Elementary

The present report summarizes the analyses of the calibration data for the electronic Test of Early Numeracy (e-TEN), an adaptive, iPad-based test of early numeracy achievement. A total of 794 children age 3 years to 8 years-11months from two states were tested.Items were designed to map ontoseven theoretical domains: verbal counting, numbering, numerical relations, numeral literacy, single-digit calculation, multi-digit calculation and base-ten place-value.

The Urban Ecology Curriculum for English Learners is an interdisciplinary, standards-based, upper elementary/middle school curriculum designed to bolster English language and literacy learning for Long Term English Learners (LTELs)1, or students “at risk” of becoming LTELs by providing access to rigorous, STEM content. The curriculum emphasizes locally-relevant field studies focused on engaging students in scientific study through the “four ways of knowing science”: understanding science, talking science, doing science, and acting on science.

The Urban Ecology Curriculum for English Learners is an interdisciplinary, standards-based, upper elementary/middle school curriculum designed to bolster English language and literacy learning for Long Term English Learners (LTELs)1, or students “at risk” of becoming LTELs, by providing access to rigorous, STEM content. The curriculum emphasizes locally-relevant field studies focused on engaging students in scientific study through the “four ways of knowing science”: understanding science, talking science, doing science, and acting on science.

This survey is designed to gather information about how interests in Urban Ecology and STEM careers have changed after participating in the Urban Ecology course.

A student assessment of science literacy for urban ecology.

Multimedia environments provide multiple resources for expression, collaboration, and knowledge-creation. Yet there is much to be learned about the design of such environments, the forms of collegial discourse that take place, and the benefits of participation. To this end, we study the 2017 STEM for All Video Showcase, a multimodal environment, that enabled educational researchers to share and discuss short videos depicting their federally-funded work to improve STEM education.

To develop students’ capacity for science and to engage them productively in science and engineering practices, science education reform efforts have focused on supporting teachers’ development of conceptual understandings through engagement with both disciplinary content and practices, including science teaching at the primary level. One topic of importance for primary science instruction focuses on Earth systems and, in particular, hydrological phenomena.

Meaningfully engaging students in the NGSS scientific practices requires that student ideas become the driving force of classroom activity. However, in order for student ideas to take on this new role, teachers must engage in responsive teaching in which they elicit, notice, and respond to the substance of student thinking. In this work, we explore a variety of types of responsive teaching and elaborate a specific type of responsive teaching—what we call epistemologically responsive science teaching.

Cognitive differences have historically led to deficit assumptions concerning the mathematical experiences that children with learning disabilities (LD) can access. We argue that the problem can be located not within children but instead as a mismatch between features of instruction and children’s unique learning abilities. In this paper, we investigate how one elementary school child, Jim, with specific visual motor integration differences constructed a unit fraction concept.

The Framework for K‐12 Science Education and the Next Generation Science Standards propose that students learn core ideas and practices related to engineering as well as science. To do so, students will need high‐quality curricular materials designed to meet these goals. We report an efficacy study of an elementary engineering curriculum, Engineering is Elementary (EiE) that includes a set of hypothesized critical components designed to encourage student engagement in practices, connect engineering and science learning, and reach diverse students.