High

Impact of Graph Technologies in K-12 Science and Mathematics Education

Graph technologies are now widely available in K-12 science and mathematics classrooms. These technologies have the potential to impact the learning of science and mathematics, especially by supporting student investigations. We use meta-analysis to analyze 42 design and comparison studies involving data from 7699 students spanning over 35 years. In these studies, graphing technologies include computer software such as simulations; online tools such as graph utilities; and sensors such as temperature probes. We characterize the assessments used to measure graphing.

Author/Presenter

Dermot FrancisDonnelly-HermosilloaLibby F.GerardbMarcia C.Linn

Year
2020
Short Description

In this article, authors use meta-analysis to analyze 42 design and comparison studies involving data from 7699 students spanning over 35 years.

Maximizing the Quality of Learning Opportunities for Every Student

For five decades, JRME has sought to publish high-quality mathematics education research that advances the field’s knowledge and has a positive impact on the teaching and learning of mathematics in the classroom. The journal’s 50th anniversary represents an opportune time for the research community to take a step back, assess what progress has been made on the major problems of the field, and consider the most important problems that could orient research in the future.

Author/Presenter

Jinfa Cai

Anne Morris

Charles Hohensee

Stephen Hwang

Victoria Robison

Michelle Cirillo

Steven L. Kramer

James Hiebert

Arthur Bakker

Lead Organization(s)
Year
2020
Short Description

In this editorial, authors discuss the first of the five overarching problems: defining and measuring learning opportunities precisely enough to study how to maximize the quality of the opportunities experienced by every student.

Resource(s)

Addressing the Problem of Always Starting Over: Identifying, Valuing, and Sharing Professional Knowledge for Teaching

Cai, J., Morris, A., Hohensee, C., Hwang, S., Robison, V., Cirillo, M., Kramer, S. L., Hiebert, J., & Bakker, A. (2020). Addressing the problem of always starting over: Identifying, valuing, and sharing professional knowledge for teaching. Journal for Research in Mathematics Education, 51(2).

Author/Presenter

Jinfa Cai

Anne Morris

Charles Hohensee

Stephen Hwang

Victoria Robison

Michelle Cirillo

Steven L. Kramer

James Hiebert

Arthur Bakker

Lead Organization(s)
Year
2020
Short Description

Authors discuss the possibilities of retaining and sharing professional knowledge as a way of addressing the problem of always starting over.

Chemistry Critical Friendships: Investigating Chemistry-Specific Discourse within a Domain-General Discussion of Best Practices for Inquiry Assessments

High school chemistry teachers struggle to use assessment results to inform instruction. In the absence of expert assistance, teachers often look to their peers for guidance and support; however, little is known about the assessment beliefs and practices of high school chemistry teachers or the discourse mechanisms used as teachers support one another. Presented in this paper are the results from analyzing a discussion between five high school chemistry teachers as they generated a set of best practices for inquiry assessments.

Author/Presenter

Adam G. L. Schafer

Ellen J. Yezierski

Lead Organization(s)
Year
2020
Short Description

Presented in this paper are the results from analyzing a discussion between five high school chemistry teachers as they generated a set of best practices for inquiry assessments.

Fostering Video Sharing and Discourse Among STEM Educational Researchers in a Multimodal Environment

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.

Author/Presenter

Joni Falk

Debra Bernstein

Brian Drayton

Lead Organization(s)
Year
2019
Short Description

This article looks at 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. In a mixed methods study, authors investigate the forms of participation that took place and the benefits that accrued to those who presented.

From the Inside Out: Teacher Responses to the AP Curriculum Redesign

From 2012–2015, Advanced Placement (AP) science courses underwent a large-scale curricular reform to include more scientific inquiry and reasoning, reduce emphasis on broad content coverage, and focus on depth of understanding, with corresponding changes in high-stakes AP examinations. In this study, we explored how teachers prepared for and adapted to this reform over a three-year period. Data included four waves of individual interviews with 22 AP Biology and Chemistry teachers across the United States. Data were qualitatively analyzed using emic and etic coding.

Author/Presenter

Ayana McCoy

Abigail Jurist Levy

Kim Frumin

Frances Lawrenz

Christopher Dede

Arthur Eisenkraft

Christian Fischer

Barry Fishman

Brandon Foster

Year
2019
Short Description

From 2012–2015, Advanced Placement (AP) science courses underwent a large-scale curricular reform to include more scientific inquiry and reasoning, reduce emphasis on broad content coverage, and focus on depth of understanding, with corresponding changes in high-stakes AP examinations. In this study, authors explore how teachers prepared for and adapted to this reform over a three-year period.

Characterizing the Formative Assessment Enactment of Experienced Science Teachers

Teachers' use of formative assessment (FA) has been shown to improve student outcomes; however, teachers enact FA in many ways. We examined classroom videos of nine experienced teachers of elementary, middle, and high school science, aiming to create a model of FA enactment that is useful to teachers.

Author/Presenter

Vesal Dini

Hannah Sevian

Klaudja Caushi

Raúl Orduña Picón

Year
2020
Short Description

In this article, authors examined classroom videos of nine experienced teachers of elementary, middle, and high school science, aiming to create a model of FA enactment that is useful to teachers.

Developing Student 21st Century Skills in Selected Exemplary Inclusive STEM High Schools

There is a need to arm students with noncognitive, or 21st Century, skills to prepare them for a more STEM-based job market. As STEM schools are created in a response to this call to action, research is needed to better understand how exemplary STEM schools successfully accomplish this goal. This conversion mixed method study analyzed student work samples and teacher lesson plans from seven exemplary inclusive STEM high schools to better understand at what level teachers at these schools are engaging and developing student 21st Century skills.

Author/Presenter

Stephanie M. Stehle

Erin E. Peters-Burton

Lead Organization(s)
Year
2019
Short Description

This conversion mixed method study analyzed student work samples and teacher lesson plans from seven exemplary inclusive STEM high schools to better understand at what level teachers at these schools are engaging and developing student 21st Century skills.

STEM Student Reporting Labs: Youth Engagement Through Journalism

Existing research indicates that engaging and sustaining youth interest in STEM subjects past elementary school remains challenging. This is especially true for girls, students from minority groups, and economically disadvantaged individuals.

Short Description

This document is the final evaluation report of the STEM Student Reporting Labs.

Profiling Self-Regulation Behaviors in STEM Learning of Engineering Design

Engineering design is a complex process which requires science, technology, engineering, and mathematic (STEM) knowledge. Students' self-regulation plays a critical role in interdisciplinary tasks. However, there is limited research investigating whether and how self-regulation leads to different learning outcomes among students in engineering design. This study analyzes the engineering design behaviors of 108 ninth-grade U.S. students using principal component analysis and cluster analysis.

Author/Presenter

Juan Zheng

Wanli Xing

Gaoxia Zhu

Guanhua Chen

Henglv Zhao

Charles Xie

Lead Organization(s)
Year
2019
Short Description

This study analyzes the engineering design behaviors of 108 ninth-grade U.S. students using principal component analysis and cluster analysis.