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Lynch, S.J. (2015, Aug. 1). Science for All: A new breed of schools is closing achievement gaps among students and may hold the key to a revitalized 21st-century workforce. Scientific American. Retrieved from: http://www.scientificamerican.com/article/science-for-all/

Williams, S., Deahl, E., Rubel, L., & Lim, V. (2014). City Digits: Developing Socially-Grounded Data Literacy Using Digital Tools. Journal of Digital and Media Literacy, 2(2). www.jodml.org

Rubel, L. & Hall-Wieckert, M. (2015, July 30). How kids are learning math, maps and spatial justice. Retrieved from www.mediashift.com.

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The recent revisions to the advanced placement (AP) chemistry curriculum promote deep conceptual understanding of chemistry content over more rote memorization of facts and algorithmic problem solving. For many teachers, this will mean moving away from traditional worksheets and verification lab activities that they have used to address the vast amounts of content in the AP chemistry course. Moreover, a substantial shift in teachers’ beliefs about teaching and learning of chemistry will be needed to facilitate the transformation of their instructional practices.

Research leads to a framework modifying Toulmin's model of argumentation to help teachers interpret classroom discussion and support students' contributions.

Singletary, L. & Conner, A. (2015). Connecting research to teaching: Focusing on mathematical arguments. Mathematics Teacher, 109(2), 143-147).

The Proposal & Award Policies & Procedures Guide (PAPPG) is comprised of documents relating to the Foundation's proposal and award process. It has been designed for use by both our customer community and NSF staff and consists of two parts:

The goal of the Electronic Teacher Guide project (NSF # 0918702) was to redesign the print teacher guide for the genetics unit of Foundation Science: Biology (NSF #0439443) as an exemplar of a cybertool that would support the implementation of the curriculum and enhance its educative impact. The completion of this goal required collaborative interactions among curriculum developers, technology designers, software developers, researchers and evaluators. The five year collaboration was characterized by major challenges relating to communication, geographical distance, and culture.