Undergraduate

Analysis of the National Science Foundation’s Discovery Research K–12 ELL Projects

Background/Context: Educational and societal phenomena can converge to draw attention to a new focus, such as ELs and STEM, and then trigger new research interests. A funding program can play a critical role in shaping these new research interests by prioritizing specific research topics and designs or by requiring particular specializations of researchers.

Author/Presenter: 
Linda Caswell
Alina Martinez
Okhee Lee
Barbara Brauner Berns
Hilary Rhodes
Year: 
2016
Short Description: 

Educational and societal phenomena can converge to draw attention to a new focus, such as ELs and STEM, and then trigger new research interests. A funding program can play a critical role in shaping these new research interests by prioritizing specific research topics and designs or by requiring particular specializations of researchers. The study examined whether funding provided through the National Science Foundation’s (NSF) Discovery Research K-12 (DR K-12) program has made a unique contribution to the research in the fields of science and mathematics education for ELs.

STEM Smart Brief: Teaching and Learning Under the Next Generation Science Standards

Author/Presenter: 
CADRE
Year: 
2016
Short Description: 

This brief gives an overview—and by no means a comprehensive one—of several NGSS-aligned projects in the areas of curriculum, instruction, assessment, and professional development.

Proposal and Award Policies and Procedures Guide (PAPPG) 16-1

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:

Author/Presenter: 
National Science Foundation
Lead Organization(s): 
Year: 
2015
Short Description: 

The Proposal & Award Policies & Procedures Guide (PAPPG) 16-1 is comprised of documents relating to the Foundation's proposal and award process. It consists of two parts: the NSF Grant Proposal Guide (GPG)and the NSF Award and Administration Guide(AAG). This document is effective as of January 25, 2016.

Resource(s): 
Resource Type: 
Tool

Active DR K-12 Projects Related to Broadening Participation

Author/Presenter: 
CADRE
Year: 
2016
Short Description: 

Whether engaging students in place-based learning, designing/implementing more inclusive curricula or pedagogy, or helping teachers develop their capacity to teach increasingly diverse groups of learners, many DR K-12 projects seek to broaden participation within STEM fields in unique ways.

Resource Type: 
Tool

Mentoring Plan Webinar Resources

Author/Presenter: 
Barbara Berns
Karen King
Derek Riley
John Settlage
Julianne Wenner
Christopher Wright
Year: 
2015
Short Description: 

On October 13th, presenters talked about their effective mentoring experiences (giving both mentee and mentor perspectives). Research on early career STEM education researchers' mentoring needs and opportunities was also presented. The webinar culminated with implications for the development of mentoring plans.

Resource Type: 
Presentation

CADRE Tips for Mentoring Early Career STEM Education Researchers and Developers

View additional resources by visiting CADRE's Spotlight on Mentoring: http://cadrek12.org/spotlight/mentoring

Author/Presenter: 
CADRE
Year: 
2015
Short Description: 

CADRE Tips for Mentoring Early Career STEM Education Researchers and Developers provides guidelines that may help new mentors and mentees establish an effective and productive relationship.

Resource Type: 
Tool

Re-imagining a curriculum guide for teachers in digital format: A collaboration crossing geographical, disciplinary and culture boundaries

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.

Author/Presenter: 
Kathleen Haynie
Katherine F. Paget
Jacqueline S. Miller
Year: 
2015
Short Description: 

The goal of the Electronic Teacher Guide project was to redesign the print teacher guide for the genetics unit of Foundation Science: Biology 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.

Resource(s): 

Evidence for Effective uses of Dynamic Visualisations in Science Curriculum Materials

Dynamic visualisations capture aspects of scientific phenomena that are difficult to communicate in static materials and benefit from well-designed scaffolds to succeed in classrooms. We review research to clarify the impacts of dynamic visualisations and to identify instructional scaffolds that mediate their success. We use meta-analysis to synthesise 47 independent comparisons between dynamic and static materials and 76 comparisons that test the effect of specific instructional scaffolds.

Author/Presenter: 
Kevin W. McElhaney
Hsin-Yi Chang
Jennifer L. Chiu
Marcia C. Linn
Year: 
2014
Short Description: 

Dynamic visualisations capture aspects of scientific phenomena that are difficult to communicate in static materials and benefit from well-designed scaffolds to succeed in classrooms. We review research to clarify the impacts of dynamic visualisations and to identify instructional scaffolds that mediate their success.

Webinar on the Common Guidelines for Education Research and Development

Author/Presenter: 
Edith Gummer
Year: 
2014
Short Description: 

This webinar, led by Edith Gummer (formerly of NSF), discusses the guidelines outlined in the report co-authored by the Institute of Education Sciences, U.S. Department of Education and the National Science Foundation.

Early Career Researchers and Developers in the DR K–12 Program: Needs, Supports, and Recommendations

The future strength of the National Science Foundation’s (NSF) K-12 education research and development efforts depends in part on the development of promising early career researchers and developers—including doctoral students, post-docs, and first time principal investigators (PIs)—who can grow into R&D leaders and form an impactful R&D workforce.  Unfortunately, there is little written on the needs and supports related to early career professional growth in the NSF’s Discovery Research K-12 program (DR K-12).  Early career researchers and developers in the program have not been as

Author/Presenter: 
Derek Riley
Alisha Butler
Year: 
2014
Short Description: 

The future strength of the National Science Foundation’s (NSF) K-12 education research and development efforts depends in part on the development of promising early career researchers and developers—including doctoral students, post-docs, and first time principal investigators (PIs)—who can grow into R&D leaders and form an impactful R&D workforce. This brief promotes deliberation on how to improve support and guidance for early career researchers and developers in the DR K-12 program, as well as in the broader field of STEM education R&D.

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