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Reclaiming Access to Inquiry-based Science Education (RAISE) for Incarcerated Students

Michael Krezmien, University of Massachusetts Amherst (UMass Amherst)
09/01/2014
This project will develop a Universal Design for Learning, project-based inquiry science program that includes virtual learning environments, virtual laboratories, and digital scaffolds and supports that promote scientific learning for incarcerated youth.

Refining a Model with Tools to Develop Math PD Leaders: An Implementation Study

Hilda Borko, Stanford University
01/01/2015
This project will work with middle school mathematics teachers in San Francisco Unified School District to develop their capacity to conduct professional development for the teachers in their schools. A central goal of this project is to develop models and resources for effective professional development and preparation of professional development leaders in mathematics with special attention to students who are English language learners.

Researching Science and Mathematics Teacher Learning in Alternative Certification Models

John Lannin, University of Missouri
06/01/2006
This research is examining science and mathematics teacher learning in the context of an alternative certification program employing two different models of field-based preparation. The project will inform the research community about science and mathematics teacher learning and will aid in the design and implementation of alternative certification programs and field-based internships in science and mathematics teacher preparation, as well as potentially impact policymaking concerning teacher certification.

Researching the Efficacy of the Science and Literacy Academy Model (Collaborative Research: Osborne)

Jonathan Osborne, Stanford University
08/15/2012
This project is studying three models of professional development (PD) to test the efficacy of a practicum for grade 3-5 in-service teachers organized in three cohorts of 25. There will be 75 teachers and their students directly impacted by the project. Additional impacts of the project are research results and professional development materials, including a PD implementation guide and instructional videos.

Researching the Efficacy of the Science and Literacy Academy Model (Collaborative Research: Strang)

Craig Strang, University of California, Berkeley (UC Berkeley)
08/01/2012
This project is studying three models of professional development (PD) to test the efficacy of a practicum for grade 3-5 in-service teachers organized in three cohorts of 25. There will be 75 teachers and their students directly impacted by the project. Additional impacts of the project are research results and professional development materials, including a PD implementation guide and instructional videos.

Researching the Impact of an Online MOOC Designed to Transform Student Engagement and Achievement in Mathematics

Jo Boaler, Stanford University
07/01/2014
This study examines non-cognitive factors, mindsets, cognitive factors, and strategies for learning mathematics, in the context of a MOOC combined with classroom instruction for middle grades students in mathematics. No previous mindset study has researched the impact of mindset messages within mathematics, and the proposed study will add important knowledge to this field.

Response to Intervention in Mathematics: Beginning Substantive Collaboration between Mathematics Education and Special Education

Kichoon Yang, National Council of Teachers of Mathematics (NCTM)
09/01/2010
This project is organizing and hosting a working conference on Response to Intervention (RtI) and related strategies in teaching and assessment in Mathematics. Goals of this work are: To build a community of researchers and practitioners to identify, expand and sustain research needs in this area; to identify and improve the research available related to teaching mathematics within an RtI model; and to develop resources to support teacher's understanding and application of RtI strategies.

Retention of Early Algebraic Understanding

Maria Blanton, TERC, Inc.
09/01/2015
The project will use a quasi-experimental design to explore students' knowledge of core algebraic concepts in middle grades (grade 6), one year after their completion of 3-year, grades 3-5 early algebra intervention. The research questions are: (1) how well students who received a specific intervention retain their understanding of algebraic concepts in future years; and (2) whether and how the intervening year of regular classroom instruction in grade 6 influences the algebra understanding of both...

Rethinking How to Teach Energy: Laying The Foundations in Elementary School (Collaborative Research: Lacy)

Sara Lacy, TERC, Inc.
09/01/2010
This project is a collaborative effort that aims to develop a grade 3-5 Learning Progression that will provide a coherent approach to teaching energy in elementary school and lay a strong foundation for further learning in middle school. The project will identify a network of core concepts and principles about energy that are fundamental and general enough to be compatible with scientific ideas about energy, yet within reach of 5th graders.

Rethinking How to Teach Energy: Laying The Foundations in Elementary School (Collaborative Research: Wiser)

Marianne Wiser, Clark University
09/01/2010
This project is a collaborative effort that aims to develop a grade 3-5 Learning Progression that will provide a coherent approach to teaching energy in elementary school and lay a strong foundation for further learning in middle school. The project will identify a network of core concepts and principles about energy that are fundamental and general enough to be compatible with scientific ideas about energy, yet within reach of 5th graders.

SAVE Science: Situated Assessment Using Virtual Environments for Science Content and Inquiry

Diane Jass Ketelhut, University of Maryland, College Park (UMCP)
09/01/2008
The SAVE Science project is creating an innovative system using immersive virtual environments for evaluating learning in science, consistent with research- and policy-based recommendations for science learning focused around the big ideas of science content and inquiry for middle school years. Motivation for this comes not only from best practices as outlined in the National Science Education Standards and AAAS' Project 2061, but also from the declining interest and confidence of today's student in science.

Scale-Up of Selective STEM Specialty Schools: Efficacy Study

Steven Schneider, WestEd
09/01/2012
This study addresses the question: Does gaining admission to a selective STEM specialty school improve students' academic success on the SAT, SAT II, and Advanced Placement exams? Other portions of the investigation follow additional student outcomes, including: participation and success in STEM competitions; STEM publications; intentions for postsecondary STEM education and STEM careers; and initial postsecondary STEM education. This study seeks to inform considerations of the cost/benefit of directing resources to support such schools.

Scholarly Inquiry and Practices (SIP) Conference for Mathematics Education Methods

Wendy Sanchez, Kennesaw State University Research and Service Foundation
06/01/2015
This project will convene mathematics teacher educators with different theoretical perspectives to develop a shared menu of research-supported practices and new research questions to explore that could improve mathematics methods courses.

School and District Utilization of Mathematics Specialists Who Have Returned to the Classroom

Sean Smith, Horizon Research, Inc.
02/01/2014
This project will study whether elementary mathematics specialists who participated in an intensive educational program supported by DRK-12 have continued providing leadership when they returned to teaching full-time. In what ways are specialist-teachers continuing to use their leadership expertise in their school, district, and state? How do district administrators, building administrators, and teachers shape specialist-teachers' opportunities for leadership? What other factors...

School Organization and Science Achievement: Organization and Leadership Influences on Equitable Student Performance

John Settlage, University of South Florida (USF), University of Connecticut (UConn), Loyola University Chicago (LUC)
07/01/2011
This project will document factors explaining variations in science achievement across schools enrolling ethnically and linguistically diverse students. The research question is: what leadership and organizational features at the school level are associated with mitigating science achievement gaps? At the conclusion of the five-year project, the findings will take the form of recommendations about leadership practices and school organization that can be implemented in other school settings.

School Structure and Science Success: Organization and Leadership Influences on Student Achievement (Collaborative Research: Butler)

Malcolm Butler, University of Central Florida (UCF)
02/15/2013
This project will document factors explaining variations in science achievement across schools enrolling ethnically and linguistically diverse students. The research question is: what leadership and organizational features at the school level are associated with mitigating science achievement gaps? Researchers, in collaboration with school districts, will identify school leadership practices that can be connected with reductions in achievement gaps related to student ethnicity, English fluency, and social status.

Science as a Context for English Language Development: Exploring the Practical and Theoretical Implications for Teacher Professional Development

Lynn Rankin, Exploratorium
09/01/2013
This is a 2-day conference that will examine current strategies, issues and future challenges related to teacher professional development regarding integrating inquiry-oriented science instruction and English Language Development (ELD) for K-5 students. The conference convenes 40 researchers and professional development practitioners who examine theory and practice in inquiry-based science instruction and ELD.

Science Assessment Planning Among State Teams

Pascal Forgione, Educational Testing Service (ETS)
08/15/2013
This is a three-day conference designed to support the development and use of K-12 formative and summative assessments aligned with the Framework for K-12 Science Education (NRC, 2012).

Science in the Learning Gardens (SciLG): Factors that Support Racial and Ethnic Minority Students’ Success in Low-Income Middle Schools

Dilafruz Williams, Portland State University (PSU)
09/01/2014
Science in the Learning Gardens (SciLG) designs and implements curriculum aligned with Next Generation Science Standards (NGSS) and uses school gardens as learning contexts in grade 6 (2014-2015), grade 7 (2015-2016) and grade 8 (2016-2017) in two low-income urban schools. The project investigates the extent to which SciLG activities predict students’ STEM identity, motivation, learning, and grades in science using a theoretical model of motivational development.

Science Learning: Integrating Design, Engineering and Robotics (SLIDER)

Marion Usselman, Center for Education Integrating Science, Mathematics, and Computing (CEISMC) , Georgia Institute of Technology (Georgia Tech)
10/01/2009
This project is developing and implementing a rigorous eighth grade physical science program that utilizes engineering design, LEGO™ robotics and mechanics, and a problem-based learning approach to teach mechanics, waves, and energy.

Science Literacy through Science Journalism (SciJourn)

Alan Newman, University of Missouri-St. Louis
09/01/2008
This project aims to develop, pilot, and evaluate a model of instruction that advances the scientific literacy of high school students by involving them in science journalism, and to develop research tools for assessing scientific literacy and engagement. We view scientific literacy as public understanding of and engagement with science and technology, better enabling people to make informed science-related decisions in their personal lives, and participate in science-related democratic debates in public life. 

Science Teachers Learning from Lesson Analysis (STeLLA): High School Biology

Chris Wilson, Biological Sciences Curriculum Study, Inc. (BSCS)
08/01/2015
This project will develop and test a biology teacher professional model that employs analysis of videotaped lessons to promote increased biology content knowledge and pedagogical content knowledge among practicing biology teachers. The content of the professional development activities will focus on the crosscutting concepts of stability and change that link core ideas in three areas of biology: cell biology, heredity, and evolution.

Scientific Data in Schools: Measuring the Efficacy of an Innovative Approach to Integrating Quantitative Reasoning in Secondary Science (Collaborative Research: Mead)

Louise Mead, Michigan State University (MSU)
07/15/2015
Data Nuggets (http://datanuggets.org) are classroom activities, co-designed by scientists and teachers, which give students practice interpreting quantitative information and making claims based on evidence. The goal of this research is to investigate whether the integration of real data from cutting-edge scientific research in grade 6-10 classrooms will increase students’ quantitative reasoning ability in the context of science. 

Scientific Data in Schools: Measuring the Efficacy of an Innovative Approach to Integrating Quantitative Reasoning in Secondary Science (Collaborative Research: Stuhlsatz)

Molly Stuhlsatz, Biological Sciences Curriculum Study, Inc. (BSCS)
07/15/2015
The goal of this research is to investigate whether the integration of real data from cutting-edge scientific research in grade 6-10 classrooms will increase students’ quantitative reasoning ability in the context of science. We will adapt the materials to address current science and mathematics standards, including key concepts from  develop a professional development program for teachers, and test the efficacy of the materials through a quasi-experiment. 

ScratchEd: Working with Teachers to Develop Design-Based Approaches to the Cultivation of Computational Thinking

Mitchel Resnick, Massachusetts Institute of Technology (MIT)
08/15/2010
This project is designing, developing, and studying an innovative model for professional development (PD) of teachers who use the Scratch computer programming environment to help their students learn computational thinking. The fundamental hypothesis of the project is that engagement in workshops and on-line activities of the ScratchEd professional development community will enhance teacher knowledge about computational thinking, their practice of design-based instruction, and their students' learning of key computational thinking concepts and habits of mind.

ScratchJr: Computer Programming in Early Childhood Education as a Pathway to Academic Readiness and Success (Collaborative Research: Bers)

Marina Bers, Tufts University
08/01/2011
This project is researching and developing a new version of the Scratch programming language to be called ScratchJr, designed specifically for early childhood education (K-2). This work will provide research-based evidence regarding young children's abilities to use an object-oriented programming language and to study the impact this has on the children's learning of scientific concepts and procedures. 

ScratchJr: Computer Programming in Early Childhood Education as a Pathway to Academic Readiness and Success (Collaborative Research: Resnick)

Mitchel Resnick, Tufts University, Massachusetts Institute of Technology (MIT)
08/01/2011
This project is researching and developing a new version of the Scratch programming language to be called ScratchJr, designed specifically for early childhood education (K-2). This work will provide research-based evidence regarding young children's abilities to use an object-oriented programming language and to study the impact this has on the children's learning of scientific concepts and procedures. 

Secondary Science Teaching with English Language and Literacy Acquisition (SSTELLA)

Patricia Stoddart, University of California, Santa Cruz (UC Santa Cruz)
08/01/2013
This is a four-year project to develop, implement, and study an experimental model of secondary science pre-service teacher education designed to prepare novice school teachers to provide effective science instruction to English language learners (ELLs). The project incorporates the principles underlying the Next Generation Science Standards with a focus on promoting students' scientific sense-making, comprehension and communication of scientific discourse, and...

Sensing Science: Temperature and Heat Readiness for Early Elementary Students

Carolyn Staudt, Concord Consortium
10/01/2012
Concord Consortium is exploring K-2 students' understanding of heat and temperature in two Massachusetts school districts using sensors that display temperatures as colors. Exploration activities are being created, and students are being videotaped carrying out the activities. Students complete a short assessment for each activity. The exploration activities, assessments, and project data are available via open source through a website at Concord Consortium and are being presented to multiple professional audiences.

Signing High School Science

Judy Vesel, Vcom3D, Inc., TERC, Inc.
09/01/2010
This project integrates American Sign Language (ASL) into the life and physical sciences content of 9th-12th grade deaf or hard-of-hearing students. Project partners incorporate the use of the assistive technology in order to develop, research, and disseminate two interactive 3D dictionaries: Signing Life Science Dictionary (SLSD), and Signing Physical Science Dictionary (SPSD) with audio modes and approximately 750 standards-based terms in English and Spanish text that can be signed or listened to on demand.

SimScientists Assessments: Physical Science Links

Edys Quellmalz, WestEd
10/01/2012
The goal of this project is to develop and validate a middle school physical science assessment strand composed of four suites of simulation-based assessments for integrating into balanced (use of multiple measures), large-scale accountability science testing systems. It builds on the design templates, technical infrastructure, and evidence of the technical quality, feasibility, and instructional utility of the NSF-funded Calipers II project. The evaluation plan addresses both formative and summative aspects.

SimScientists Games: Development of Simulation-Based Game Designs to Enhance Formative Assessment and Deep Science Learning in Middle School

Edys Quellmalz, WestEd
08/01/2015
This project will focus on understanding how educational games, designed according to research-based learning and assessment design principles, can better assess and promote students' science knowledge, application of science process skills, and motivation and engagement in learning.

SimScientists Human Body Systems: Using Simulations to Foster Integrated Understanding of Complex, Dynamic, Interactive Systems

Daniel Brenner, WestEd
09/15/2010
This project leverages curricular module development to design, develop, and test new cyberlearning modules that integrate multiple (circulation, respiration, and digestion) systems of the human body. The project aims to deepen science content knowledge, science inquiry skills, and model-based reasoning skills for high school biology students. The project will use simulations showing how individual systems function, how they work together, and how the integration of all three creates a dynamic and reactive biological system.

SmartCAD: Guiding Engineering Design with Science Simulations (Collaborative Research: Chiu)

Jennifer Chiu, University of Virginia (UVA)
06/15/2015
This project investigates how real time formative feedback can be automatically composed from the results of computational analysis of student design artifacts and processes with the envisioned SmartCAD software. The project conducts design-based research on SmartCAD, which supports secondary science and engineering with three embedded computational engines capable of simulating the mechanical, thermal, and solar performance of the built environment.

SmartCAD: Guiding Engineering Design with Science Simulations (Collaborative Research: Magana-de-Leon)

Alejandra Magana-de-Leon, Purdue University
06/15/2015
This project investigates how real time formative feedback can be automatically composed from the results of computational analysis of student design artifacts and processes with the envisioned SmartCAD software. The project conducts design-based research on SmartCAD, which supports secondary science and engineering with three embedded computational engines capable of simulating the mechanical, thermal, and solar performance of the built environment.

SmartCAD: Guiding Engineering Design with Science Simulations (Collaborative Research: Xie)

Charles Xie, Concord Consortium
06/15/2015
This project investigates how real time formative feedback can be automatically composed from the results of computational analysis of student design artifacts and processes with the envisioned SmartCAD software. The project conducts design-based research on SmartCAD, which supports secondary science and engineering with three embedded computational engines capable of simulating the mechanical, thermal, and solar performance of the built environment.

Smarter Together Working Conference: Developing a Shared Curriculum of Complex Instruction for Elementary Mathematics Methods Courses

Amy Parks, University of Georgia Research Foundation, Inc. (UGARF)
08/01/2013
This working conference will help university professors who teach elementary mathematics methods courses learn to use Complex Instruction, a research-proven pedagogy for building mathematical content knowledge and supporting the learning of diverse students.

Social Dynamics: Leveraging Online Social Networks to Shape Science Identities and Support Learning Science Concepts in Middle School Students

Lynn Tran, University of California, Berkeley (UC Berkeley)
08/15/2013
Social Dynamics is an exploratory project to investigate how face-to-face teaching leveraging the use of an online social network learning platform (SNLP) can increase middle school students' science learning and enhance their development of contextual identities related to science.

Southeast Regional Technical Assistance and Information Follow-up Workshop for Minority-serving Institutions To Broaden Participation in NSF DRL Programs

Albert Thompson, Spelman College
09/15/2010
This project will conduct a 2.5 day regional technical assistance and information conference/workshop for Minority Serving Institutions (MSI) to broaden their participation in programs of NSF's Division of Research on Learning in Formal and Informal Settings (DRL). The goal is to have participants develop research or program ideas and to become more skillful in the preparation and development of competitive proposals.

Southeast Regional Technical Assistance and Information Workshop for Minority-serving Institutions To Broadening Participation in the National Science Foundation's Division of Research on Learning in Formal and Informal Settings (DRL)

Albert Thompson, Spelman College
09/15/2009
This project will conduct a 1.5 day regional technical assistance and information conference/workshop for Minority Serving Institutions (MSIs) to broaden their participation in the Division of Research on Learning in Formal and informal Settings (DRL) programs. The workshop will consist of faculty institutional teams and will develop their research or program ideas and to become more skillful in the preparation and development of competitive proposals.

Spatial Mathematics, Engineering, and Science: Toward an Integrated STEM Education

Richard Lehrer, Vanderbilt University
10/01/2012
The goal of this project is to develop a provisional learning progression spanning grades K-5 that articulates and tests the potential of experiencing, describing, and representing space as the core of an integrated STEM education. The science of space has an extensive scope within and across disciplinary boundaries of science, mathematics and engineering; the project will create a coherent approach to elementary instruction in which mathematical reasoning about space is systematically cultivated.

STEM Learning in the Context of Green School Buildings: A Curriculum Planning Project for the Middle Grades

George DeBoer, American Association for the Advancement of Science (AAAS)
09/01/2011
This project uses green school buildings as an opportunity to involve students in STEM activities in their environment. The goal is to produce an action plan for transforming the middle school science and mathematics curriculum by rethinking the content that is taught, the ways in which students and teachers can engage effectively with that content, and the role that technology can play to ensure wide access to the data and to the new curriculum.

STEM Practice-Rich Investigations for NGSS Teaching (SPRINT)

Julie Yu, Exploratorium
06/01/2015
This is an exploratory project that will research and develop resources and a model for professional learning needed to meet the demand of implementing the Next Generation Science Standards (NGSS). The Exploratorium Teacher Institute will engage middle school science teachers in a one-year professional learning program to study how familiar routines and classroom tools, specifically hands-on science activities, can serve as starting points for teacher learning.

Stopping an Epidemic of Misinformation: Leveraging the K-12 Science Education System to Respond to Ebola

Sean Smith, Horizon Research, Inc.
03/01/2015
This project will develop resources for teachers and administrators that will provide instructional guidance for teaching about the Ebola virus and other epidemics of infectious diseases that may arise. The resources developed will include guidelines for administrators and teachers, as well as policy briefs related to teaching and learning about Ebola.

Strategies for Leading Classroom Discussions Aimed at Core Ideas and Scientific Modeling Practices

John Clement, University of Massachusetts Amherst (UMass Amherst)
08/01/2015
This project will use video case studies to identify key strategies used by exemplary teachers to guide class discussions. The project will study teachers in the areas of high school mechanics and electricity, and middle school life sciences, and is designed to develop the constructs and language that will enable us to describe key discussion leading strategies.

Strengthening the Quality, Design and Usability of Simulations as Assessments of Teaching Practice

Meghan Shaughnessy, University of Michigan - Ann Arbor
09/01/2015
Ensuring that beginning teachers are "classroom-ready" requires assessments that efficiently and validly evaluate proficiency in teaching. This project explores assessments involving simulated students as a way to assess teaching practice, which could provide an important complement, or alternative, to directly assessing teaching practice in classrooms.

Student Mathematics Learning Through Self-Explanation, Peer Tutoring and Digital Media Production

Eric Hamilton, Pepperdine University
08/15/2011
This project engages high-school students as student-tutors who create screen-capture videos that demonstrate step-by-step solutions to mathematical problems and explicate the use of interactive applets. The project tests whether the mathematical and communication skills of student-tutors improve in the process of making the video materials. It also tests whether teachers and student users benefit from the videos. The project will examine whether the process of creating and disseminating the videos is replicable and scalable.

Student-Adaptive Pedagogy for Elementary Teachers: Promoting Multiplicative and Fractional Reasoning to Improve Students' Preparedness for Middle School Mathematics

Ron Tzur, University of Colorado Denver
07/15/2015
The project develops a teacher professional development intervention to support student-adaptive pedagogy for multiplicative and fractional reasoning. The idea is that classroom instruction should build on students' current conceptions and experiences. It focuses on students from urban, underserved and low-socioeconomic status populations who often fall behind in the elementary grades and are left underprepared for middle grades mathematics.

Studying Technology-based Strategies for Enhancing Student Interest in STEM Careers through Algebra Curricula in Grades 5-9

Chris Dede, Harvard University
01/01/2010
This project is examining the relationship between specific technology-based motivational activities and grade 5 to 9 student interest in STEM careers through a variety of classroom-based experiences. The project will test a series of specific hypotheses relating motivation, self-efficacy, STEM career interest, and mathematics learning to activity assignment.

Studying Topography, Orographic Rainfall, and Ecosystems (STORE) with Geospatial Information Technology

Daniel Zalles, SRI International
09/01/2010
This project is using innovative Geospatial Information Technology-based learning in high school environmental science studies with a focus on the meteorological and ecological impacts of climate change. The resources developed are using ArcGIS Explorer Desktop and Google Earth software applications to increase students' learning and interest in science and careers and will be adaptable for teachers to improve classroom implementation.