High

COVID-19 Curriculum Materials

This resource presents a curricular module for high school biology classes related to the COVID-19 pandemic. The module is made up of 8 lessons that will likely take about 10-15 hours of instructional time. Major themes of the module include viral transmission, media literacy, data analysis, argumentation, and modeling. The following driving questions are explored:

Author/Presenter

Troy Sadler et al

Year
2021
Short Description

This resource presents a curricular module for high school biology classes related to the COVID-19 pandemic. The module is made up of 8 lessons that will likely take about 10-15 hours of instructional time. Major themes of the module include viral transmission, media literacy, data analysis, argumentation, and modeling. The following driving questions are explored:

  • How do viruses such as COVID-19 spread?
  • What is the responsibility of governments, organizations, and individuals in mitigating the spread of deadly viruses?
  • What challenges do social vulnerabilities present as a result of the COVID-19 pandemic?

Individual lessons descriptions are provided along with Teacher Guides that provide rationales for many of the design decisions made and suggestions for implementation.

Impacts of Attending an Inclusive STEM High School: Meta-analytImpacts of Attending an Inclusive STEM High School: Meta-analytic Estimates from Five Studiesic Estimates from Five Studies

Background

Author/Presenter

Barbara Means

Haiwen Wang

Xin Wei

Viki Young

Emi Iwatani

Lead Organization(s)
Year
2021
Short Description

This study uses a meta-analytic approach to investigate the relationship between attending an inclusive STEM high school and a set of high school outcomes known to predict college entry and declaration of a STEM college major.

Data Investigations to Further Social Justice Inside and Outside of STEM

This article focuses on discussion and preliminary findings from classroom testing of the prototype learning module: Investigating Income Inequality in the U.S. In this module, students examine patterns of income inequality using person-level microdata from the American Community Survey (ACS) and the U.S. decennial census.

Author/Presenter

Josephine Louie

Jennifer Stiles

Emily Fagan

Soma Roy

Beth Chance

Year
2021
Short Description

This article focuses on discussion and preliminary findings from classroom testing of the prototype learning module: Investigating Income Inequality in the U.S.

Machine Learning-Enabled Automated Feedback: Supporting Students’ Revision of Scientific Arguments Based on Data Drawn from Simulation

A design study was conducted to test a machine learning (ML)-enabled automated feedback system developed to support students’ revision of scientific arguments using data from published sources and simulations. This paper focuses on three simulation-based scientific argumentation tasks called Trap, Aquifer, and Supply. These tasks were part of an online science curriculum module addressing groundwater systems for secondary school students.

Author/Presenter

Hee-Sun Lee

Gey-Hong Gweon

Trudi Lord

Noah Paessel

Amy Pallant

Sarah Pryputniewicz

Lead Organization(s)
Year
2021
Short Description

This paper focuses on three simulation-based scientific argumentation tasks called Trap, Aquifer, and Supply. These tasks were part of an online science curriculum module addressing groundwater systems for secondary school students.

Machine Learning-Enabled Automated Feedback: Supporting Students’ Revision of Scientific Arguments Based on Data Drawn from Simulation

A design study was conducted to test a machine learning (ML)-enabled automated feedback system developed to support students’ revision of scientific arguments using data from published sources and simulations. This paper focuses on three simulation-based scientific argumentation tasks called Trap, Aquifer, and Supply. These tasks were part of an online science curriculum module addressing groundwater systems for secondary school students.

Author/Presenter

Hee-Sun Lee

Gey-Hong Gweon

Trudi Lord

Noah Paessel

Amy Pallant

Sarah Pryputniewicz

Lead Organization(s)
Year
2021
Short Description

This paper focuses on three simulation-based scientific argumentation tasks called Trap, Aquifer, and Supply. These tasks were part of an online science curriculum module addressing groundwater systems for secondary school students.

Development and Validation of a High School STEM Self‐Assessment Inventory

The development of inclusive STEM high schools that have no academic admission requirements has been a national goal in the United States. However, there is no umbrella organization that gives guidance for structuring such schools. The purpose of this study was to develop and validate a self‐assessment using critical components of successful inclusive STEM high schools for school personnel and educational researchers who wish to better understand their STEM programs and identify areas of strength. A multi‐phase methodology was employed.

Author/Presenter

Erin Peters Burton

Tara S. Behrend

Shari Matray

Clarissa Hudson

Michael Ford

Lead Organization(s)
Year
2020
Short Description

The purpose of this study was to develop and validate a self‐assessment using critical components of successful inclusive STEM high schools for school personnel and educational researchers who wish to better understand their STEM programs and identify areas of strength.

Transferability of Teacher Noticing

Numerous studies have reported positive outcomes of noticing interventions on the development of prospective mathematics teachers’ (PMTs) noticing of a range of important aspects of classroom instruction. Less is known, however, about whether noticing skills that are developed during an intervention transfer to support PMTs’ in-the-moment noticing during their own teaching practice.

Author/Presenter

Shari L. Stockero

Lead Organization(s)
Year
2020
Short Description

This study compared prospective mathematics teachers' (PMTs) noticing while teaching a lesson during their student teaching internship of PMTs who participated in a noticing intervention to those who did not participate in the intervention to determine whether the two groups of PMTs noticed different aspects of instruction.

Encouraging Collaboration and Building Community in Online Asynchronous Professional Development: Designing for Social Capital

This research investigates a design and development approach to improving science teachers’ access to effective professional development (PD) in a fully online, asynchronous environment. Working with a small number of teachers, this study explores how a design combining social capital mechanisms with essential teacher learning and PD characteristics supported teachers’ abilities to participate in the online course and collaboratively build knowledge.

Author/Presenter

Susan A. Yoon

Katherine Miller

Thomas Richman

Daniel Wendel

Ilana Schoenfeld

Emma Anderson

Jooeun Shim

Lead Organization(s)
Year
2020
Short Description

This study explores how a design combining social capital mechanisms with essential teacher learning and PD characteristics supported teachers’ abilities to participate in the online course and collaboratively build knowledge.

Encouraging Collaboration and Building Community in Online Asynchronous Professional Development: Designing for Social Capital

This research investigates a design and development approach to improving science teachers’ access to effective professional development (PD) in a fully online, asynchronous environment. Working with a small number of teachers, this study explores how a design combining social capital mechanisms with essential teacher learning and PD characteristics supported teachers’ abilities to participate in the online course and collaboratively build knowledge.

Author/Presenter

Susan A. Yoon

Katherine Miller

Thomas Richman

Daniel Wendel

Ilana Schoenfeld

Emma Anderson

Jooeun Shim

Lead Organization(s)
Year
2020
Short Description

This study explores how a design combining social capital mechanisms with essential teacher learning and PD characteristics supported teachers’ abilities to participate in the online course and collaboratively build knowledge.

Design Considerations in Multisite Randomized Trials Probing Moderated Treatment Effects Journal of Educational and Behavioral Statistics

Past research has demonstrated that treatment effects frequently vary across sites (e.g., schools) and that such variation can be explained by site-level or individual-level variables (e.g., school size or gender). The purpose of this study is to develop a statistical framework and tools for the effective and efficient design of multisite randomized trials (MRTs) probing moderated treatment effects.
Author/Presenter

Nianbo Dong

Benjamin Kelcey

Jessaca Spybrook

Year
2020
Short Description

The purpose of this study is to develop a statistical framework and tools for the effective and efficient design of multisite randomized trials (MRTs) probing moderated treatment effects.