Elementary

Creating Inclusive PreK–12 STEM Learning Environments

Brief CoverBroadening participation in PreK–12 STEM provides ALL students with STEM learning experiences that can prepare them for civic life and the workforce.

Author/Presenter

Malcom Butler

Cory Buxton

Odis Johnson Jr.

Leanne Ketterlin-Geller

Catherine McCulloch

Natalie Nielsen

Arthur Powell

Year
2018
Short Description

This brief offers insights from National Science Foundation-supported research for education leaders and policymakers who are broadening participation in science, technology, engineering, and/or mathematics (STEM). Many of these insights confirm knowledge that has been reported in research literature; however, some offer a different perspective on familiar challenges.

An Instructional Framework for Teaching STEM to Students with Moderate to Severe Disabilities

Answering questions and solving problems are critical skills that affect the quality of life for all people. The content areas of science and engineering traditionally and most directly address the processes of inquiry and problem-solving. While there is an increasing body of research surrounding teaching academic content (i.e., mathematics and science) as well as skills that are critical to support student success in these areas (i.e., communication and self-determination), the research supporting instruction of math, science, and engineering practices and processes are only emerging.

Author/Presenter

Leah Wood

Bree Jimenez

Ginevra Courtade

Lead Organization(s)
Year
2025
Short Description

Answering questions and solving problems are critical skills that affect the quality of life for all people. The content areas of science and engineering traditionally and most directly address the processes of inquiry and problem-solving. While there is an increasing body of research surrounding teaching academic content (i.e., mathematics and science) as well as skills that are critical to support student success in these areas (i.e., communication and self-determination), the research supporting instruction of math, science, and engineering practices and processes are only emerging. The purpose of this article is to provide a research-based framework for instructional design that provides ideas for cognitive accessibility and supports for students with MSD in STEM.

Developing Inclusive Engineering Opportunities

Historically, children with moderate to severe intellectual disabilities (ID) and extensive support needs (ESN; individuals who require ongoing, intensive assistance in many areas of life) have been largely excluded from meaningful participation in STEM instruction. A focal point of this project was to investigate the behaviors of both teachers and students during the implementation of an engineering unit.

Author/Presenter

Bree Jimenez

Ginevra Courtade

Jennifer Fosbinder

Christine Cunningham

Lead Organization(s)
Year
2025
Short Description

Historically, children with moderate to severe intellectual disabilities (ID) and extensive support needs (ESN; individuals who require ongoing, intensive assistance in many areas of life) have been largely excluded from meaningful participation in STEM instruction. A focal point of this project was to investigate the behaviors of both teachers and students during the implementation of an engineering unit.

Project Bees Flyer

Project Bees is a NSF DRK-12 (#2515930) three-year project with the goal of focusing on teachers' development of engineering practices, including how teachers support their students' development of engineering-focused behaviors and mindsets through instruction. Through the use of research-based engineering curriculum, Youth Engineering Solutions (YES.mos.org) and the use of Universal Design and Research Based Practice for Students with extensive support needs our research team is developing equity driven engineering education.

Author/Presenter

The Project Bees Team

Lead Organization(s)
Year
2025
Short Description

Project Bees is a NSF DRK-12 three-year project with the goal of focusing on teachers' development of engineering practices, including how teachers support their students' development of engineering-focused behaviors and mindsets through instruction.

Teacher Feedback Guiding Professional Development Programs: A 2-Year Field Trial Integrating Science and Language with Multilingual Learners

Since the release of A Framework for K-12 Science Education and the Next Generation Science Standards (NGSS), there has been an urgent need for teacher professional development (PD) programs that support the implementation of NGSS-aligned curriculum materials and address the unique strengths and needs of diverse student groups, including multilingual learners (MLs). The purpose of this study is to describe how teacher feedback guided the design and refinement of our curriculum-based PD program integrating science and language with MLs through a 2-year field trial.

Author/Presenter

Okhee Lee

Alison Haas

Abigail Schwenger

Scott Grapin

Lead Organization(s)
Year
2025
Short Description

Since the release of A Framework for K-12 Science Education and the Next Generation Science Standards (NGSS), there has been an urgent need for teacher professional development (PD) programs that support the implementation of NGSS-aligned curriculum materials and address the unique strengths and needs of diverse student groups, including multilingual learners (MLs). The purpose of this study is to describe how teacher feedback guided the design and refinement of our curriculum-based PD program integrating science and language with MLs through a 2-year field trial.

Should We…? Embracing Justice-Oriented Climate Education in Elementary Science Teacher Preparation

Teacher preparation programs need to consider how to support elementary science teachers in developing their knowledge related to environmental and climate justice. Working with children to determine steps they can take together with their community to address and mitigate local environmental justice issues can seem daunting, especially if teachers have not had opportunities to plan and adapt lessons with these goals in mind. We describe a series of lessons for preservice teachers on environmental justice, including climate justice, and climate change.

Author/Presenter

Jessica Bautista

Elizabeth A. Davis

Lead Organization(s)
Year
2025
Short Description

Teacher preparation programs need to consider how to support elementary science teachers in developing their knowledge related to environmental and climate justice. Working with children to determine steps they can take together with their community to address and mitigate local environmental justice issues can seem daunting, especially if teachers have not had opportunities to plan and adapt lessons with these goals in mind. We describe a series of lessons for preservice teachers on environmental justice, including climate justice, and climate change.

Leveraging Children’s Multicultural Literature to Support Students’ Math Identity and Problem Solving

This article explores how multicultural children’s literature for elementary classrooms can be leveraged to develop students’ mathematical understanding and foster positive math identities, particularly for multilingual learners. By integrating diverse stories into mathematics instruction, teachers can create culturally relevant contexts that invite meaningful problem-solving in tandem with rich mathematical discourse.

Author/Presenter

Suzanne Abdelrahim

Margarita Jiménez-Silva

Rachel Restani

Robin Martin

Tony Albano

Year
2025
Short Description

This article explores how multicultural children’s literature for elementary classrooms can be leveraged to develop students’ mathematical understanding and foster positive math identities, particularly for multilingual learners. By integrating diverse stories into mathematics instruction, teachers can create culturally relevant contexts that invite meaningful problem-solving in tandem with rich mathematical discourse.

How Teaching Practices Relate to Early Mathematics Competencies: A Non-Linear Modeling Perspective

The significance of children’s mathematical competence during the early years is well established; however, the methods for developing such competencies remain less understood. Specifically, there is a need to identify what constitutes high-quality educational environments and effective instruction.

Author/Presenter

Yixiao Dong

Douglas H. Clements

Christina Mulcahy

Julie Sarama

Lead Organization(s)
Year
2025
Short Description

The significance of children’s mathematical competence during the early years is well established; however, the methods for developing such competencies remain less understood. Specifically, there is a need to identify what constitutes high-quality educational environments and effective instruction. This study employed innovative analytical techniques to evaluate the scoring and interpretation of an existing domain-specific observational measure: the Classroom Observation of Early Mathematics Environment and Teaching (COEMET).

Discontinuities that Arise When Designing for Educational Improvement at State Scale

This paper explores the tensions—or discontinuities—that arise when designing for educational improvement at scale through research-practice partnerships (RPPs). Focusing on a statewide mathematics education initiative, the authors examine the complexities of coordinating work across diverse communities of practice and analyze how identity, power, and meaning-making impact collaborative problem definition.

Author/Presenter

Michelle Stephan

Allison McCulloch

Catherine Schwartz

Holt Wilson

Katherine Mawhinney

Year
2025
Short Description

This paper explores the tensions—or discontinuities—that arise when designing for educational improvement at scale through research-practice partnerships (RPPs). Focusing on a statewide mathematics education initiative, the authors examine the complexities of coordinating work across diverse communities of practice and analyze how identity, power, and meaning-making impact collaborative problem definition.

Discontinuities that Arise When Designing for Educational Improvement at State Scale

This paper explores the tensions—or discontinuities—that arise when designing for educational improvement at scale through research-practice partnerships (RPPs). Focusing on a statewide mathematics education initiative, the authors examine the complexities of coordinating work across diverse communities of practice and analyze how identity, power, and meaning-making impact collaborative problem definition.

Author/Presenter

Michelle Stephan

Allison McCulloch

Catherine Schwartz

Holt Wilson

Katherine Mawhinney

Year
2025
Short Description

This paper explores the tensions—or discontinuities—that arise when designing for educational improvement at scale through research-practice partnerships (RPPs). Focusing on a statewide mathematics education initiative, the authors examine the complexities of coordinating work across diverse communities of practice and analyze how identity, power, and meaning-making impact collaborative problem definition.