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2019 Informational Webinar on DRK-12 Solicitation 17-584 Resources

Watch a Recording of the 2019 DRK-12 Solication Webinar (use the bookmarks on left side of recording to jump to content of interest): http://edc.adobeconnect.com/pe5bkk9btgs7/

View 2019 Slides

Author/Presenter: 
Robert Ochsendorf
Karen King
Year: 
2019
Short Description: 

NSF program directors provide information on the DRK-12 program and solicitation in this webinar.

Resource Type: 
Presentation

Traveling Teacher Professional Development Model: Local Interpretation and Adaptation of Lesson Study in Florida

This mixed-method comparative study examined lesson study in Japan as the original model, and interpretation and adaption of lesson study as an emerging new model of teacher professional development in Florida, the United States. The study found that lesson study has been interpreted through the lens of organizational structures and routines of teacher professional development in Florida and the U.S. in general, and the model was adapted to fit into the existing organizational contexts.

Author/Presenter: 
Motoko Akiba
Lead Organization(s): 
Year: 
2016
Short Description: 

The chapter discusses the underlying views of teacher professional development and the teaching profession in the U.S. that played an important role in the adaptation process of lesson study.

Race to the Top and Lesson Study Implementation in Florida: District Policy and Leadership for Teacher Professional Development

Lesson study was introduced to school districts in Florida in the United States as part of the federal government’s Race to the Top Program in 2010 to scale improvement in instruction and student learning. However, little is known about what district policy and leadership characteristics are associated with the level of lesson study implementation.

Author/Presenter: 
Motoko Akiba
Aki Murata
Cassie Howard
Bryan Wilkinson
Judith Fabrega
Lead Organization(s): 
Year: 
2019
Short Description: 

Based on a mixed methods study of a statewide survey and interviews of district professional development directors, we found that district requirement of lesson study, funding provision, and future sustainability plan were significantly and positively associated with a broader implementation of lesson study within the district. Implications for educational leaders at local educational agencies are discussed.

Resource(s): 

Lesson Study Design Features for Supporting Collaborative Teacher Learning

Teacher learning communities have been promoted as a promising approach to promote systemwide improvement of teaching and student learning. However, our knowledge about what design features of collaborative learning processes in teacher groups support teacher learning is still limited.

Author/Presenter: 
Motoko Akiba
Aki Murata
Cassandra C. Howard
Bryan Wilkinson
Lead Organization(s): 
Year: 
2019
Short Description: 

Based on a teacher survey of lesson study, this study found that facilitators’ focus on student thinking, the quality of materials, and duration of lesson study were significantly associated with teacher participation in an effective inquiry process, which in turn is associated with perceived positive changes in teacher knowledge, self-efficacy, and expectation.

Research and Product Dissemination and Sustainability: Approaches and Considerations

Many, if not most, DRK–12 projects grapple with challenges and opportunities related to dissemination and sustainability. Dissemination strategies to optimize the visibility of a project and reach of key research outputs may be part of a larger sustainability plan to support uptake of research products, models, and interventions and extend the impact of the project results.

Author/Presenter: 
CADRE
Year: 
2019
Short Description: 

This document features issues and approaches that were discussed by a “critical friends group” in the process of providing input to a DRK-12 project on dissemination strategies. While not comprehensive, the considerations listed may serve as a reminder of what to think through when you are conceptualizing and designing your next research and development project.

Resource Type: 
Tool

From Pilots to Products: Notes from a Gathering of Researchers and Developers at the 2018 DRK-12 PI Meeting

This document captures the ideas and experiences shared by DRK–12 awardees who attended a forum to explore different routes toward product sustainability. It includes notes on types of DRK-12 products, use and adoption of products, resources needed to support dissemination and sustainability of products, sources of support, and indicators of successful product dissemination and sustainability.

Author/Presenter: 
CADRE
Year: 
2019
Short Description: 

This document captures the ideas and experiences shared by DRK–12 awardees who attended a forum to explore different routes toward product sustainability. It includes notes on types of DRK-12 products, use and adoption of products, resources needed to support dissemination and sustainability of products, sources of support, and indicators of successful product dissemination and sustainability.

Resource Type: 
Tool

Rehumanizing the Mathematics Education of Students with Disabilities: Critical Perspectives on Research and Practice

Lambert, R., Tan,  P., Hunt, J. H., & Candella, A. (2018). Re-humanizing the mathematics education of students with disabilities: Critical perspectives on research and practice. Investigations in Mathematics Learning, 10(3), 129-132.

Author/Presenter: 
Rachel Lambert
Paulo Tan
Jessica Hunt
Amber G. Candela
Year: 
2018
Short Description: 

This editorial is part of a special issue of Investigations in Mathematics Learning Critical Approaches that was inspired by a Disability in Mathematics Education working group.

Pre-service K-8 Teachers’ Professional Noticing and Strategy Evaluation Skills: An Exploratory Study

This study sheds light on three teaching competencies: Pre-service teachers’ (PSTs’) professional noticing of student mathematical reasoning and strategies, their ability to assess the validity of student reasoning and strategies, and to select student strategy for class discussion. Our results reveal that PSTs with strong awareness of mathematically significant aspects of student reasoning and strategies (focused noticing) were better positioned to assess the validity of student reasoning and strategies.

Author/Presenter: 
Vecihi S. Zambak
Marta T. Magiera
Lead Organization(s): 
Year: 
2018
Short Description: 

This study sheds light on three teaching competencies: Pre-service teachers’ (PSTs’) professional noticing of student mathematical reasoning and strategies, their ability to assess the validity of student reasoning and strategies, and to select student strategy for class discussion.

Supporting English Learners in STEM Subjects

 

 

Author/Presenter: 
Committee on Supporting English Learners in STEM Subjects; David Francis and Amy Stephens (Editors)
Year: 
2018
Short Description: 

The imperative that all students, including English learners (ELs), achieve high academic standards and have opportunities to participate in science, technology, engineering, and mathematics (STEM) learning has become even more urgent and complex given shifts in science and mathematics standards. As a group, these students are underrepresented in STEM fields in college and in the workforce at a time when the demand for workers and professionals in STEM fields is unmet and increasing. However, English learners bring a wealth of resources to STEM learning, including knowledge and interest in STEM-related content that is born out of their experiences in their homes and communities, home languages, variation in discourse practices, and, in some cases, experiences with schooling in other countries.

English Learners in STEM Subjects: Transforming Classrooms, Schools, and Lives examines the research on ELs’ learning, teaching, and assessment in STEM subjects and provides guidance on how to improve learning outcomes in STEM for these students. This report considers the complex social and academic use of language delineated in the new mathematics and science standards, the diversity of the population of ELs, and the integration of English as a second language instruction with core instructional programs in STEM.

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