This study provides evidence on the confluence of school, classroom, teacher, and student inputs that shape elementary school science learning for English learners. The study explores the relationship between (1) science inputs (time on science, content covered, availability of lab resources, teacher training in science instruction, etc.), and (2) EL-specific inputs (classroom language use, EL instructional models, teacher certification/training, availability of EL support staff, etc.) for a nationally representative set of kindergarten through fifth graders.
Young Mathematicians (YM) is a design and development project that aims to broaden participation by addressing the need to provide young children with early mathematics experiences. In the coming year, we will test an intervention, developed in collaboration with teachers and families, that provides learning experiences and materials for teachers and families to support adult-child interaction and engagement in mathematics, promote school-home connections in mathematics, and address adult attitudes toward mathematics, while promoting childrens mathematical knowledge.
In prior work, BSCS studied STeLLA, a video-based analysis-of-practice professional learning (PL) model and found that it enhanced elementary science teacher and student outcomes. But the face-to-face model is difficult to scale. We present the results of a two-year design-based research study to translate the face-to-face PL into a facilitated online experience. The purpose is to create an effective, flexible, and cost-efficient PL model that will reach a broader audience of teachers.
Co-PI(s): Gillian Roehrig, University of Minnesota
STRIDES supports teachers to customize the curriculum to address diverse students' evolving ideas and achieve the multi-dimensional proficiency called for by the Next Generation Science Standards (NGSS). STRIDES catalyzes a new approach to teachers' curriculum customization. STRIDES will improve the evidence teachers have to make customization decisions by collaborating with the Educational Testing Service (ETS) to advance natural language processing (NLP) methods.
Biologically-inspired design (BID) is a way of using principles from Nature to solve engineering design challenges. It is engaging, novel, and leverages sustainable technology produced by over 3 billion years of adaptation.
The SDLC project has developed and studied curriculum modules for non-AP high school statistics to promote interest and skills in statistical thinking and data analysis among diverse high school populations. Modules engage students with social-justice-themed data investigations using large-scale socioeconomic data from the U.S. Census Bureau and student-friendly online data visualization tools. Current study findings show growth in student interest and skills in statistical thinking and data analysis following module use.
The project is pursuing two coordinated goals associated with science teaching and learning in the COVID-19 pandemic: 1) create COVID-related curriculum materials and 2) conduct research on teaching and learning in the pandemic. We partnered with 12 teachers to create and enact a model-oriented, issue based curricular unit about COVID-19. Research efforts focus on how teachers enact the materials and how and where students get information about the pandemic as they are living through it.
Co-PI(s): Pa Friedrichsen and Laura Zangori, University of Missouri