DRK-12 Research and Products
Impact of Model‐based Science Curriculum and Instruction on Elementary Students' Explanations for the HydrospherePublication | Scientific modeling affords opportunities for students to develop representations, make their ideas visible, and generate model‐based explanations for complex natural systems like the water cycle. This study describes a comprehensive evaluation of a 5‐year, design‐based...
- Publication | Linear Algebra and Geometry is aimed at preservice and practicing high school mathematics teachers and advanced high school students looking for an addition to or replacement for calculus. The materials are organized around carefully sequenced problems that help students...
- Tool | The INSPIRES project revised the RTOP rubric for use in engineering classrooms. The RTOP rubric was original developed for assessing lesson design and implementation, content-propositional knowledge, procedural knowledge, classroom culture, and student-teacher relationships.
- Tool | Questionnaire designed to collect data about teachers' opinions of engineering issues.
- Publication | In this article, authors describe how we engaged grade 3–5 students in an engineering design activity supported with relevant reading, writing, and talking tasks embedded within the engineering design activity.
- Publication | In response to Bandura’s proposal that self-efficacy is a situation-specific construct, the authors developed a valid and reliable engineering teaching self-efficacy instrument for elementary teachers through modifying Riggs and Enochs’s STEBI.
The Differential Impact of Two Engineering Professional Development Programs on Elementary Teachers’ Engineering Teaching Efficacy BeliefsPublication | The purpose of this study is to explore to what extent supporting elementary teachers’ PCK about teaching engineering would improve their beliefs that students’ engineering learning can be influenced by effective engineering instruction.
Engineering for sustainable communities: Epistemic tools in support of equitable and consequential middle school engineeringPublication | This study is focused on engineering for sustainable communities (EfSC) in three middle school classrooms.
- Publication | In this article, it is argued that the construct of rightful presence, and the coconstructed “making present” practices that give rise to moments of rightful presence, is 1 way to consider how to make sense of the historicized and relational nature of consequential learning.
Automated text scoring and real‐time adjustable feedback: Supporting revision of scientific arguments involving uncertaintyPublication | This paper describes HASbot, an automated text scoring and real‐time feedback system designed to support student revision of scientific arguments.
- Publication | Use these ideas to diagnose and address common conceptual obstacles that inhibit students’ success.
- Publication | This study uses a mixed-method sequential exploratory design to examine influences on urban adolescents’ engagement and disengagement in school.
Student learning emotions in middle school mathematics classrooms: investigating associations with dialogic instructional practicesPublication | Authors examine how dialogic instruction, a socially dynamic form of instruction, was associated with four learning emotions in mathematics: enjoyment, pride, anger, and boredom.
Does student-centered instruction engage students differently? The moderation effect of student ethnicityPublication | This study examined the relationship between student-centered mathematics instruction and adolescents’ behavioral, cognitive, emotional, and social engagement in mathematics and whether the relationship differed by ethnicity.
Beyond Classroom Academics: A School-Wide and Multi-Contextual Perspective on Student Engagement in SchoolPublication | A school-wide and multi-contextual perspective on student engagement in school.