High

Automated text scoring and real‐time adjustable feedback: Supporting revision of scientific arguments involving uncertainty

This paper describes HASbot, an automated text scoring and real‐time feedback system designed to support student revision of scientific arguments. Students submit open‐ended text responses to explain how their data support claims and how the limitations of their data affect the uncertainty of their explanations. HASbot automatically scores these text responses and returns the scores with feedback to students. Data were collected from 343 middle‐ and high‐school students taught by nine teachers across seven states in the United States.

Author/Presenter

Hee‐Sun Lee

Amy Pallant

Sarah Pryputniewicz

Trudi Lord

Matthew Mulholland

Ou Lydia Liu

Year
2019
Short Description

This paper describes HASbot, an automated text scoring and real‐time feedback system designed to support student revision of scientific arguments.

Addressing Misconceptions in Secondary Geometry Proof

Cirillo, M. & Hummer, J. (2019). Addressing misconceptions in secondary geometry proof. Mathematics Teacher, 112(6).

Author/Presenter

Michelle Cirillo

Jenifer Hummer

Lead Organization(s)
Year
2019
Short Description

Use these ideas to diagnose and address common conceptual obstacles that inhibit students’ success.

What Matters for Urban Adolescents’ Engagement and Disengagement in School: A Mixed-Methods Study

This study uses a mixed-method sequential exploratory design to examine influences on urban adolescents’ engagement and disengagement in school. First, we interviewed 22 middle and high school students who varied in their level of engagement and disengagement. Support from adults and peers, opportunities to make choices, and external incentives aligned with greater engagement. In contrast, a strict disciplinary structure, an irrelevant and boring curriculum, disengaged peers, and lack of respect by adults coincided with greater disengagement.

Author/Presenter

Jennifer A. Fredricks

Alyssa K. Parr

Jamie L. Amemiya

Ming-Te Wang

Scott Brauer

Lead Organization(s)
Year
2019
Short Description

This study uses a mixed-method sequential exploratory design to examine influences on urban adolescents’ engagement and disengagement in school.

Beyond Classroom Academics: A School-Wide and Multi-Contextual Perspective on Student Engagement in School

School engagement researchers have historically focused on academic engagement or academic-related activities. Although academic engagement is vital to adolescents’ educational success, school is a complex developmental context in which adolescents also engage in social interactions while exploring their interests and developing competencies. In this article, school engagement is re-conceptualized as a multi-contextual construct that includes both academic and social contexts of school.

Author/Presenter

Ming-Te Wang

Tara L. Hofkens

Lead Organization(s)
Year
2019
Short Description

A school-wide and multi-contextual perspective on student engagement in school.

Webinar: Evidence Standards for Evaluating Math and Science Programs

What are evidence standards for evaluating math and science programs? Watch this webinar recording with experts from the American Institutes for Research (AIR) for an engaging webinar about evidence standards. Presenters discussed the Every Student Succeeds Act (ESSA) Tiers of Evidence and the What Works Clearinghouse (WWC) evidence rating system and how these evidence standards relate to evaluating math and science programs. The presenters discussed how participants can use these resources to strengthen their existing and proposed study designs.

Author/Presenter

Lyzz Davis, Senior Researcher, American Institutes for Research

Joe Taylor, Principal Researcher, American Institutes for Research

Year
2019
Short Description

Watch this webinar recording with experts from the American Institutes for Research (AIR) for an engaging webinar about evidence standards.

In Praise of Messy Data

Gould, R. R., S. Sunbury, & Dussault, M. (2014). In praise of messy data: Lessons from the search for alien worlds. The Science Teacher, 31.

Author/Presenter

Roy Gould

Susan Sunbury

Mary Dussault

Year
2014
Short Description

Lessons from the search for alien worlds.

Using online telescopes to explore exoplanets from the physics classroom

The search for habitable planets offers excellent opportunities to advance students’ understanding of core ideas in physics, including gravity and the laws of motion, the interaction of light and matter, and especially the nature of scientific inquiry. Thanks to the development of online telescopes, students can detect more than a dozen of the known exoplanets from the classroom, using data they gather, assess, and interpret for themselves. We present a suite of activities in which students apply basic physics concepts to their investigations of exoplanets.

Author/Presenter

Roy R. Gould

Susan Sunbury

Ruth Krumhansl

Year
2012
Short Description

Authors present a suite of activities in which students apply basic physics concepts to their investigations of exoplanets. The activities were developed and successfully tested with physics and earth science teachers in secondary schools in 14 states.

Examining physics identity development through two high school interventions

As part of the STEP UP project, a national initiative to empower high school teachers to inspire young women to pursue physics degrees in college, we developed two lessons for high school physics classes that are intended to facilitate the physics identity development of female students. One discusses physics careers and links to students' own values and goals; the other focuses on a discussion of underrepresentation of women in physics with the intention of having students elicit and examine stereotypes in physics.

Author/Presenter

Hemeng Cheng

Geoff Potvin

Raina Khatri

Laird Kramer

Robynne M. Lock

Zahra Hazari

Year
2018
Short Description

Using structural equation modeling, the researchers test a path model of various physics identity constructs, extending an earlier, established model. In this paper, they also compare a preliminary structural analysis of students' physics identities before and after the career lesson, with an eye towards understanding how students' identities develop over time and due to these experiences.

Resource(s)

Examining physics identity development through two high school interventions

As part of the STEP UP project, a national initiative to empower high school teachers to inspire young women to pursue physics degrees in college, we developed two lessons for high school physics classes that are intended to facilitate the physics identity development of female students. One discusses physics careers and links to students' own values and goals; the other focuses on a discussion of underrepresentation of women in physics with the intention of having students elicit and examine stereotypes in physics.

Author/Presenter

Hemeng Cheng

Geoff Potvin

Raina Khatri

Laird Kramer

Robynne M. Lock

Zahra Hazari

Year
2018
Short Description

Using structural equation modeling, the researchers test a path model of various physics identity constructs, extending an earlier, established model. In this paper, they also compare a preliminary structural analysis of students' physics identities before and after the career lesson, with an eye towards understanding how students' identities develop over time and due to these experiences.

Resource(s)