Handbook/Manual

Using Routines as an Instructional Tool for Developing Students' Conceptions of Proof

This project will develop and systematically investigate a teaching model to assist teachers in developing ideas about proof in grades 2-5. The teaching model provides both a tool for learning on the part of elementary teachers and a model of practice from which they can learn as they implement it.

Lead Organization(s): 
Partner Organization(s): 
Award Number: 
1019482
Funding Period: 
Wed, 09/01/2010 to Fri, 08/31/2012
Project Evaluator: 
Megan Franke
Full Description: 

Developers and researchers at TERC, the Education Development Center, and Mount Holyoke College are participating in the development and systematic investigation of a teaching model to assist teachers in developing ideas about proof in grades 2-5. The teaching model provides both a tool for learning on the part of elementary teachers and a model of practice from which they can learn as they implement it.

The project is a teaching experiment in which the model is iteratively implemented and refined, first with teachers experienced in incorporating ideas about proof into their classroom instruction (Phase 1), then with teachers who are relatively inexperienced, both in their own understanding of proof and in their knowledge of how their students can learn about proof (Phase 2). Research questions focus on developing the components of the model, the learning of teachers as they implement the model, and the learning of students as they engage in the instruction that is guided by the model, with particular attention to students with varied histories of achievement in grade-level work on number and operations.

The expected outcome is a teaching model that can be tested on a larger scale as well as instruments for assessing student learning and teacher understanding of proof. The model includes printed material with descriptions of the routines and instructional sequences, guidelines for implementing each component, and a teaching framework as well as written and video case examples.

Iterative Model Building (IMB): A Program for Training Quality Teachers and Measuring Teacher Quality

This project aims to improve professional development programs for pre-service teachers (PSTs) as a way to improve student learning in mathematics and science. PSTs engage in a series of teaching cycles, and then engage in lesson study groups to develop, teach, and analyze a whole-class lesson. The cycle is completed by reexamining students' knowledge in teaching experiments with pairs of students. These teaching cycles are called Iterative Model Building (IMB).

Lead Organization(s): 
Partner Organization(s): 
Award Number: 
0732143
Funding Period: 
Wed, 08/15/2007 to Tue, 07/31/2012
Project Evaluator: 
Center for Evaluation and Education Policy

Curriculum Topic Study -- A Systematic Approach to Utilizing National Standards and Cognitive Research

This project is developing a series of print and web resource guides in science and mathematics based on curriculum topic study (CTS), an approach developed and tested successfully. CTS is used to provide a systematic way of intellectually engaging K-12 mathematics and science teachers with national standards and cognitive research. It is used to engage teachers in thought and discussion about both content and appropriate ways of teaching that content.

Award Number: 
0353315
Funding Period: 
Sat, 05/15/2004 to Fri, 04/30/2010

Communication in Science Inquiry Project (CISIP)

CISIP is a professional development program that enables English and science teachers to help students to learn content and communicate scientifically. The CISIP program: Translates How Students Learn Science in the Classroom and Common Core State Standards for student success; targets learning within a classroom discourse community that focuses on argumentation; and takes a team of science and English teachers at schools from middle level through university who collaborate.

Project Email: 
Partner Organization(s): 
Award Number: 
0353469
Funding Period: 
Thu, 07/01/2004 to Fri, 12/31/2010
Project Evaluator: 
M. J. Young

Examining Coaching in Elementary (K-8) Mathematics Classrooms

This project conducts research on knowledge that contributes to successful coaching in two domains: coaching knowledge and mathematics content knowledge. The influence of these knowledge domains on both coaches and teachers is being examined in two ways: (1) by investigating correlations between assessments of coach and teacher knowledge and practice in each domain and (2) by investigating causal effects of targeted professional development for coaches.

Project Email: 
Lead Organization(s): 
Award Number: 
0918326
Funding Period: 
Wed, 07/15/2009 to Sun, 07/31/2011

Exploring Content Standards for Engineering Education in K-12

This project is assessing the potential value and feasibility of developing and implementing content standards for K-12 engineering education. The project is reviewing existing efforts to define what students should know; identifying elements of existing standards for related content areas that could link to engineering; considering how purposes for engineering education might affect content and implementation of standards; and suggesting changes to policies, programs, and practices necessary to develop and implement engineering standards.

Lead Organization(s): 
Partner Organization(s): 
Award Number: 
0733584
Funding Period: 
Mon, 10/01/2007 to Wed, 03/31/2010

Diagnostic E-learning Trajectories Approach (DELTA) Applied to Rational Number Reasoning for Grades 3-8

This project aims to develop a software diagnostic tool for integrating diagnostic interviews, group administered assessments, and student data in real-time so that teachers can enter and view student status information. This project would concentrate on rational number learning in grades 3-8. The design is based on a model of learning trajectories developed from existing research studies.

Project Email: 
Award Number: 
0733272
Funding Period: 
Sat, 09/01/2007 to Tue, 08/31/2010
Project Evaluator: 
William Penuel (SRI)
Full Description: 

This project aims to develop a software diagnostic tool for integrating diagnostic interviews, group administered assessments, and student data in real-time so that teachers can enter and view student status information. This project would concentrate on rational number learning in grades 3-8. The design is based on a model of learning trajectories developed from existing research studies.

The diagnostic system to be developed for teachers would be used in assessing their students' knowledge and would identify difficulties in understanding five key clusters of concepts and skills in rational number reasoning. It would also investigate the diagnostic system's effects on student and teacher learning in relation to state standards, assessments, and curricular programs. The five areas include understanding: (1) multiplicative and division space; (2) fractions, ratio, proportion and rates; (3) rectangular area and volume; (4) decimals and percents; and (5) similarity and scaling.

The diagnostic measures will include diagnostic interviews collecting data using a handheld computer, two types of group-administered assessments of student progress, one set along learning trajectories for each of the five sub-constructs and one composite measurement per grade. The diagnostic system will produce computer-based progress maps, summarizing individual student and class performance and linking to state assessments.

Content Mentoring and Its Impact on Middle Grades Mathematics and Science Teacher Effectiveness

This project tests whether mentoring middle school science and math teachers by University Ph.D. STEM faculty has a positive effect on the teachers' understanding of science, their teaching ability and the learning outcomes of their students. The goal of this research study is to strengthen the theoretical underpinning of best practices in middle grades math and science teaching and to enhance the knowledge base for teacher recruitment, preparation, induction and retention.

Award Number: 
0554441
Funding Period: 
Sat, 07/01/2006 to Thu, 06/30/2011

The Scientific Thinker Project: A Study of Teaching and Learning Concepts of Evidence and Nature of Scientific Evidence in Elementary School

Current curriculum materials for elementary science students and teachers fail to provoke the following essential questions during science instruction: What is evidence? Why do you need evidence? The goal of this project is to identify whether and how elementary school students formulate answers to these questions and develop concepts of evidence and understandings of the nature of scientific evidence.

Lead Organization(s): 
Partner Organization(s): 
Award Number: 
0918533
Funding Period: 
Sat, 08/01/2009 to Sat, 07/31/2010

Enhanced Earth System Teaching Through Regional and Local (ReaL) Earth Inquiry

The ReaL Earth Inquiry project empowers teachers to employ real-world local and regional Earth system science in the classroom. Earth systems science teachers need the pedagogic background, the content, and the support that enables them to engage students in asking real questions about their own communities. The project is developing online "Teacher-Friendly Guides" (resources), professional development involving fieldwork, and inquiry-focused approaches using "virtual fieldwork experiences."  

Award Number: 
0733303
Funding Period: 
Wed, 08/15/2007 to Sat, 07/31/2010
Project Evaluator: 
BridgeWater Education Consulting LLC
Full Description: 

This recruitment and informational video provides an overview of the ReaL Earth Inquiry Project. 

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