Instructional Practice

Cases of Reasoning and Proving in Secondary Mathematics (CORP)

Researchers are developing a practice-based curriculum for the professional education of preservice and practicing secondary mathematics teachers that focuses on reasoning and proving; has narrative cases as a central component; and supports the development of knowledge of mathematics needed for teaching. This curriculum is comprised of eight constellations of activities that focus on key aspects of reasoning and proving such as identifying patterns; making conjectures; providing proofs; and providing non-proof arguments.

Lead Organization(s): 
Partner Organization(s): 
Award Number: 
0732798
Funding Period: 
Sat, 09/01/2007 to Fri, 08/31/2012

Collaborative Online Projects for ELL Students (COPELLS)

This project is studying effects of linguistically sensitive science instructional materials by translating, enhancing, and evaluating culturally relevant and linguistically appropriate Collaborative Online Projects (originally written in Spanish) for middle school Spanish-speaking English Language Learners.

Project Email: 
Lead Organization(s): 
Partner Organization(s): 
Award Number: 
0918832
Funding Period: 
Tue, 09/01/2009 to Sat, 08/31/2013
Project Evaluator: 
Kari Nelsestuen
Full Description: 

Project COPELLS is a research and development project implemented by University of Oregon's Center for Advanced Technology in Education (CATE) and the Instituto Latinamericano de la Communicacion Educativa (ILCE). ILCE is a division of the Department of Education in Mexico that designs relevant collaborative online projects (COPs) for students K through 12.

 

Project COPELLS has selected, translated, and enhanced culturally relevant and linguistically appropriate COPs designed by ILCE to teach science to middle school, Spanish-speaking, English Language Learners. These COPs were aligned to both National Science Education Standards and Oregon secondary science standards by Oregon State Department of Education Science Curriculum educators. In addition, they were enhanced with supportive resources (etext supports) that promote bilingual use of the materials and increase science literacy in both English and Spanish.

 

The Center for Advanced Technology in Education has research-based experience enriching online reading materials with content-specific multimedia supports designed to scaffold text comprehension and content learning for struggling students. Specific etext supports identified as potentially useful for this population include: alternative text, audio, and video definitions of terms, translations, and enhanced illustrations that become available only when clicked to open by the reader.

 

The project's two major goals are to (a) facilitate and improve science content-area learning for Spanish-speaking ELL students and (b) facilitate their acquisition of Academic English while learning science content. Feasibility and usability of the Collaborative Online Projects is being classroom tested. The project is gathering information on the impact of the bilingual online science materials for improving science content-area learning, student attitude toward scientific learning, student and teacher satisfaction, and science academic language proficiency (ALP) of ELL students.

 

Key people:
Dr. Carolyn Knox, Principal Investigator
Dr. Kenneth Doxsee, Co-Principal Investigator
Dr. Fatima Terrazas-Arellanes, Co-Principal Investigador
Dr. Patricia Cabrera Muñoz, ILCE Partner

Teacher Helping Teachers Teach Science Inquiry: The "Just ASK" Project

This project forms communities of practice among K-6 teachers using Web-based resources that allow audio and video connections in real time (http://justaskateacher.com) and conducts research that examines the impact of these communities of practice on school programs, teaching practices, and student achievement. We invite K-6 teachers and teacher educators to join us at http://justaskateacher.com.

Project Email: 
Lead Organization(s): 
Partner Organization(s): 
Award Number: 
0733195
Funding Period: 
Sat, 09/01/2007 to Tue, 08/31/2010
Project Evaluator: 
Sandra Enger
Full Description: 

Teacher Helping Teachers Teach Science Inquiry: The “Just ASK” Project

A Project Funded by the National Science Foundation

University of Missouri at St. Louis

K-6 Teachers:

We invite you to join us at http://justaskateacher.com. As a start, we have posted more than 100 lesson notes and more than 50 lesson videos to share with you—all for free.   Based on our ASK team’s success with lessons developed since 1986 in Science Co-op and PALs projects, we started in 2007 to help our local teachers (in elementary schools of rural and small-town districts in Missouri and Iowa )teach more than science by teaching inquiry science.Since 2007, we have been getting ready for you, wherever you are, to join us.

Like “Science Co-op” and “PALs” projects, “Just ASK:  Teachers Helping Teachers” is funded by the National Science Foundation to (1) study the effects of adapting science lessons for students to learn more than science while learning science through hands-on inquiry and (2) make it possible for teachers to help each other by sharing ideas. To share our “Just ASK” ideas we have opened our http://justaskateacher.com website so that teachers nationwide can read our lesson notes and view our lesson videos.

You may wish to merely chat with us via Email or in online (Elluminate) Community of Practice sessions or you may wish to share your own notes and videos for lessons you have adapted to "teach more than science.”  If you "just ask," we can help you create the notes as well as the videos--and perhaps offer you graduate credit for your participation with us. (Learn more about optional graduate credit on http://justaskateacher.com).

When we wrote our “Just ASK” proposal to the National Science Foundation, we were responding to the “Discovery Research K-12 (B2)” call for “full scale projects that provide resources and tools for use with K-12 teachers that (1) are grounded in research on teaching and learning, (2) incorporate appropriate technologies, (3) provide ubiquitous access to resources, tools and methods, and (4) show their potential to impact student and teacher learning nation-wide.” Our submission proposed to build on more than 25 years of our team’s NSF-funded work. Our teams of researchers and teachers had been adapting science lessons as a professional development strategy and developing distance technologies to allow small, rural school districts to develop and share ideas among themselves and then with teachers nationwide.

What is a Just Ask Lesson? We create ASK lessons whether the lesson is from a science kit, some other source, or a lesson created from scratch. “ASK” means “Adapting Science for Kids.” When we start to adapt a lesson, we ask ourselves, “How can I use this inquiry science so that it helps students learn something from my curriculum that is beyond science?  We like to add something to which the science contributes easily and which also contributes naturally to the science. Because K-6 teachers are always under time pressure, we try to make sure that the ASK lesson does not extend the time for the lesson.  Rather, we like the lesson to pull together the science with the other subject(s) into one effective and fun lesson. The students like it, we like it, and we get more done in the time that we have.

So, we invite you to check out some of our ASK lessons under “Shared Resources,” at http://justaskateacher.com. Here you can see our ideas in our lesson notes and in our lesson videos. We also hope you will join us by sharing your ideas in the “Contact Us” option and by live online “Community of Practice” (COP) sessions via Elluminate.   Try your hand with adaptation, and then share some of your ASK lessons. Check out our COP offerings by selecting "Schedule for live interactive sessions with teachers" on http://justaskateacher.com.

We are available by Email at matthewscc@umsl.edu.

Science Literacy through Science Journalism (SciJourn)

This project aims to develop, pilot, and evaluate a model of instruction that advances the scientific literacy of high school students by involving them in science journalism, and to develop research tools for assessing scientific literacy and engagement. We view scientific literacy as public understanding of and engagement with science and technology, better enabling people to make informed science-related decisions in their personal lives, and participate in science-related democratic debates in public life.

 

Project Email: 
Lead Organization(s): 
Award Number: 
0822354
Funding Period: 
Mon, 09/01/2008 to Fri, 08/31/2012
Project Evaluator: 
Brian Hand, University of Iowa
Full Description: 

For a more in-depth look at Scijourn, visit the project spotlight.

Developing an Integrated Assessment and Support System for Elementary Teacher Education

The project team is developing, implementing and evaluating a prototype for an integrated assessment system in elementary teacher education in mathematics. The project is documenting both the development of the student teachers in the practice of teaching mathematics to students from diverse backgrounds and of cooperating teachers and field instructors as they learn to analyze the practice of the student teachers and provide feedback.

Project Email: 
Lead Organization(s): 
Partner Organization(s): 
Award Number: 
0554416
Funding Period: 
Sat, 07/15/2006 to Wed, 06/30/2010

Supports for Learning to Manage Classroom Discussions: Exploring the Role of Practical Rationality and Mathematical Knowledge for Teaching

This project focuses on practicing and preservice secondary mathematics teachers and mathematics teacher educators. The project is researching, designing, and developing materials for preservice secondary mathematics teachers that enable them to acquire the mathematical knowledge and situated rationality central to teaching, in particular as it regards the leading of mathematical discussions in classrooms.

Award Number: 
0918425
Funding Period: 
Tue, 09/01/2009 to Fri, 08/31/2018
Project Evaluator: 
Miriam Gamoran Sherin
Full Description: 

Researchers at the Universities of Michigan and Maryland are developing materials to survey the rationality behind secondary mathematics teaching practice and to support the development by secondary mathematics preservice teachers of specialized knowledge and skills for teaching. The project focuses on the leading of classroom discussions for the learning of algebra and geometry.

Using animations of instructional scenarios, the project is developing online, multimedia questionnaires and using them to assess practicing teachers' mathematical knowledge for teaching and their evaluations of teacher decision making. Reports and forum entries from the questionnaires are integrated into a learning environment for prospective teachers and their instructors built around these animated scenarios. This environment allows pre-service teachers to navigate, annotate, and communicate about the scenarios; and it allows their instructors to plan using those scenarios and share experiences with their counterparts.

The research on teachers' rationality uses an experimental design with embedded one-way ANOVA, while the development of the learning environment uses a process of iterative design, implementation, and evaluation. The project evaluation by researchers at Northwestern University uses qualitative methods to examine the content provided in the environment as well as the usefulness perceived by teacher educators of a state network and their students.

Developing Algebra-ready Students for Middle School: Exploring the Impact of Early Algebra

This project is developing and testing a curricular learning progression of early algebra objectives and activities for students in grades 3 - 5. The goal of the work is to provide teachers with curricular guidance and instructional resources that are useful in preparing students for success in study of algebra at the middle grade level. The project is also developing and validating assessment tools for evaluating student progress toward essential pre-algebra mathematical understandings.

Lead Organization(s): 
Partner Organization(s): 
Award Number: 
1207945
Funding Period: 
Thu, 09/01/2011 to Sat, 08/31/2013
Full Description: 

 

Active Physics Teacher Community

This project augmenting the traditional professional development model with an online professional development platform—the Active Physics Teacher Community—that provides just-in-time support for teachers as they are enacting targeted units of the Active Physics curriculum. Teachers are helped in preparing lessons by providing them with formal instruction related to the lessons they are teaching in the classroom. In addition, teachers can participate in a moderated forum where they can share experiences.

Award Number: 
0733268
Funding Period: 
Sat, 09/15/2007 to Tue, 08/31/2010

Teacher Learning of Technology-Enhanced Formative Assessment

This research study investigates the impact of the wireless environment on high school science resulting in a professional development model that will inform professional developers, administrators, policy-makers and teachers. The project uses in-depth case studies to examine context factors (e.g. technology implementation plans, school culture, extent and type of teacher professional development and teacher background) and critical interactions that may influence science instructional practice in wireless high school science classrooms.

Project Email: 
Award Number: 
1005652
Funding Period: 
Wed, 06/01/2005 to Sun, 02/28/2010

What Influences Teachers' Modifications of Curriculum?

This project is based on the assumption that teachers often make modifications to curriculum; reordering, skipping or adding lessons, changing an "exploration" into a lecture, and so on. This project pursues three related questions: What types of modifications do teachers make (and why), which types of modifications best help students learn, and how do teachers' modifications change in response to professional development activities designed to help them become more attuned to students' thinking?

Lead Organization(s): 
Partner Organization(s): 
Award Number: 
0455711
Funding Period: 
Wed, 06/01/2005 to Mon, 05/31/2010

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