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Undergraduate Biology Education Research Program

Erin Dolan, University of Georgia Research Foundation, Inc. (UGARF)
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 (UA)
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
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.

Understanding the Role of Contextual Effects in STEM Pursuit and Persistence: A Synthesis Approach

Michael Gottfried, University of California, Santa Barbara
This synthesis project will inform educators and policymakers about the cumulative evidence that exists on the impacts of a variety of contextual factors on a multitude of STEM outcomes (e.g., math and science achievement, self-efficacy, future goals). This project will provide new evidence regarding the significance of youth contexts on STEM outcomes that will assist policy makers and educators in evaluating productive educational environments.

Unifying Life: Placing Urban Tree Diversity in an Evolutionary Context

Yael Wyner, The City College of New York, CUNY
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 (LMU)
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
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 (UM)
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 Council of Teachers of Mathematics (NCTM), National Title I Association
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 (Penn)
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, Inc.
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 (DU)
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)
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 (U of C)
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 (UC Berkeley)
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 (UM)
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...

Working with Middle School Science Teachers to Design and Implement an Interactive Data Dashboard

Virginia Snodgrass Rangel, William Marsh Rice University
This project will work with middle school science teachers to design and evaluate a set of data management tools that will be embedded in a web-based science curriculum. The project helps middle school science teachers monitor their students' progress, plan lessons, and reflect on their lessons. This project will identify characteristics of data management tools that are more likely to be used effectively by teachers and have a positive impact...

Workshop on Assessment of 21st Century Skills

Stuart Elliott, National Academy of Sciences (NAS)
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 (UM)
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.