measuring the Implementation and Impact of STEM School Models

Melanie LaForce, University of Chicago (U of C)
10/01/2012
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.

Identifying Critical Characteristics of Effective Feedback Practices in Science and Mathematics Education

Min Li, University of Colorado Denver, University of Illinois at Chicago (UIC), University of Washington (UW)
01/01/2009
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.

Identifying Science Teaching Strategies for Promoting Reasoned Discussions of Concepts and Simulations

John Clement, University of Massachusetts Amherst (UMass Amherst)
09/15/2012
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.

Illuminating Learning by Splitting: A Learning Analytics Approach to Fraction Game Data Analysis

Taylor Martin, Utah State University (USU)
07/01/2013
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...

Implementation of the Next Generation Science Standards at the State Level: A Conference to Determine the Role of the Earth and Space Sciences Community

Edward Robeck, American Geological Institute (AGI)
07/01/2014
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.

Implementing the Mathematical Practice Standards: Enhancing Teachers' Ability to Support the Common Core State Standards

E. Paul Goldenberg, Education Development Center, Inc. (EDC)
08/01/2011
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.

Improving Capacity for Game-Based Research to Scale: A Conference

Constance Steinkuehler, University of Wisconsin-Madison (UW-Madison)
10/01/2012
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...

Improving Competency in Elementary Science Teaching

Linda Darling-Hammond, Stanford University
07/01/2013
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...

Improving Formative Assessment Practices: Using Learning Trajectories to Develop Resources That Support Teacher Instructional Practice and Student Learning in CMP2

Alison Castro Superfine, University of Illinois at Chicago (UIC)
10/01/2013
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.

Improving Science Learning in Inquiry-based Programs (Collaborative Research: Van Vuuren)

Sarel Van Vuuren, University of Colorado Boulder
09/15/2007
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.

Improving Science Learning in Inquiry-based Programs (Collaborative Research: Ward)

Wayne Ward, Boulder Language Technologies
09/15/2007
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.

Improving Students' Mathematical Proficiency through Formative Assessment: Responding to an Urgent Need in the Common Core Era

Edward Silver, University of Michigan - Ann Arbor
06/15/2014
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...

Improving Teacher Preparation and Student Learning through Physics Education Research

Lillian McDermott, University of Washington (UW)
09/15/2007
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.

Improving the Effectiveness of Teacher Diagnostic Skills and Tools

Stamatis Vokos, Seattle Pacific University (SPU)
04/15/2005
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.

Improving the Implementation of Rigorous Instructional Materials in Middle Grades Mathematics: Developing a System of Practical Measures and Routines (Collaborative Research: Ahn)

June Ahn, University of Maryland, College Park (UMCP)
10/01/2016
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.

Improving the Implementation of Rigorous Instructional Materials in Middle-Grades Mathematics: Developing a System of Practical Measures and Routines (Collaborative Research: Cobb)

Paul Cobb, Vanderbilt University
10/01/2016
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.

Improving the Implementation of Rigorous Instructional Materials in Middle-Grades Mathematics: Developing a System of Practical Measures and Routines (Collaborative Research: Jackson)

Kara Jackson, University of Washington (UW)
10/01/2016
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.

Improving the Implementation of Rigorous Instructional Materials in Middle-Grades Mathematics: Developing a System of Practical Measures and Routines (Collaborative Research: Smith)

Thomas Smith, University of California, Riverside
10/01/2016
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.

Industry-Education Partnership: A Model for the Teacher Professional Continuum

Sandra Harpole, Mississippi State University (MSU)
04/01/2004
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.

INFEWS/T4: The INFEWS-ER: a Virtual Resource Center Enabling Graduate Innovations at the Nexus of Food, Energy, and Water Systems

Luis Rodriguez, University of Illinois at Urbana-Champaign
09/01/2016
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.

INK-12: Teaching and Learning Using Interactive Ink Inscriptions in K-12 (Collaborative Research: Koile)

Kimberle Koile, Massachusetts Institute of Technology (MIT)
09/01/2010
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...

INK-12: Teaching and Learning Using Interactive Ink Inscriptions in K-12 (Collaborative Research: Rubin)

Andee Rubin, TERC, Inc., Massachusetts Institute of Technology (MIT)
09/01/2010
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

Gillian Puttick, TERC, Inc.
09/01/2013
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.

Inquiry into Practice

Cynthia Passmore, University of California, Davis (UC Davis)
11/01/2006
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.

Inquiry Primed: An Intervention to Mitigate the Effects of Stereotype Threat in Science

Samantha Daley, Center for Applied Special Technology, Inc. (CAST)
09/15/2013
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.

Inquiry-based High School Biology Using Sea Urchin Fertilization and Development

David Epel, Stanford University
04/01/2005
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.

Inquiry-based Laboratories for Engaging Students of Creative and Performing Arts in STEM

Gail Rosen, Drexel University
08/15/2007
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.

InquirySpace 2: Broadening Access to Integrated Science Practices

Chad Dorsey, Concord Consortium
09/15/2016
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.

Instructional Leadership for Scientific Practices: Resources for Principals in Evaluating and Supporting Teachers' Science Instruction

Katherine McNeill, Boston College (BC)
09/01/2014
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. 

Integrated Study of Natural Resources, Human Impact, and Environmental Policy: Making Complex Systems Accessible for Secondary Learners

Leilah Lyons, University of Illinois at Chicago (UIC)
08/15/2010
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.

Integrating Computing Across the Curriculum (ICAC): Incorporating Technology into STEM Education Using XO Laptops

Shelia Cotten, University of Alabama at Birmingham (UAB)
08/01/2009
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.

Integrating Engineering and Literacy

Chris Rogers, Tufts University
09/01/2010
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

P. Karen Murphy, Pennsylvania State University (Penn State)
07/15/2013
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.

Intensified Algebra Efficacy Study

Kirk Walters, American Institutes for Research (AIR)
08/01/2014
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.

Interactions in Understanding the Universe (I2U2)

Marjorie Bardeen, Fermi Research Alliance, LLC.
10/01/2008
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.

Interactive Ink Inscriptions in K-12 (INK-12) (Collaborative Research: Koile)

Kimberle Koile, Massachusetts Institute of Technology (MIT)
09/01/2008
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.

Interactive Ink Inscriptions in K-12 (INK-12) (Collaborative Research: Rubin)

Andee Rubin, TERC, Inc., Massachusetts Institute of Technology (MIT)
09/01/2008
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.

Interactive Science and Technology Instruction for English Learners (RAPID)

Mark Warschauer, University of California, Irvine (UC Irvine)
10/01/2010
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)

Brian Butz, Temple University
06/01/2005
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.

InterLACE: Interactive Learning and Collaboration Environment

Ethan Danahy, Tufts University
09/01/2011
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.

International Congress on Mathematics Education Travel Grant Proposal

Gail Burrill, Michigan State University (MSU)
12/15/2011
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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