Elementary

This white paper clarifies different purposes elementary students might write in math class and presents four types of mathematical writing. We define "mathematical writing" as writing that encourages students to engage in mathematical reasoning and communication. Each writing type is defined, samples of student work are provided, and additional instructional considerations are addressed.

Many teachers use online professional development websites, but little is known about what teachers actually learn from them. This study explored teacher use of an online video-based learning website with over 37,000 members.

Does the promise of competency-based PD outweigh the challenges to implementing it? Do we really want competency-based PD or just more effective, sustained, job-embedded PD like instructional coaching, lesson study, and the like. Read this blog by Meg S. Bates as she ponders these questions and more.

Co-author of the "Engineering for Every K–12 Student" report, Catherine McCulloch reflects on the status of engineering education and shares a few key takeaways from the report.

A Landscape Analysis of K–12 Engineering Education in the Greater Boston Region

How can research-based findings and advances help society to re-envision STEM learning and education? This report captures key takeaways, strategies, and challenges identified during the November 2015 workshop, including: research-based advances for STEM learning; multiple stakeholder communities around STEM schools; social justice, equity, and excellence in STEM schools and communities; scale and sustainability

How do we measure knowledge in use? In this paper we describe how we use principles of evidence-centered design to develop classroom-based science assessments that integrate three dimensions of science proficiency—disciplinary core ideas, science practices, and crosscutting concepts.

How do we measure knowledge in use? In this paper we describe how we use principles of evidence-centered design to develop classroom-based science assessments that integrate three dimensions of science proficiency—disciplinary core ideas, science practices, and crosscutting concepts.

How do we measure knowledge in use? In this paper we describe how we use principles of evidence-centered design to develop classroom-based science assessments that integrate three dimensions of science proficiency—disciplinary core ideas, science practices, and crosscutting concepts.

This brief explores factors that contribute to opportunity gaps in STEM education based on race, ethnicity, gender, ability, and socioeconomic status. It showcases the work of several DR K-12 projects and describes promising approaches for removing barriers for underrepresented groups and enhancing the STEM learning of all students.