Persons with Disabilities

Building a Community of Science Teacher Educators to Prepare Novices for Ambitious Science Teaching

This conference will bring together a group of teacher educators to focus on preservice teacher education and a shared vision of instruction called ambitious science teaching. It is a critical first step toward building a community of teacher educators who can collectively share and refine strategies, tools, and practices for preparing preservice science teachers for ambitious science teaching.

Lead Organization(s): 
Award Number: 
1719950
Funding Period: 
Tue, 08/01/2017 to Tue, 07/31/2018
Full Description: 

There is a growing consensus among science teacher educators of a need for a shared, research-based vision of accomplished instructional practice, and for teacher education pedagogies that can effectively prepare preservice science teachers to support the science learning of students from all backgrounds. This conference will bring together a group of teacher educators to focus on preservice teacher education and a shared vision of instruction called ambitious science teaching. This conference is a critical first step toward building a community of teacher educators who can collectively share and refine strategies, tools, and practices for preparing preservice science teachers for ambitious science teaching. The conference has two goals. The first goal is to develop a shared vision and language about effective pedagogy of science teacher preparation, focusing on ambitious science teaching and practice-based approaches to science teacher preparation. The second goal is to initiate a professional community that can generate, test, revise, and disseminate a set of resources (curriculum materials, tools, videos, models of teacher educator pedagogies, etc.) to support teacher educators.

There are immediate and long-term broader impacts that will result from this conference. One immediate impact is that this conference will set forth an actionable research agenda for the participants and the field to take up around ambitious science teaching and practice-based teacher education. Such an agenda will help shape new work, involving institutional collaborations,teacher preparation programs, and national organizations. Such an outcome has the potential to immediately impact the work of the conference participants and their own teacher preparation programs. In the long-term, this conference provides an opportunity for the participants to consider how to use ambitious science teaching to address issues of equity and social justice in science education and schools. In addition, the broader impacts of this conference will be to spread a vision of science teaching and practice-based teacher preparation in which students' ideas and experiences are the raw material of teachers' work.

Promoting Scientific Explorers Among Students with Learning Disabilities: The Design and Testing of a Grade 2 Science Program Focused on Earth's Systems

The purpose of this project is to design and empirically evaluate a second grade science program, Scientific Explorers, aimed at promoting an early foundation for learning science among all students, including students at risk for or with learning disabilities in reading and mathematics.

Lead Organization(s): 
Award Number: 
1720958
Funding Period: 
Thu, 06/01/2017 to Mon, 05/31/2021
Full Description: 

A robust understanding of core science concepts and practices is necessary for obtaining jobs in STEM (science, technology, engineering, and math) fields. Despite these occupational and practical affordances, few effective instructional tools exist for the elementary science classroom. Moreover, early elementary school teachers have limited materials at their disposal to promote a rich knowledge of science among the full range of learners. The purpose of this project is to address this need by designing and empirically evaluating a second grade science program, Scientific Explorers, aimed at promoting an early foundation for learning science among all students, including students at risk for or with learning disabilities in reading and mathematics. Scientific Explorers will be designed to improve students' knowledge and understanding of core science concepts. Recognizing the important role of early literacy and mathematics in science learning and teaching, this project will integrate core disciplinary ideas with critical mathematics and literacy standards. To support students as they engage in scientific tasks associated with Earth's Systems, this project will engineer the Scientific Explorers program around a guided inquiry framework. Another aim of this project is to develop and empirically validate a science assessment that measures students' knowledge and application of core science concepts and practices related to Earth's Systems.

Employing a mixed-method approach, this project will investigate the feasibility and efficacy of the Scientific Explorers program. Additional research activities will include establishing the reliability and validity of a second grade science assessment. Approximately 40 second grade classrooms from two different geographical regions will participate in the project. Using multilevel modeling and item response theory techniques, this project will address five primary research questions: (1) To what extent can teachers feasibly implement the Scientific Explorers program in authentic education settings? (2) What is the impact of Scientific Explorers on the science achievement of students in participating classrooms? (3) Do early literacy skills at the beginning of second grade predict differential response to the Scientific Explorers program? (4) Does responsiveness to the Scientific Explorers program differ as a function of reading disability, mathematics disability, or a learning disability in reading and mathematics (comorbid LD)?, and (5) To what extent does the early science achievement measure demonstrate technical adequacy (reliability and validity)?

Perceptual and Implementation Strategies for Knowledge Acquisition of Digital Tactile Graphics for Blind and Visually Impaired Students (Collaborative Research: Gorlewicz)

This project lays the foundation and framework for enabling digital, multimodal tactile graphics on touchscreens for individuals with visual impairments (VI). Given the low-cost, portability, and wide availability of touchscreens, this work promotes the use of vibrations and sounds on these readily available platforms for addressing the graphical access challenge for individuals with VI.

Lead Organization(s): 
Award Number: 
1644538
Funding Period: 
Sun, 01/15/2017 to Tue, 12/31/2019
Full Description: 

Students with disabilities often have fewer opportunities for experiential learning, an important component of quality STEM education. With continued shifts toward the use of digital media to supplement instruction in STEM classrooms, much of the content remains inaccessible, particular for students with visual impairments. The promise of technology and use of tactile graphics is an effective, emerging innovation for providing more complete access to important information and materials. Tactile graphics are images that use raised surfaces to convey non-textual information such as maps, paintings, graphs and diagrams. Touchscreen-based smart devices allow visual information to be digitally and dynamically represented via tactile, auditory, visual, and kinesthetic feedback. Tactile graphic technology embedded in touchscreen devices can be leveraged to make STEM content more accessible to blind and visually impaired students.

This project will develop a learner-centered, perceptually-motivated framework addressing the requirements for students with blindness and visual impairments to access graphical content in STEM. Using TouchSense technology, the investigators will create instructional materials using tactile graphics and test them in a pilot classroom of both sighted and BVI students. The investigators will work with approximately 150 students with visual impairments to understand the kind of feedback that is most appropriate for specific content in algebra (coordinate plane), cell biology, and geography. Qualitative research methods will be used to analyze the video-based data set.

Perceptual and Implementation Strategies for Knowledge Acquisition of Digital Tactile Graphics for Blind and Visually Impaired Students (Collaborative Research: Stefik)

This project lays the foundation and framework for enabling digital, multimodal tactile graphics on touchscreens for individuals with visual impairments (VI). Given the low-cost, portability, and wide availability of touchscreens, this work promotes the use of vibrations and sounds on these readily available platforms for addressing the graphical access challenge for individuals with VI.

Award Number: 
1644491
Funding Period: 
Sun, 01/15/2017 to Tue, 12/31/2019
Full Description: 

Students with disabilities often have fewer opportunities for experiential learning, an important component of quality STEM education. With continued shifts toward the use of digital media to supplement instruction in STEM classrooms, much of the content remains inaccessible, particular for students with visual impairments. The promise of technology and use of tactile graphics is an effective, emerging innovation for providing more complete access to important information and materials. Tactile graphics are images that use raised surfaces to convey non-textual information such as maps, paintings, graphs and diagrams. Touchscreen-based smart devices allow visual information to be digitally and dynamically represented via tactile, auditory, visual, and kinesthetic feedback. Tactile graphic technology embedded in touchscreen devices can be leveraged to make STEM content more accessible to blind and visually impaired students.

This project will develop a learner-centered, perceptually-motivated framework addressing the requirements for students with blindness and visual impairments to access graphical content in STEM. Using TouchSense technology, the investigators will create instructional materials using tactile graphics and test them in a pilot classroom of both sighted and BVI students. The investigators will work with approximately 150 students with visual impairments to understand the kind of feedback that is most appropriate for specific content in algebra (coordinate plane), cell biology, and geography. Qualitative research methods will be used to analyze the video-based data set.

Perceptual and Implementation Strategies for Knowledge Acquisition of Digital Tactile Graphics for Blind and Visually Impaired Students (Collaborative Research: Smith)

This project lays the foundation and framework for enabling digital, multimodal tactile graphics on touchscreens for individuals with visual impairments (VI). Given the low-cost, portability, and wide availability of touchscreens, this work promotes the use of vibrations and sounds on these readily available platforms for addressing the graphical access challenge for individuals with VI.

Award Number: 
1644476
Funding Period: 
Sun, 01/15/2017 to Tue, 12/31/2019
Full Description: 

Students with disabilities often have fewer opportunities for experiential learning, an important component of quality STEM education. With continued shifts toward the use of digital media to supplement instruction in STEM classrooms, much of the content remains inaccessible, particular for students with visual impairments. The promise of technology and use of tactile graphics is an effective, emerging innovation for providing more complete access to important information and materials. Tactile graphics are images that use raised surfaces to convey non-textual information such as maps, paintings, graphs and diagrams. Touchscreen-based smart devices allow visual information to be digitally and dynamically represented via tactile, auditory, visual, and kinesthetic feedback. Tactile graphic technology embedded in touchscreen devices can be leveraged to make STEM content more accessible to blind and visually impaired students.

This project will develop a learner-centered, perceptually-motivated framework addressing the requirements for students with blindness and visual impairments to access graphical content in STEM. Using TouchSense technology, the investigators will create instructional materials using tactile graphics and test them in a pilot classroom of both sighted and BVI students. The investigators will work with approximately 150 students with visual impairments to understand the kind of feedback that is most appropriate for specific content in algebra (coordinate plane), cell biology, and geography. Qualitative research methods will be used to analyze the video-based data set.

Perceptual and Implementation Strategies for Knowledge Acquisition of Digital Tactile Graphics for Blind and Visually Impaired Students (Collaborative Research: Giudice)

This project lays the foundation and framework for enabling digital, multimodal tactile graphics on touchscreens for individuals with visual impairments (VI). Given the low-cost, portability, and wide availability of touchscreens, this work promotes the use of vibrations and sounds on these readily available platforms for addressing the graphical access challenge for individuals with VI.

Lead Organization(s): 
Award Number: 
1644471
Funding Period: 
Sun, 01/15/2017 to Tue, 12/31/2019
Full Description: 

Students with disabilities often have fewer opportunities for experiential learning, an important component of quality STEM education. With continued shifts toward the use of digital media to supplement instruction in STEM classrooms, much of the content remains inaccessible, particular for students with visual impairments. The promise of technology and use of tactile graphics is an effective, emerging innovation for providing more complete access to important information and materials. Tactile graphics are images that use raised surfaces to convey non-textual information such as maps, paintings, graphs and diagrams. Touchscreen-based smart devices allow visual information to be digitally and dynamically represented via tactile, auditory, visual, and kinesthetic feedback. Tactile graphic technology embedded in touchscreen devices can be leveraged to make STEM content more accessible to blind and visually impaired students.

This project will develop a learner-centered, perceptually-motivated framework addressing the requirements for students with blindness and visual impairments to access graphical content in STEM. Using TouchSense technology, the investigators will create instructional materials using tactile graphics and test them in a pilot classroom of both sighted and BVI students. The investigators will work with approximately 150 students with visual impairments to understand the kind of feedback that is most appropriate for specific content in algebra (coordinate plane), cell biology, and geography. Qualitative research methods will be used to analyze the video-based data set.

Sonified Interactive Simulations for Accessible Middle School STEM

For this project, researchers will iteratively develop simulations to include sonifications, non-speech sounds that represent visual information, aimed at enhancing accessibility for all learners, but particularly for those with visual impairments to produce sonified simulations, professional development resources, design guidelines and exemplars, and publications.

Lead Organization(s): 
Award Number: 
1621363
Funding Period: 
Sat, 10/01/2016 to Mon, 09/30/2019
Full Description: 

Students with disabilities often have fewer opportunities for experiential learning, an important component of quality STEM education. Computer based simulations in science can provide valuable opportunities for these students to experience and manipulate natural phenomena related to critical STEM ideas. However, existing simulations remain largely inaccessible to students with visual impairments in particular. Recent advances in technology related to sonification use with simulations can make it possible for these students to have a more complete and authentic experience. Sonification is the use of non-speech sounds, such as musical tones, to represent visual information including data. Such sounds can be manipulated temporally and spatially and can also vary by amplitude and frequency to convey information that is more traditionally displayed visually. 

Researchers will iteratively develop five middle school physical science simulations to include sonifications aimed at enhancing accessibility for all learners, but particularly for those with visual impairments. Data collection activities will include focus groups and interviews with students and teachers focused on engagement. The end products of this project will include sonified simulations, professional development resources, design guidelines and exemplars, and publications.

Strengthening Mathematics Intervention: Identifying and Addressing Challenges to Improve Instruction for Struggling Learners

This project's first goal is to study the national landscape of mathematics intervention classes, which are additional classes provided to struggling students, including learners with and without identified disabilities. We administered a survey to a nationally representative sample of 2,024 urban and suburban public schools with grades 6-8 to find out how these classes are being implemented and the types of challenges faced.

Award Number: 
1621294
Funding Period: 
Thu, 09/15/2016 to Mon, 08/31/2020
Full Description: 

Across the nation, schools face a pressing need to improve instruction for middle grades students who are not reaching proficiency on standardized assessments. One approach is to schedule additional mathematics classes to provide struggling learners with more time for instruction and support. For our study, we defined mathematics interventional classes as classes taken by struggling students during the regular school day in addition to their general education mathematics classes. These classes are for students who have difficulties learning mathematics, including learners who do not have identified disabilities and those with Individualized Education Programs (IEPs). 

While recommendations for intervention practices are present in the research literature, little is known about how schools are actually implementing intervention classes, including how often the classes meet, the number of students enrolled, who teaches them and the content focus. To address this gap in the knowledge base, we conducted an observational study and a national survey of current practices and challenges in mathematics intervention classes. The survey was administered to a nationally representative sample of 2,024 urban or suburban public schools with grades 6-8.  Approximately, 43% of schools (876 schools) responded; the findings revealed widespread implementation of mathematics intervention classes and variations in class structures and practices. 

The final aspect of the project involves the design of professional development for mathematics intervention teachers based on the needs identified in the earlier phases of the project. We are developing and testing a blended professional development course to help teachers build the knowledge and practices needed to provide high-quality, targeted instruction to struggling learners in mathematics intervention classes.

Related Resource:

An Online STEM Career Exploration and Readiness Environment for Opportunity Youth

This project aims to create a web-based STEM Career Exploration and Readiness Environment (CEE-STEM) that will support opportunities for youth ages 16-24 who are neither in school nor are working, in rebuilding engagement in STEM learning and developing STEM skills and capacities relevant to diverse postsecondary education/training and employment pathways.

Award Number: 
1620904
Funding Period: 
Thu, 09/15/2016 to Mon, 08/31/2020
Full Description: 

CAST, the University of Massachusetts-Amherst, and YouthBuild USA aim to create a web-based STEM Career Exploration and Readiness Environment (CEE-STEM). This will support opportunities for youth ages 16-24 who are neither in school nor are working, in rebuilding engagement in STEM learning and developing STEM skills and capacities relevant to diverse postsecondary education/training and employment pathways. The program will provide opportunity youth with a personalized and portable tool to explore STEM careers, demonstrate their STEM learning, reflect on STEM career interests, and take actions to move ahead with STEM career pathways of interest.

The proposed program addresses two critical and interrelated aspects of STEM learning for opportunity youth: the development of STEM foundational knowledge; and STEM engagement, readiness and career pathways. These aspects of STEM learning are addressed through an integrated program model that includes classroom STEM instruction; hands-on job training in career pathways including green construction, health care, and technology.


Project Videos

2020 STEM for All Video Showcase

Title: STEMfolio: A Portfolio Builder & Career Exploration Tool

Presenter(s): Tracey Hall

2019 STEM for All Video Showcase

Title: Building a Diverse STEM Talent Pipeline: Finding What Works

Presenter(s): Tracey Hall

2018 STEM for All Video Showcase

Title: Bridging the Gap Between Ability and Opportunity in STEM

Presenter(s): Sam Johnston


CAREER: Multilevel Mediation Models to Study the Impact of Teacher Development on Student Achievement in Mathematics

This project will develop a comprehensive framework to inform and guide the analytic design of teacher professional development studies in mathematics. An essential goal of the research is to advance a science of teaching and learning in ways that traverse both research and education.

Lead Organization(s): 
Award Number: 
1552535
Funding Period: 
Thu, 09/01/2016 to Tue, 08/31/2021
Full Description: 

This is a Faculty Early Career Development Program (CAREER) project. The CAREER program is a National Science Foundation-wide activity that offers the most prestigious awards in support of junior faculty who exemplify the role of teacher-scholars through outstanding research, excellent education and the integration of education and research. The intellectual merit and broader impacts of this study lie in two complementary contributions of the project. First, the development of the statistical framework for the design of multilevel mediation studies has significant potential for broad impact because it develops a core platform that is transferable to other STEM (science, technology, engineering, and mathematics) education areas and STEM disciplines. Second, the development of software and curricular materials to implement this framework further capitalize on the promise of this work because it distributes the results in an accessible manner to diverse sets of research and practitioner groups across STEM education areas and STEM disciplines. Together, the components of this project will substantially expand the scope and quality of evidence generated through mathematics professional development and, more generally, multilevel mediation studies throughout STEM areas by increasing researchers' capacity to design valid and comprehensive studies of the theories of action and change that underlie research programs.

This project will develop a comprehensive framework to inform and guide the analytic design of teacher professional development studies in mathematics. The proposed framework incorporates four integrated research and education components: (1) develop statistical formulas and tools to guide the optimal design of experimental and non-experimental multilevel mediation studies in the presence of measurement error, (2) develop empirical estimates of the parameters needed to implement these formulas to design teacher development studies in mathematics, (3) develop free and accessible software to execute this framework, and (4) develop training materials and conduct workshops on the framework to improve the capacity of the field to design effective and efficient studies of teacher development. An essential goal of the research is to advance a science of teaching and learning in ways that traverse both research and education.

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