Graduate

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.

The Untapped Potential of Early Career Researchers in Academic Publishing: Lessons Learned from the Journal of Emerging Investigators Model

Key points:

Author/Presenter

Claire E. Otero

Victoria Osinski

Kari A. Mattison

Lead Organization(s)
Year
2022
Short Description

The lack of formal training in peer review can be detrimental to the publishing activities of early career researchers, including graduate students and postdoctoral fellows. Lack of recognition of the work of early career researchers (ECRs) in review means that journals cannot easily identify them as potential reviewers in the future. Participation as peer-reviewers increases understanding in early career researchers of their own writing and review process. ECRs can be highly motivated to volunteer for journal editorial work—Journal of Emerging Investigators encourages this by offering many different roles. Publishers that utilize and train early career researchers as peer-reviewers can prevent poor reviewer practices.

Research Toolkit

This toolkit offers education research tips, resources, and tools on research design, theory & frameworks, methodologies, instrumentation, human subjects, and data management.

Research Design 

Author/Presenter

CADRE

Year
2022
Short Description

Find education research tips, resources and tools.

“Zooming In” on Robotics during COVID-19: A Preservice Teacher, an Engineering Student, and a 5th Grader Engineer Robotic Flowers via Zoom

The COVID-19 induced school shutdown dramatically decreased students’ hands-on STEM learning opportunities. An NSF-funded program partnering preservice teachers and undergraduate engineering students to teach robotics to fifth graders was adapted to a virtual format via Zoom. A case study intimately explored one team’s experience as they engineered bio-inspired robots over five weekly sessions. Zoom recordings, written reflections, and lesson slides were analyzed to describe how the virtual context shaped the lesson and influenced the preservice teacher’s experience.

Author/Presenter

Jennifer Kidd

Krishna Kaipa

Kristie Gutierrez

Pilar Pazos

Orlando Ayala

Stacie Ringleb

Lead Organization(s)
Year
2020
Short Description

An NSF-funded program partnering preservice teachers and undergraduate engineering students to teach robotics to fifth graders was adapted to a virtual format via Zoom. A case study intimately explored one team’s experience as they engineered bio-inspired robots over five weekly sessions.

It’s Virtually Possible: Rethinking Preservice Teachers’ Field Experiences in the Age of COVID-19 and Beyond

This chapter offers lessons learned by teacher educators who guided preservice teachers in the modification of hands-on engineering lessons for virtual implementation during the spring 2020 semester as part of an NSF-funded project. PSTs delivered engineering lessons both synchronously and asynchronously to elementary school students and reported positive learning opportunities, gaining confidence and competence from their experiences.

Author/Presenter

Kristie S. Gutierrez

Jennifer J. Kidd

Min Jung Lee

Lead Organization(s)
Year
2021
Short Description

This chapter offers lessons learned by teacher educators who guided preservice teachers in the modification of hands-on engineering lessons for virtual implementation during the spring 2020 semester as part of an NSF-funded project.

Think Alouds: Informing Scholarship and Broadening Partnerships through Assessment

Think alouds are valuable tools for academicians, test developers, and practitioners as they provide a unique window into a respondent’s thinking during an assessment. The purpose of this special issue is to highlight novel ways to use think alouds as a means to gather evidence about respondents’ thinking. An intended outcome from this special issue is that readers may better understand think alouds and feel better equipped to use them in practical and research settings.

Author/Presenter

Jonathan David Bostic

Lead Organization(s)
Year
2021
Short Description

Introduction to special issue focusing on think alouds and response process evidence. This work cuts across STEM education scholarship and introduces readers to robust means to engage in think alouds.

The Price of Nice: How Good Intentions Maintain Educational Inequity

Being nice is difficult to critique. Niceness is almost always portrayed and felt as a positive quality. In schools, nice teachers are popular among students, parents, and administrators. And yet Niceness, as a distinct set of practices and discourses, is not actually good for individuals, institutions, or communities because of the way it maintains and reinforces educational inequity.

Author/Presenter

Angelina E. Castagno, Editor

Lead Organization(s)
Year
2019
Short Description

In The Price of Nice, an interdisciplinary group of scholars explores Niceness in educational spaces from elementary schools through higher education to highlight how this seemingly benign quality reinforces structural inequalities.

K–12 DREAMS to Teach Program at Morehouse College

This study explores the pathways to K–12 Science, Technology, Engineering and Mathematics instruction among Black/African American males in the Discovery Research Education for African American Men in STEM to Teach (DREAMS to Teach) program at Morehouse College, a Historically Black College and University located in Southwest Atlanta, Georgia. Many studies articulate the importance of cultural alignment between students and their instructors’ influence on STEM participation and persistence.

Author/Presenter

Cynthia Trawick

Thema Monroe-White

Jigsa A. Tola

Jamie P. Clayton

J. K. Haynes

Lead Organization(s)
Year
2020
Short Description

This study explores the pathways to K–12 Science, Technology, Engineering and Mathematics instruction among Black/African American males in the Discovery Research Education for African American Men in STEM to Teach (DREAMS to Teach) program at Morehouse College