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The U.S. National Commission on Mathematics Instruction (USNC/MI): Representing the U.S. Mathematics Community Abroad

Ana Ferreras, National Academy of Sciences
05/15/2012
This project provides support for the U.S. National Commission on Mathematics Instruction, a primary means for ensuring U.S. participation in mathematics education at the international level. The project will facilitate interaction with mathematicians and mathematics educators from around the world as issues about instructional practices are addressed. The participation of representatives of USNC/MI on the international stage opens venues for collaborative research and opportunities to learn about successful practices from other countries.

The Validity of Technology-Enhanced Assessment in Geometry

Jessica Masters, Measured Progress
08/01/2013
This project contributes to the small research base by exploring the validity of Technology-Enhanced Items (TEIs) in the context of elementary geometry. The project addresses three research questions: 1) To what extent are TEIs a valid measurement of geometry standards in the elementary grades?; 2) To what extent do TEIs provide an improved measurement compared to SR items?; and 3) What are the general characteristics of mathematics standards that might be better...

The Value of Computational Thinking Across Grade Levels

Margaret Cozzens, Rutgers University
07/01/2010
This project is developing and testing a set of 12 curriculum modules designed to engage high school students and their teachers in the process of applying computational concepts and methods to problem solving in a variety of scientific contexts. The project perspective is that computational thinking can be usefully thought of as a specialized form of mathematical modeling.

Theorizing and Advancing Teachers' Responsive Decision Making in the Domain of Rational Numbers

Susan Empson, University of Texas, Austin
09/15/2013
This project addresses the growing need for research to support teachers in developing expertise in responsive decision making in which teachers elicit and build on children's mathematical thinking in the midst of instruction.

Toward Integrated STEM Education: Developing a Research Agenda

Greg Pearson, National Academy of Sciences
06/01/2011
The goal of the study is to craft a research agenda that will examine the value of an integrated STEM education to students (K-12) in terms of learning achievement, motivation, and career aspirations. The final report summarizes the findings from the data gathering and analysis and the committee's conclusions and recommendations for a research agenda. This report is disseminated through presentations, publication of print and online articles and editorials and briefings to relevant stakeholders.

Transforming STEM Competitions into Collaboratives: Developing eCrafting Collabs for Learning with Electronic Textiles

Yasmin Kafai, University of Pennsylvania
10/01/2012
This project supports the development of technological fluency and understanding of STEM concepts through the implementation of design collaboratives that use eCrafting Collabs as the medium within which to work with middle and high school students, parents and the community. The examine how youth at ages 10-16 and families in schools, clubs, museums and community groups learn together how to create e-textile artifacts that incorporate embedded computers, sensors and actuators.

Transforming Teaching Through Implementing Inquiry (T2I2)

Virginia Polytechnic Institute and State University
08/01/2011
This project explores the use of cyberinfrastructure to significantly enhance the delivery and quality of professional development for grades 8-12 engineering, technology, and design educators. The goal of the project is to study whether the use of highly interactive cyberinfrastructure increases the educator's teaching competencies and how to effectively teach. Student achievement is measured by comparing state assessments in: the curriculum's technology, engineering, and design assessment, end-of-grade mathematics assessment, and end-of-grade science assessment.

Transition to Algebra: A Habits of Mind Approach

E. Paul Goldenberg, Education Development Center, Inc. (EDC)
09/01/2009
This research and development project provides resources for ninth-grade mathematics students and teachers by developing, piloting, and field-testing intervention modules designed as supplementary materials for Algebra 1 classes (e.g., double-period algebra). Rather than developing isolated skills and reviewing particular topics, these materials aim to foster the development of mathematical habits of mind—in particular, the algebraic habit of abstracting from calculations, a key unifying idea in the transition from arithmetic to algebra.

Transition to College Mathematics and Statistics

Christian Hirsch, Western Michigan University
09/01/2010
This project will develop a mathematics course for the fourth year of high school. The new course is being designed for students who will enter post-secondary education and will major in programs not requiring Calculus. The new course includes mathematics from a problem-solving or applications perspective, and serves as a bridge to college mathematics and statistics. Unit topics include functions, modeling, algebraic strategies, binomial distributions, and information processing.

U.S. National Commission for Mathematics Instruction -- A Conference Grant

Ana Ferreras, National Academy of Sciences
03/15/2007
This project will include activities such as workshops, conferences and symposia designed to further develop the field of mathematics instruction both nationally and internationally. Specifically, the grant will support (1) a workshop on Chinese and U.S. teacher preparation; (2) a workshop on international comparative assessments in mathematics; and (3) a workshop on challenges in non-university Tertiary Mathematics Education.

Undergraduate Biology Education Research Program

Erin Dolan, University of Georgia Research Foundation Inc
09/01/2013
The goals of this nine-week summer program are to develop undergraduates' knowledge and skills in biology education research, encourage undergraduates to pursue doctoral study of biology teaching and learning, expand the diversity of the talent pool in biology education research, strengthen and expand collaborations among faculty and students in education and life sciences, and contribute to the development of theory and knowledge about biology education in ways that...

Undergraduate Science Course Reform Serving Pre-service Teachers: Evaluation of a Faculty Professional Development Model

Dennis Sunal, University of Alabama
08/01/2006
This project focuses on critical needs in the preparation and long-term development of pre-service, undergraduate, K-6 teachers of science. The project investigates the impact on these students of undergraduate, standards-based, reform entry level science courses developed by faculty based on their participation in the NASA Opportunities for Visionary Academics processional development program to identify: short-term impacts on undergraduate students and long-term effects on graduated teachers; characteristics of reform courses and characteristics of effective development efforts.

Understanding Space Through Engineering Design

Richard Lehrer, Vanderbilt University
09/01/2013
Understanding Space Through Engineering Design investigates how engaging K-5 children from underrepresented populations in the design of packages, maps, and mechanisms supports the development of spatial reasoning and spatial mathematics. The prime conjecture is that engineering design makes spatial mathematics more tangible and purposeful, and that systematic support for spatial reasoning and mathematics, in turn, influences the nature of children's designs and their understanding of how those designs work.

Unifying Life: Placing Urban Tree Diversity in an Evolutionary Context

Yael Wyner, CUNY, City College of New York
07/15/2012
This 3-year project seeks to develop and test curricular resources built around handheld mobile technology to study how these materials foster urban middle school student engagement with and learning of local biodiversity and the patterns of evolution.

Urban Ecology Course Materials Created with a Universal Design for Learning Framework

Eric Strauss, Loyola Marymount University
10/01/2010
The Lynch School of Education and the Urban Ecology Institute at Boston College are partnering with the Center for Applied Special Technology (CAST) to develop, test, evaluate and disseminate a year-long set of urban ecology course materials for use in high school-level capstone science courses. The standards-based materials emphasize locally-relevant field studies and incorporate principles of Universal Design for Learning and Educative Curriculum.

Using Math Pathways and Pitfalls to Promote Algebra Readiness

Jodi Davenport, WestEd
10/01/2013
This project that creates a set of materials for middle grades students and teacher professional development that would support the learning of early algebra. Building on their prior work with an elementary version, the efficacy study focuses on the implementation of the principals underlying the materials, fidelity of use of the materials, and impact on students' learning.

Using PISA to Develop Activities for Teacher Education (UPDATE)

Edward Silver, University of Michigan
09/01/2010
This project uses items and data from the Program for International Student Assessment (PISA) to develop two kinds of resources for preparation and professional development of secondary mathematics teachers: one in the form of prototype professional learning materials and a second in the form of PISA-based, research-grounded articles written for mathematics teachers and teacher educators. Work on both resources will focus on algebra and quantitative literacy and on factors influencing educational equity.

Using Research to Target Title I Needs in Mathematics

Kichoon Yang, National Title I Association , National Council of Teachers of Mathematics (NCTM)
08/15/2009
This project is producing research syntheses that summarize and make available to practitioners results from research on effective mathematics curricular interventions, teaching practices, and teacher professional development that have been designed to improve achievement by students in Title 1 programs. The project’s goal is to bring together the best resources in both mathematics education and Title I so that programs are better able to serve the mathematical learning and instructional needs of Title I schools.

Using Research-Based Formative Assessment to Improve Mathematics Teaching and Learning

Jonathan Supovitz, University of Pennsylvania
01/01/2014
This project provides professional development and support for teachers of mathematics in Grades 3-5 and assesses the impacts of the project through a rigorous cluster randomized control trial. The project supports teachers to provide instruction that helps all students reach ambitious academic goals in mathematics.

Using Routines as an Instructional Tool for Developing Students' Conceptions of Proof

Susan Jo Russell, TERC
09/01/2010
This project will develop and systematically investigate a teaching model to assist teachers in developing ideas about proof in grades 2-5. The teaching model provides both a tool for learning on the part of elementary teachers and a model of practice from which they can learn as they implement it.

Using Rule Space and Poset-Based Adaptive Testing Methodologies to Identify Ability Patterns in Early Mathematics and Create a Comprehensive Mathematics Ability Test

Douglas Clements, University of Denver
09/01/2012
This project will develop a new assessment for children ages 3-7 to provide teachers with diagnostic information on a child's development of mathematics facility on ten domains such as counting, sequencing, adding/subtracting, and measurement. The Comprehensive Research-based Mathematics Ability (CREMAT) is being developed using innovative psychometric models to reveal information about children on specific attributes for each of the 10 domains.

Videocases for Science Teaching Analysis Plus (ViSTA Plus): Efficacy of a Videocase-Based, Analysis-of-Practice Teacher Preparation Program

Kathleen Roth, Biological Sciences Curriculum Study, Inc. (BSCS)
08/01/2012
The new ViSTA Plus study explores implementation of a program for pre-service/beginning teachers that is fully centered on learning from an analysis-of-practice perspective, addressing the central research question of "What is the value of a videocase-based, analysis-of-practice approach to elementary science teacher preparation?" The project is producing science-specific, analysis-of-practice materials to support the professional development of teacher educators and professional development leaders using the ViSTA Plus program at universities and in district-based induction programs.

Virtual Learning Communities: An Online Professional Development Resource for STEM Teachers

Meg Schleppenbach Bates, University of Chicago
07/15/2010
This project will design, develop, and test a virtual learning community (VLC) to enhance the ability of first- and fourth-grade teachers to provide mathematics education. The goal is to produce a prototype of a VLC for first- and fourth-grade Everyday Mathematics teachers that integrates three primary elements: (a) learning objects rooted in practice, such as lesson video, (b) community-building tools offered by the internet, and (c) focused content that drives teachers' professional learning in mathematics.

Visualizing to Integrate Science Understanding for All Learners (VISUAL)

Marcia Linn, University of California, Berkeley
09/01/2009
This project is exploring how curricula and assessment using dynamic, interactive scientific visualizations of complex phenomena can ensure that all students learn significant science content. Dynamic visualizations provide an alternative pathway for students to understand science concepts, which can be exploited to increase the accessibility of a range of important science concepts. Computer technologies offer unprecedented opportunities to design curricula and assessments using visual technologies and to explore them in research, teaching, and learning.

WeInvestigate: Collaborative Exploration of Scientific Phenomena with the Assistance of Hand-Held Simulations, Prose, and Graphics

Annemarie Palincsar, University of Michigan
08/01/2013
This project aims to assist in the development and study of WeInvestigate, an application that will run on a mobile device. The application will help support learners as they engage in artifact construction using multiple media while two or more learners can be synchronously collaborating either face-to-face or at a distance. WeInvestigate is leveraging the research that learning in collaboration with others associated...

Workshop on Assessment of 21st Century Skills

Stuart Elliott, National Academy of Sciences
01/15/2010
This project will hold a two-day workshop on assessing 21st century skills building on two previous workshops. The previous workshops expressed the need for assessments that can measure the attainment of 21st century skills. This workshop is to describe research on assessment of 21st century skills to inform policies and practices.

Zydeco: A Mobile "Nomadic Inquiry" System to Support and Bridge Science Inquiry Between Classroom and Museum Contexts

Chris Quintana, University of Michigan
08/01/2010
This project will explore how new mobile and web-based technologies can support content-rich nomadic inquiry; that is, science inquiry that takes place on-the-go, across integrated K-12 formal and informal settings. Students will begin the inquiry process in the classroom using curricular activities and the Zydeco web software developed in the project to help define goals and questions and to design data collection strategies and categories for use on a field trip to an informal setting.