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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.

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 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 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.

Supporting Teacher Practice to Facilitate and Assess Oral Scientific Argumentation: Embedding a Real-Time Assessment of Speaking and Listening into an Argumentation-Rich Curriculum (Collaborative Research: Greenwald)

Eric Greenwald, University of California, Berkeley (UC Berkeley)
09/01/2016
The fundamental purpose of this project is to support teacher practice and professional learning around oral scientific argumentation in order to improve the quality of this practice in classrooms. The key outcome of this work will be a research-informed and field-tested prototype to improve the quality of teaching and learning argumentation in middle school science classrooms usable in different learning environments.

Supporting Teacher Practice to Facilitate and Assess Oral Scientific Argumentation: Embedding a Real-Time Assessment of Speaking and Listening into an Argumentation-Rich Curriculum (Collaborative Research: Henderson)

Joseph Henderson, Arizona State University (ASU)
09/01/2016
The fundamental purpose of this project is to support teacher practice and professional learning around oral scientific argumentation in order to improve the quality of this practice in classrooms. The key outcome of this work will be a research-informed and field-tested prototype to improve the quality of teaching and learning argumentation in middle school science classrooms usable in different learning environments.

Supporting the Emergence of a Professional Teaching Community Through Collective Knowledge-Building in Assessment and Feedback of Mathematical Thinking (Collaborative Research: Brandt)

Carol Brandt, Temple University
09/01/2012
This collaborative project is developing an online, professional teaching community that addresses issues of assessment in mathematics classes. The developers are building on the success of the NSF-supported Math Forum's Problem of the Week program to create a community that works to increase students' mathematics learning by helping teachers stimulate student thinking, assess that thinking, and provide useful feedback to students.

Supporting the Emergence of a Professional Teaching Community Through Collective Knowledge-Building in Assessment and Feedback of Mathematical Thinking (Collaborative Research: Silverman)

Jason Silverman, Drexel University
09/01/2012
This collaborative project is developing an online, professional teaching community that addresses issues of assessment in mathematics classes. The developers are building on the success of the NSF-supported Math Forum's Problem of the Week program to create a community that works to increase students' mathematics learning by helping teachers stimulate student thinking, assess that thinking, and provide useful feedback to students.

Supports for Science and Mathematics Learning in Pre-Kindergarten Dual Language Learners: Designing a Professional Development System

Kimberly Brenneman, Rutgers University (RU), National Institute for Early Education Research (NIEER)
08/15/2010
The overarching goal of this project is to improve the readiness of dual language learners (DLL) for kindergarten. Based on research indicating that very young learners can accomplish more than we have expected of them in science and mathematics and that inquiry-based science programs and literacy programs are mutually supportive, especially for English language learners, the project is designing, implementing, and studying the effects of workshops for 48 teachers of preschoolers in three urban school...

Supports for Science and Mathematics Learning in Pre-Kindergarten Dual Language Learners: Designing and Expanding a Professional Development System

Kimberly Brenneman, Rutgers University (RU)
07/01/2014
SciMath-DLL is an innovative preschool professional development (PD) model that integrates supports for dual language learners (DLLs) with high quality science and mathematics instructional offerings. It engages teachers with workshops, classroom-based coaching, and professional learning communities. Based on initial evidence of promise, the SciMath-DLL project will expand PD offerings to include web-based materials.

Survey of U.S. Middle School Mathematics Teachers and Teaching

Heather Hill, Harvard University
09/01/2014
This descriptive study will systematically track key instructional indicators in middle school mathematics classrooms, specifically, teachers' mathematical knowledge, the curriculum in place, and the nature of mathematics instruction offered to students. 

System-Level Professional Development: Articulating Research Ideas That Support Implementation of PD Needed for Making the CCSS in Mathematics Reality for K-12 Teachers

Paola Sztajn, North Carolina State University (NC State)
03/01/2011
This project aims to pull together a diverse set of experts to make research-based recommendations on how to implement massive professional development that is needed to effectively employ the Common Core State Standards (CCSS) in a way that will reform classroom instruction in mathematics for grades K-12.  The project is convening a meeting of experts to recommend how to design, implement, and assess large-scale professional development systems.

Systemic Transformation for Inquiry Learning Environments (STILE) for Science, Technology, Engineering and Mathematics

Ellen Meier, Columbia University
10/01/2012
The goal of the grant is to establish a culture of inquiry with all partners in order to develop interdiciplinary, authentic STEM learning environments. Design-based research provides iterative cycles of implementation to explore and refine the approach as a transformative model for STEM programs. The model supports a sustainable approach by building the capacity of schools to focus on design issues related to ...

Systemic Transformation of Inquiry Learning Environments for STEM (STILE 2.0)

Ellen Meier, Columbia University
09/01/2016
The project is a four-year, early-stage design and development project aimed to refine a state-of-the-art professional development model to prepare K-8 teachers and instructional leaders in urban schools to facilitate and support successful K-8 STEM Education. The project will specifically explore which components of the program promote teacher change, which aspects of the program support structural changes for STEM teaching in schools, and what holds promise for interdisciplinary STEM teacher development.

Taking Foundation Science to Scale—Digitally: Transforming a Print Curriculum into an Innovative Learning Tool for Commercial Distribution

Jacqueline Miller, Education Development Center, Inc. (EDC)
04/01/2011
This project provides a model of how existing, tested digital enhancements can increase student learning. Increasing the quality of science education requires careful coupling of effective, research-based curricula with innovative digital features that deepen and enhance science learning and teaching. This RAPID is to ensure that the content and pedagogical expertise is present during the development of the digital version of Foundation science.

Taking Games to School: Exploratory Study to Support Game-based Teaching and Learning In High-School Science Classes

Jodi Asbell-Clarke, TERC, Inc.
07/15/2014
This project is building a set of software tools, including a tool for annotating screen recordings of activities in games, a teacher data dashboard for information about students' in-game learning, and tools to help teachers customize activities in games to better align with curricular standards. The project will find out whether these new tools can enhance teaching and/or learning. 

Teacher Education: Learning the Practice of Statistics

Anna Bargagliotti, Loyola Marymount University (LMU)
11/01/2011
This exploratory project is to enhance the ability of teachers to provide high quality STEM education for all students by developing research-based materials that enable teachers to facilitate students' progress toward statistical understanding.

Teacher Professional Development for Technology-enhanced Inquiry to Foster Students' 21st Century Learning

Kathleen Koenig, University of Cincinnati (UC)
09/01/2014
This project will develop and evaluate a module for use in a 7th grade classroom that promotes student development of 21st Century skills with a particular focus on student development of scientific reasoning. The technology-enhanced curriculum will be designed to engage learners in deep and meaningful investigations to promote student learning of content in parallel with 21st century skills.

Teacher Residency Academy Alliance

William McHenry, Jackson State University (JSU)
10/01/2011
This project will investigate the implementation of a Teacher Residency Academy model to recruit, license, induct, employ, and retain middle school and secondary science teachers for high-need schools that serve more than 119,000 diverse students. The Alliance will: create a high-quality, rigorous, and clinically-based teacher preparation program for aspiring middle and secondary science teachers; recruit and support diverse science educators and contribute to the knowledge base regarding the implementation of a clinically-based science teacher.

Teacher's Guide to the Mathematics and Science Resources of the ELPD Framework

H. Gary Cook, University of Wisconsin-Madison (UW-Madison)
09/01/2013
This two-year project will develop, pilot, validate, and publish a Teacher's Guide to the Science and Mathematics Resources of the ELPD Framework. This guide and related materials will translate the key science and mathematics concepts, ideas, and practices found within the ELPD Framework into classroom resources for direct use by teachers, schools, and districts to support English learners (ELs).

Teachers Empowered to Advance Change in Mathematics (TEACH MATH): Preparing Pre K-8 Teachers to Connect Children's Mathematical Thinking and Community-Based Funds of Knowledge

Corey Drake, University of Arizona (U of A), University of Delaware (UD), Michigan State University (MSU), University of Washington (UW)
09/01/2011
This project will modify the teacher preparation program for preK-8 teachers. The program is designed to help pre-service teachers learn mathematics well, learn to access students' cultural funds of knowledge, and learn to encourage students' mathematical thinking. The developers are designing (a) modules that can be used in teacher preparation courses, (b) a mentoring program for new teachers, and (c) on-line networks to facilitate collaboration among participating teachers and institutions.

Teachers with GUTS: Developing Teachers as Computational Thinkers Through Supported Authentic Experiences in Computing Modeling and Simulation

Irene Lee, Santa Fe Institute
06/01/2015
This project directly addresses middle school teachers' understanding, practice, and teaching of modern scientific practice. Using the Project GUTS program and professional development model as a foundation, this project will design and develop a set of Resources, Models, and Tools (RMTs) that collectively form the basis for a comprehensive professional development (PD) program, then study teachers' experiences with the RMTs and assess how well the RMTs prepared teachers to implement the curriculum. 

Teaching and Learning Algebraic Thinking Across the Middle Grades: A Research-based Approach Using PhET Interactive Simulations

Katherine Perkins, University of Colorado Boulder
09/01/2015
This project addresses three central challenges: 1) the tendency for students to not engage in real mathematical thinking as they use technologies; 2) the tendency for teachers to not enact pedagogically-effective approaches; and 3) the lack of adoption of effective technologies by teachers due to a variety of barriers. This project will use rich, exploratory, interactive simulations and associated instructional materials as a pathway for making rapid progress and focusing on advancing algebraic thinking in...

Teaching Environmental Sustainability - Model My Watershed (Collaborative Research: Daniels)

Melinda Daniels, Stroud Water Research Center
09/01/2014
This project will develop curricula for environmental/geoscience disciplines for high-school classrooms. The Model My Watershed (MMW) v2 app will bring new environmental datasets and geospatial capabilities into the classroom, to provide a cloud-based learning and analysis platform accessible from a web browser on any computer or mobile device, thus overcoming the cost and technical obstacles to integrating Geographic Information System technology in secondary education.

Teaching Environmental Sustainability - Model My Watershed (Collaborative Research: Marcum-Dietrich)

Nanette Marcum-Dietrich, Millersville University
09/01/2014
This project will develop curricula for environmental/geoscience disciplines for high-school classrooms. The Model My Watershed (MMW) v2 app will bring new environmental datasets and geospatial capabilities into the classroom, to provide a cloud-based learning and analysis platform accessible from a web browser on any computer or mobile device, thus overcoming the cost and technical obstacles to integrating Geographic Information System technology in secondary education.

Teaching Environmental Sustainability - Model My Watershed (Collaborative Research: Staudt)

Carolyn Staudt, Concord Consortium
09/01/2014
This project will develop curricula for environmental/geoscience disciplines for high-school classrooms. The Model My Watershed (MMW) v2 app will bring new environmental datasets and geospatial capabilities into the classroom, to provide a cloud-based learning and analysis platform accessible from a web browser on any computer or mobile device, thus overcoming the cost and technical obstacles to integrating Geographic Information System technology in secondary education.

Teaching Evolution Through Human Examples (TEtHE)

Briana Pobiner, Smithsonian Institution
09/01/2011
This three-year exploratory research and development project is assessing how the use of resource activities and teaching strategies focused on human evolution will affect the understanding, teaching and learning of evolution by high school AP biology teachers and students. The project will develop resource activities and teaching strategies with and for high school biology teachers. Professional development will also provide teachers with guidance on how to incorporate the activities and strategies into the classroom.  

Teaching STEM with Robotics: Design, Development, and Testing of a Research-based Professional Development Program for Teachers

Vikram Kapila, New York University (NYU)
09/01/2014
Using design-based research, with teachers as design partners, the project will create and refine project-based, hands-on robotics curricula such that science and math content inherent in robotics and related engineering design practices are learned. To provide teachers with effective models to capitalize on robotics for elucidating science and math concepts, a design-based Professional Development program will be built using principles of technological, pedagogical, and content knowledge (TPACK).

Testing a Professional Development Model for High School Science Reform and the Relationship of Key Variables to Student Achievement

Jody Bintz, Biological Sciences Curriculum Study, Inc. (BSCS)
09/15/2013
This project tests the efficacy of an intensive, three year professional development program, the BSCS National Academy for Curriculum Leadership (NACL) on student science achievement in the state of Washington. The goal of the NACL is to develop the capacity of district-based secondary science leadership teams to sustain the implementation of research-based science instructional materials that promote improvement in teaching and learning.

The Bio-Math Connection

Fred Roberts, Rutgers University (RU)
10/15/2006
This project will develop 15 modules for high school students that connect biology, computation, and mathematics with corresponding teacher materials and professional development activities. The modules will draw on an approach to biological phenomena as involving information processing, in three illustrative areas conducive to learning at the high school level: Bioinformatics and Computational Biology, Mathematical Methods in Epidemiology, and Mathematical Methods in Ecology.

The Challenge of Interdisciplinary Education: Math-Bio

Fred Roberts, Boston University (BU), Colorado State University (CSU), Rutgers University (RU)
09/15/2010
This project continues research and development work on high school instructional materials that integrate biology, computing, and mathematics. The project goal is to develop and test a one-semester high school course. The course consists of some modules developed under a previous NSF grant as well as some new material. Intended deliverables include up to five new instructional modules and a coherent one-semester course suitable for the increasing state requirements for a fourth year of mathematics.

The Climate Lab: An Innovative Partnership between Climate Research and Middle-School Practice Collaborative Research: Drayton)

Brian Drayton, TERC, Inc.
08/15/2014
This project will develop and test an education partnership model focusing on climate change (The Climate Lab) that features inquiry-oriented and place-based learning. The project will develop a curriculum that will provide opportunities for middle school students and teachers to compare their locally collected data with historic data to create unique and powerful learning opportunities. 

The Climate Lab: An Innovative Partnership between Climate Research and Middle-School Practice Collaborative Research: Lloyd-Evans)

Trevor Lloyd-Evans, Manomet, Inc.
08/15/2014
This project will develop and test an education partnership model focusing on climate change (The Climate Lab) that features inquiry-oriented and place-based learning. The project will develop a curriculum that will provide opportunities for middle school students and teachers to compare their locally collected data with historic data to create unique and powerful learning opportunities.

The Development of Student Cohorts for the Enhancement of Mathematical Literacy in Under Served Populations

Robert Moses, Algebra Project, Inc.
09/01/2008
This project is developing and conducting research on the Cohort Model for addressing the mathematics education of students that perform in the bottom quartile on state and district tests. The predicted outcome is that most students will remain in the cohort for all four years and that almost all of those who do will perform well enough on college entrance exams to be admitted and will test out of remedial mathematics courses.

The Effectiveness of Inclusive STEM Schools at Scale: A Multistate Longitudinal Quasi-Experiment

Barbara Means, SRI International
09/01/2011
In this project, investigators are laying the foundation for a rigorous quasi-experiment to test the effects of attending such a school using longitudinal student records, surveys, and interviews. By documenting survey response rates, student location rates, and rates for successful matching of student administrative and survey data, this project is demonstrating that it is possible to collect data that would enable a large-scale study to be launched with the necessary instruments and experience in hand.

The Evidence Games: Collaborative Games Engaging Middle School Students in the Evaluation of Scientific Evidence

Janis Bulgren, University of Kansas (KU)
08/15/2010
This project develops a series of interactive on-line games and investigates the effect these games have on increasing middle school science students' and teachers' knowledge and skills of scientific argumentation. There are four areas of argumentation addressed by the games: (1) understanding a claim, (2) judging the evidence about a claim based on type and quality (objectivity, reliability or validity), (3) analyzing the reasoning applied to the claim, and (4) evaluating the claim.

The Impact of Early Algebra on Students' Algebra-Readiness (Collaborative Research: Blanton)

Maria Blanton, TERC, Inc., University of Wisconsin-Madison (UW-Madison)
10/01/2012
In this project researchers are implementing and studying a research-based curriculum that was designed to help children in grades 3-5 prepare for learning algebra at the middle school level. Researchers are investigating the impact of a long-term, comprehensive early algebra experience on students as they proceed from third grade to sixth grade. Researchers are working to build a learning progression that describes how algebraic concepts develop and mature from early grades through high school.

The Impact of Early Algebra on Students' Algebra-Readiness (Collaborative Research: Knuth)

Eric Knuth, University of Wisconsin-Madison (UW-Madison)
10/01/2012
In this project researchers are implementing and studying a research-based curriculum that was designed to help children in grades 3-5 prepare for learning algebra at the middle school level. Researchers are investigating the impact of a long-term, comprehensive early algebra experience on students as they proceed from third grade to sixth grade. Researchers are working to build a learning progression that describes how algebraic concepts develop and mature from early grades through high school.

The Influence of MESA Activities on Underrepresented Students

Christine Hailey, Utah State University (USU)
08/15/2010
The Math, Engineering, Science Achievement (MESA) outreach programs are partnerships between K-12 schools and higher education that for over forty years introduce science, mathematics and engineering to students traditionally underrepresented in the discipline. This project examines the influences MESA activities (field trips, guest lecturers, design competitions, hands-on activities and student career and academic advisement) have on students' perception of engineering, their self-efficacy and interest in engineering, and their subsequent decisions to pursue careers in engineering.

The Leonardo Project: An Intelligent Cyberlearning System for Interactive Scientific Modeling in Elementary Science Education

James Lester, North Carolina State University (NC State)
08/15/2010
The project designs and implements technologies that combine artificial intelligence in the form of intelligent tutoring systems with multimedia interfaces (i.e., an electronic science notebook and virtual labs) to support children in grades 4-5 learning science. The students use LEONARDO's intelligent virtual science notebooks to create and experiment with interactive models of physical phenomena.