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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, Georgia Institute of Technology (Georgia Tech), Center for Education Integrating Science, Mathematics, and Computing (CEISMC)
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.

Science, Technology, Engineering and Mathematics Scholars Teacher Academy Resident System

William McHenry, Jackson State University (JSU)
07/15/2016
This project will investigate the effectiveness of a teacher academy resident model to recruit, license, induct, employ, and retain middle school and secondary teachers for high-need schools in the South. It will prepare new, highly-qualified science and mathematics teachers from historically Black universities in high-needs urban and rural schools with the goal of increasing teacher retention and diversity rates.

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 through Modeling: Developing Kindergarten Students' Understanding of Matter and Its Changes

Carolyn Staudt, Concord Consortium
10/01/2016
This project will develop a technology-supported, physical science curriculum that will facilitate kindergarten students' conceptual understanding of matter and how matter changes. The results of this investigation will contribute important data on the evolving structure and content of children's physical science models as well as demonstrate children's understanding of matter and its changes.

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.

Sonified Interactive Simulations for Accessible Middle School STEM

Emily Moore, University of Colorado Boulder
10/01/2016
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.

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.

STEM Videohall: Connecting Communities and Disseminating Cutting Edge Work through Video and Discourse

Joni Falk, TERC, Inc.
10/01/2016
This project supports the expansion of an interactive, online STEM Videohall where hundreds of NSF-funded researchers share their work through brief video narratives and interactive discussion.

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

Amy Brodesky, Education Development Center, Inc. (EDC)
09/15/2016
The purpose of this project is to improve mathematics instruction for struggling learners by focusing on the quality of instruction occurring in mathematics intervention classrooms. The study will focus on how intervention class time is spent, what mathematics content is emphasized, which evidence-based instructional practices are used, and what challenges are faced by teachers.

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.

Supporting Chemistry Teachers to Assess and Foster Chemical Thinking

Hannah Sevian, University of Massachusetts, Boston (UMass Boston)
09/01/2016
The fundamental purpose of this project is to develop, implement, and study a professional development (PD) model for improving chemistry teachers' formative assessment practices to foster teaching focused on chemical thinking.

Supporting English Learners in STEM Subjects

Heidi Schweingruber, National Academy of Sciences (NAS)
09/01/2016
This project will conduct a study to identify instructional practices and professional development approaches for teachers and the policies needed to support ELLs' accomplishments in science and math. The study will synthesize research relevant to improving ELLs' STEM learning, offer insight into how to support both English language development and science and math learning, and provide a framework for future research to help identify the most relevant and pressing questions for the field.

Supporting Grade 5-8 Students in Writing Scientific Explanations

Katherine McNeill, Boston College (BC)
08/15/2008
This project is writing and researching a book supporting grade 5-8 students in scientific explanations and arguments. The book provides written and video examples from a variety of contexts in terms of content and diversity of students. The book and accompanying facilitator materials also provide different teacher instructional strategies for supporting students. The research focuses on how the book and accompanying professional development impact teachers' beliefs, pedagogical content knowledge and classroom practice.

Supporting Instructional Growth in Mathematics: Enhancing Urban Secondary Teachers' Professional Learning through Formative Feedback

Ilana Horn, Vanderbilt University
09/15/2016
This project will explore the potential of video-based formative feedback to enhance professional development around ambitious instruction for secondary teachers in urban schools.

Supporting Large Scale Change in Science Education: Understanding Professional Development and Adoption Variation Related to the Revised Advanced Placement Curriculum (PD-RAP)

Arthur Eisenkraft, University of Massachusetts, Boston (UMass Boston)
09/15/2012
This proposal leverages the re-design of the Advanced Placement (AP) curricula currently under way to study the impact of teacher professional development on student achievement in a natural experiment at scale. In addition to supporting the improvement of professional development of AP teachers by the College Board, the findings contribute to a better understanding of the relationship between professional development and student achievement more generally.

Supporting Scientific Practices in Elementary and Middle School Classrooms

Brian Reiser, Northwestern University (NU)
09/01/2010
This project will develop a learning progression that characterizes how learners integrate and interrelate scientific argumentation, explanation and scientific modeling, building ever more sophisticated versions of practice over time using the three common elements of sense-making, persuading peers and developing consensus. The learning progression is constructed through students’ understanding of scientific practice as measured by their attention to generality of explanation, clarity of communication, audience understanding, evidentiary support, and mechanistic versus descriptive accounts.

Supporting Secondary Students in Building External Models (Collaborative Research: Damelin)

Daniel Damelin, Concord Consortium
08/01/2014
This project will (1) develop and test a modeling tool and accompanying instructional materials, (2) explore how to support students in building and using models to explain and predict phenomena across a range of disciplines, and (3) document the sophistication of understanding of disciplinary core ideas that students develop when building and using models in grades 6-12. 

Supporting Secondary Students in Building External Models (Collaborative Research: Krajcik)

Joseph Krajcik, Michigan State University (MSU)
08/01/2014
This project will (1) develop and test a modeling tool and accompanying instructional materials, (2) explore how to support students in building and using models to explain and predict phenomena across a range of disciplines, and (3) document the sophistication of understanding of disciplinary core ideas that students develop when building and using models in grades 6-12.

Supporting Staff Developers in the Implementation of Professional Development Programs to Improve Mathematics Education for Students with Disabilities

Babette Moeller, Education Development Center, Inc. (EDC)
09/01/2008
This project is (1) conducting a qualitative study on the way facilitators use Math for All (MFA), an NSF-supported set of professional development materials for teachers who teach elementary school students with disabilities; (2) developing resources based on that study for teacher leaders and other facilitators of professional development; and (3) conducting fieldtests of the resources to examine their usefulness and impact.