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Overcoming Obstacles to Scaling-Up with a Cyberlearning Professional Development Model (Collaborative Research: Zahm)

Barbara Zahm, It's About Time, A Division of Herff-Jones Inc.
09/01/2011
This project will develop and test a cyberlearning professional-development model that builds on the successful Curriculum Customization Service model implemented in Denver with EarthComm. The cyberlearning system is tested with the Project Based Inquiry Science (PBIS) curriculum - a proven comprehensive middle school science curriculum. The cyberlearning system is evaluated for scalability, affordability, flexibility, and effectiveness for changing teacher practice and student learning.

Partnerships for Early Childhood Curriculum Development: Readiness Through Integrative Science and Engineering (RISE)

Christine McWayne, Tufts University
09/01/2012
The RISE project is creating curriculum resources for dual language learners (DLLs) in science, technology and engineering (STE). Participants include teachers in pre-K programs in the Boston area selected to target Hispanic and Chinese students and their families. The curriculum will be based on the Massachusetts framework, one of only a few states with pre-K standards. The evaluation will monitor both the progress of the research and development and the dissemination to the target audiences.

PATHWAYS - Preparing Aspiring Teachers to Hypothesize Ways to Assist Young Students

Randall Groth, Salisbury University
04/15/2014
PATHWAYS has two primary objectives: (1) To develop mathematics teachers who approach classrooms with a researcher's mindset, making instructional decisions based on empirical data; (2) To engage aspiring mathematics teachers in systematic formal mathematics education research, thereby providing foundations for participation in mathematics education graduate programs.

PBS NewsHour STEM Student Reporting Labs: Broad Expansion of Youth Journalism to Support Increased STEM Literacy Among Underserved Student Populations and Their Communities

Leah Clapman, Greater Washington Educational Telecommunications Association
08/01/2015
The production of news stories and student-oriented instruction in the classroom are designed to increase student learning of STEM content through student-centered inquiry and reflections on metacognition. This project scales up the PBS NewsHour Student Reporting Labs (SRL), a model that trains teens to produce video reports on important STEM issues from a youth perspective.

Persistence of Teacher Change in Rural Schools: Assessing the Short- and Long-Term Impact of Professional Development on K-2 Science Instruction

Cathy Ringstaff, WestEd
09/15/2011
This research study is examining the persistence of improved teacher skills achieved during the K-2 Science & Technology Assistance for Rural Teachers and Small Districts project (K-2 STARTS). K-2 STARTS provided four years of professional development to teachers in 16 rural school districts with high populations of traditionally underserved students. Project data indicates that the project increased teacher content knowledge, pedagogical content knowledge, abilities to integrate science and literacy and to use research-based instructional strategies.

Personalizing Recommendations in a Large-Scale Education Analytics Pipeline (Collaborative Research: Kesselman)

Carl Kesselman, University of Southern California (USC)
02/01/2015
This pilot project aims to begin to organize the world's digital learning resources to make personalized recommendations to learners that are engaging and effective in increasing mathematics learning outcomes. The project accomplishes this goal by developing crowdsourcing techniques to organize learning resources and by analyzing the online learning activities of the student. Teachers are an integral part of this project. The target audience for this pilot is 7th grade mathematics students and teachers.

Personalizing Recommendations in a Large-Scale Education Analytics Pipeline (Collaborative Research: Pardos)

Zachary Pardos, University of California, Berkeley (UC Berkeley)
02/01/2015
This pilot project aims to begin to organize the world's digital learning resources to make personalized recommendations to learners that are engaging and effective in increasing mathematics learning outcomes. The project accomplishes this goal by developing crowdsourcing techniques to organize learning resources and by analyzing the online learning activities of the student. Teachers are an integral part of this project. The target audience for this pilot is 7th grade mathematics students and teachers.

Personalizing Recommendations in a Large-Scale Education Analytics Pipeline (Collaborative Research: Ram)

Prasad Ram, EdNovo
02/01/2015
This pilot project aims to begin to organize the world's digital learning resources to make personalized recommendations to learners that are engaging and effective in increasing mathematics learning outcomes. The project accomplishes this goal by developing crowdsourcing techniques to organize learning resources and by analyzing the online learning activities of the student. Teachers are an integral part of this project. The target audience for this pilot is 7th grade mathematics students and teachers.

Piloting Graph Literacy Activities in Maine

Carolyn Staudt, Concord Consortium
10/01/2012
The goal of this project is to develop and pilot test a limited number of free computer-based instructional activities that improve student graph comprehension, aimed especially at science students in grades 7 and 8. Because of growing interest in use of online resources for teaching and learning, this work is potentially transformative for a wide range of audiences, including teachers, students, researchers, and the developers and publishers of instructional materials across vSTEM areas and grades.

PlantingScience: Digging Deeper Together - A Model for Collaborative Teacher/Scientist Professional Development

Catrina Adams, Botanical Society of America (BSA)
10/01/2015
This project will design, develop, and test a new professional development (PD) model for high school biology teachers that focuses on plant biology, an area of biology that teachers feel less prepared to teach. The new PD model will bring teachers and scientists together, in-person and online, to guide students in conducting authentic science investigations and to reflect on instructional practices and student learning.

Playing with the Data: Developing Digital Supports for Middle School Science Teachers using Game-based Formative Assessment

James Diamond, Education Development Center, Inc. (EDC)
07/01/2015
This project will use cycles of design-based research to build new knowledge about how to facilitate teachers' interpretation and use of digital game-based formative assessment data. The research will also inform the revision and expansion of Playfully, an existing, online data-reporting dashboard that can be used with multiple digital games.

Policy Research Initiatives in Science Education (PRISE) to Improve Teaching and Learning in High School Science

Carol Stuessy, Texas A&M Engineering Experiment Station
06/01/2005
This project will use a systems approach to link educational research with policy development to lead to the development of an articulated and coherent system of continuous professional career development that improves the quality of science teaching and makes significant contributions to reducing the current national shortage of qualified high school science teachers.

Pre-K Early Algebra Through Quantitative Reasoning (PreKEA)

Barbara Dougherty, California State University, Chico
09/01/2010
This project is initiating an innovative approach to pre-K students' development of quantitative reasoning through measurement. This quantitative approach builds on measurement concepts and algebraic design of the pre-numeric stage of instruction found in the Elkonin-Davydov (E-D) elementary mathematics curriculum from Russia. The project team is adapting and refocusing the conceptual framework and learning tasks of the E-D pre-numeric stage for use with four-year-olds.

Pre-service Teachers' Knowledge for Teaching Algebra for Equity in the Middle Grades

Gerald Kulm, Texas A&M Research Foundation
09/01/2010
This project is using Second Life and other technology to structure carefully planned learning experiences for pre-service teachers. Virtual technologies are used to provide pre-service teachers practice in presenting and assessing problem solving activities in a virtual classroom with diverse populations. Researchers hypothesize that technology enriched strategies have the potential to deepen pre-service teachers' understanding and effectiveness in teaching emerging algebra concepts to diverse student populations.

Precision Math: Using Interactive Gaming Technology to Build Student Proficiency in the Foundational Concepts and Problem Solving Skills of Measurement and Data Analysis

Christian Doabler, University of Oregon (UO)
07/01/2015
The purpose of this 4-year project is to improve student mathematics achievement by developing a mathematics intervention focused on key measurement and data analysis skills. The PM intervention will be designed for first and second grade students who are experiencing mathematics difficulties. To increase student mathematics achievement, the intervention will include: (a) a technology-based component and (b) hands-on activities.

Preparing Urban Middle Grades Mathematics Teachers to Teach Argumentation Throughout the School Year

Jennifer Knudsen, SRI International
06/15/2014
The objective of this project is to develop a toolkit of resources and practices that will help inservice middle grades mathematics teachers support mathematical argumentation throughout the school year. A coherent, portable, two-year-long professional development program on mathematical argumentation has the potential to increase access to mathematical argumentation for students nationwide and, in particular, to address the needs of teachers and students in urban areas.

Primary School Organizations as Open Systems: Strategic External Relationship Development to Promote Student Engagement in STEM Topics

Karen Smilowitz, Northwestern University (NU)
10/01/2013
This study explores the following issues in 9 schools across 3 neighborhoods: (1) How student engagement in STEM is enabled and constrained by the school's relations with its external community; (2) The similarities and differences in partnerships across different types of schools in three different urban neighborhoods by mapping networks, and assessing the costs and benefits of creating, maintaining, and dissolving network ties; and (3) How to model school...

Problem-Based Learning Designed for Science and Mathematics Professional Development

Jan Eberhardt, Michigan State University (MSU)
08/01/2004
This project aims to: (1) develop, implement and study the impact of a subject matter-focused, Problem-based Learning professional development model; and to (2) design ways of incorporating Problem-Based Learning (PBL) into key subject matter and teacher preparation courses taken by pre-service teachers, and study the impact on pre-service teachers' learning. This project is designed with and for teams of K-12 science and mathematics teachers from school districts of mid-Michigan.

Professional Development for Culturally Relevant Teaching and Learning in Pre-K Mathematics

Anita Wager, University of Wisconsin-Madison (UW-Madison)
09/01/2010
This project is creating and studying a professional development model to support preK teachers in developing culturally and developmentally appropriate practices in counting and early number. The proposed model is targeted at teachers of children in four-year-old kindergarten, and focuses on culturally relevant teaching and learning. The model stresses counting and basic number operations with the intention of exploring the domain as it connects to children's experiences in their homes and communities.

Professional Development Models and Outcomes for Science Teachers (PDMOST)

Philip Sadler, Harvard University
09/01/2014
The investigators propose to characterize the multitude of approaches currently employed in the professional development of K-12 teachers of science, and to measure the effectiveness of such approaches in increasing teacher knowledge in the sciences. The project will result in a website, conference presentations, and scholarly and professional publications.

Project AIM: All Included in Mathematics

Paola Sztajn, North Carolina State University (NC State)
08/01/2010
This project will adapt and study successful discourse strategies used during language arts instruction to help teachers promote mathematically-rich classroom discourse. Of special interest is the use of models to promote mathematics communication that includes English language learners (ELL) in mathematics discourse.The project will result in a full 40-hour professional development module to support mathematics discourse for Grade 2 teachers, with an emphasis on place value, multidigit addition and subtraction, and linear measurement.

Project ATOMS: Accomplished Elementary Teachers of Mathematics and Science

Temple Walkowiak, North Carolina State University (NC State)
09/01/2011
The project is studying the impact of the mathematics and science intensive pre-service preparation program for elementary school teachers.  The project includes assessments of pre-service teachers' math and science content, teacher performance, self-report surveys, and teacher interviews. Each of the study dimensions (Knowledge Dimension, Teaching Performance, and Perspectives on the Program) will be assessed at three time points across this longitudinal study, providing a model for elementary teacher development of STEM teaching.

Project M2: Maturing Mathematicians -- Advanced Curriculum for Primary Level Students

Katherine Gavin, University of Connecticut (UConn)
08/15/2007
Project M2 is producing and disseminating curriculum materials in geometry and measurement for students in grades K-2. This builds on success of the M3 U.S. Department of Education curriculum grant for students in Grades 3-5. (www.projectm3.org). Project M2 units are advanced units for all students designed using research-based practices in mathematics, early childhood, and gifted education. Curricular materials focus on promising discourse and hands-on inquiry of rich problem-situations.  

Promoting Active Learning Strategies in Biology (PALS)

Thomas Cheatham, Middle Tennessee State University (MTSU)
09/01/2014
This project examines the potential of two research-based and college-tested active learning strategies in high school classrooms: Process Oriented Guided Inquiry Learning (POGIL) and Peer Instruction by adapting the strategies for implementation in biology classes, with the goal of determining which strategy shows the most promise for increasing student achievement and attitudes toward science.

Promoting Science Among English Language Learners (P-SELL) Scale-Up

Okhee Lee, New York University (NYU)
08/15/2011
This effectiveness study focuses on the scale-up of a model of curricular and teacher professional development intervention aimed at improving science achievement of all students, especially English language learners (ELLs). The model consists of three basic components: (a) inquiry-oriented science curriculum, (b) teacher professional development for science instruction with these students, and (c) school resources for science instruction.

Promoting Spatial Thinking with Web-Based Geospatial Technologies

Alec Bodzin, Lehigh University
07/01/2011
This project will develop STEM spatial thinking skills of middle school learners by equipping teachers with earth science investigations and support materials. This project will design, develop, and test curriculum materials that use Web Geospatial Information Systems that includes advanced visualization and geospatial analysis capabilities. The project will analyze how educative curriculum materials can prepare teachers to implement Web-based geospatial science pedagogical approaches to teaching, and document the impacts on student learning.

Promoting Students' Spatial Thinking in Upper Elementary Grades using Geographic Information Systems (GIS)

May Jadallah, Illinois State University (ISU)
09/01/2013
This project explores the potential for enhancing students' interest and ability in STEM disciplines by broadening fourth grade students' understanding and interest in the spatial perspectives inherent in geography and other science disciplines. The project tests a set of hypotheses that posit that the use of GIS in the classroom results in a measureable improvement in students' spatial reasoning and motivation.

Proportions Playground: A Dynamic World to Support Teachers' Proportional Reasoning

Chandra Orrill, University of Massachusetts, Dartmouth (UMass Dartmouth)
09/01/2016
This project focuses on the creation of the initial functionality for a dynamic microworld, Proportions Playground, designed to support teachers in developing a coherent understanding of proportional reasoning. The Proportions Playground project seeks to both develop a unique pilot software application for the iPad and explore how it supports teachers in developing a coherent, robust definition of proportions.

Quality Urban Ecology Science Teaching for Diverse Learners

Magaly Lavadenz, Loyola Marymount University (LMU)
08/01/2015
This project will examine the relationship between teacher professional development associated with newly developed modules in urban ecology and the achievement and engagement of long-term English learners (LTEL).  Existing Urban Ecology learning modules will be enhanced to accommodate the needs of LTELs, and teachers will participate in professional development aimed at using the new materials to effectively integrate academic science discourse and literacy development for LTELs.

QuEST: Quality Elementary Science Teaching

Deborah Hanuscin, University of Missouri
08/15/2013
This project is examining an innovative model of situated Professional Development (PD) and the contribution of controlled teaching experiences to teacher learning and, as a result, to student learning. The project is carrying out intensive research about an existing special PD summer institute (QuEST) that has been in existence for more than five years through a state Improving Teacher Quality Grants program.

Radical Innovation Summit

Alan Craig, University of Illinois at Urbana-Champaign
10/01/2012
This workshop convenes leading practitioners and scholars of innovation to collectively consider how education in the US might be reconfigured to both support and teach innovation as a core curriculum mission, with a focus on STEM education. Workshop participants identify and articulate strategies for creating and sustaining learning environments that promise the development of innovative thinking skills, behaviors and dispositions and that reward students, faculty and administrator for practicing and tuning these skills.

Ramping Up Accessibility in STEM: Inclusively Designed Simulations for Diverse Learners

Emily Moore, University of Colorado Boulder
07/15/2015
This project brings together leaders in simulation design and accessibility to develop and study interactive science simulations for diverse middle school students including those with sensory, mobility, or learning disabilities. The resulting simulations and research findings will help to address the significant disparity that exists between the achievement in science by students with and without disabilities.

Re-Imagining Video-based Online Learning

Joanne Lobato, San Diego State University Research Foundation (SDSU Research Foundation)
09/01/2014
Despite the tremendous growth in the availability of mathematics videos online, little research has investigated student learning from them. The goal of this exploratory project is to create, investigate, and provide evidence of promise for a model of online videos that embodies a more expansive vision of both the nature of the content and the pedagogical approach than is currently represented in YouTube-style lessons.

Readiness through Integrative Science and Engineering: Refining and Testing a Co-constructed Curriculum Approach with Head Start Partners

Christine McWayne, Tufts University
10/01/2016
Building upon prior research on Head Start curriculum, this phase of Readiness through Integrative Science and Engineering (RISE) will be expanded to include classroom coaches and community experts to enable implementation and assessment of RISE in a larger sample of classrooms. The goal is to improve school readiness for culturally and linguistically diverse, urban-residing children from low-income families, and the focus on science, technology, and engineering will address a gap in early STEM education.

Ready for Robotics: The Missing T and E of STEM in Early Childhood Education

Marina Bers, Tufts University
09/01/2011
The project investigates the use of robotics into early childhood education. It address two objectives: to develop and evaluate a low-cost, developmentally appropriate robotic construction kit specifically designed for early childhood education (PreK-2) and to pilot a robotics-based professional development model for early childhood educators to teach engineering and technology.

Reasoning Tools for Understanding Water Systems

Beth Covitt, University of Montana
09/15/2010
This project builds on current learning progression research to study the effects of teaching Tools for Reasoning on development of middle school students' capacities to understand the Earth's hydrologic systems. The project applies a design-based research approach using iterative cycles of Tool design/revision, teacher workshops, and small-scale pilot tests of Tools through classroom experiments with teachers and students in Montana and Arizona.

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...