Discovery Research PreK-12 (DRK-12) Full Proposal Deadline
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Sponsoring Organization
Learn more at https://www.nsf.gov/funding/pgm_summ.jsp?pims_id=500047
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Event Type
Science
ADVANCE: Organizational Change for Gender Equity in STEM Academic Professions Full Proposal Deadline
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Sponsoring Organization
Learn more at https://www.nsf.gov/funding/pgm_summ.jsp?pims_id=5383&org=DRL&sel_org=D…
Full Proposal deadline for Catalyst proposals
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ADVANCE: Organizational Change for Gender Equity in STEM Academic Professions Full Proposal Deadline
Event Date
Sponsoring Organization
Learn more at https://www.nsf.gov/funding/pgm_summ.jsp?pims_id=5383&org=DRL&sel_org=D…
Adaptation and Partnership (FY 2019 competition)
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ADVANCE: Organizational Change for Gender Equity in STEM Academic Professions Letter of Intent Deadline
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Sponsoring Organization
Learn more at https://www.nsf.gov/funding/pgm_summ.jsp?pims_id=5383&org=DRL&sel_org=D…
Letter of Intent for January 2020 Adaptation and Partnership competition
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ADVANCE: Organizational Change for Gender Equity in STEM Academic Professions Letter of Intent Deadline
Event Date
Sponsoring Organization
Learn more at https://www.nsf.gov/funding/pgm_summ.jsp?pims_id=5383&org=DRL&sel_org=D…
Letter of Intent due for May 2019 Adaptation and Partnership competition
Discipline/Topic
Event Type
What Does It Mean to Notice My Students’ Ideas in Science Today?: An Investigation of Elementary Teachers’ Practice of Noticing Their Students’ Thinking in Science
Efforts toward improving K-12 science education emphasize teachers noticing students’ thinking as they engage in disciplinary practices and reasoning. This noticing requires specialized teacher knowledge and skills as it involves attending to students’ ideas, as well as making sense of and responding to those ideas so that the disciplinary substance in them is recognized, made explicit, and supported.
Lead Organization(s)
Year
2018
Short Description
An investigation of elementary teachers’ noticing of students’ ideas and their thinking surrounding their noticing practice.
#BlackGirlMagic: The identity conceptualizationof Black women in undergraduate STEM education
Much of the research in science education that explores the influence of a racial and gendered identity on science, technology, engineering, and mathematics (STEM) engagement for Black women situate their identities primarily as responses to the oppression and struggles they face in STEM. In this study, we use Phenomenological Variant Ecological Systems Theory as a strengths‐based approach to investigate 10 undergraduate Black women’s perceptions of race and gender on their STEM identity development and engagement.
Lead Organization(s)
Year
2018
Short Description
In this study, authors use Phenomenological Variant Ecological Systems Theory as a strengths‐based approach to investigate 10 undergraduate Black women’s perceptions of race and gender on their STEM identity development and engagement.
Resource(s)
Integrating STEM into Preschool Education: Designing a Professional Development Model in Diverse Settings
High quality early childhood education and science, technology, engineering, and mathematics (STEM) learning have gained recognition as key levers in the progress toward high quality education for all students. STEM activities can be an effective platform for providing rich learning experiences that are accessible to dual language learners and students from all backgrounds. To do this well, teachers need professional development on how to integrate STEM into preschool curricula, and how to design experiences that support the dual language learners in the classroom.
Lead Organization(s)
Year
2018
Short Description
In this article, the authors outline the main components and the iterative design process we undertook to ensure that the professional supports are relevant and effective for teachers and children.
Opportunities to Participate (OtP) in Science: Examining Differences Longitudinally and Across Socioeconomically Diverse Schools
The purpose of this study was to develop and validate a survey of opportunities to participate (OtP) in science that will allow educators and researchers to closely approximate the types of learning opportunities students have in science classrooms. Additionally, we examined whether and how opportunity gaps in science learning may exist across schools with different socioeconomic levels. The OtP in science survey consists of four dimensions that include acquiring foundational knowledge, planning an investigation, conducting an investigation, and using evidence to communicate findings.
Lead Organization(s)
Year
2018
Short Description
The purpose of this study was to develop and validate a survey of opportunities to participate (OtP) in science that will allow educators and researchers to closely approximate the types of learning opportunities students have in science classrooms.
Personal and Canonical PCK: A Synergistic Relationship?
Smith, P. S., Plumley, C. L., Hayes, M. L., & Esch, R. K. (2018). Personal and Canonical PCK: A Synergistic Relationship? In S. Graves, M. Harford, R. Thompson, E. Shay, & S. Uzzo (Eds.), Pedagogical Content Knowledge in STEM (pp. 49-66). The Netherlands: Springer.
Access Link
Lead Organization(s)
Year
2018
Short Description
Features approaches for leveraging PCK research in STEM learning across formal and informal settings.