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Co-Designing for Statewide Alignment of a Vision for High-Quality Mathematics Instruction (Collaborative Research: Wilson)

This project will develop a process for creating a shared, state-wide vision of high-quality mathematics instruction. It will also develop and study the resources to implement that vision at the state, district, and school levels. In addition, the project will investigate a collaborative process of designing and implementing high-quality mathematics instruction at a state level.

Award Number: 
2100903
Funding Period: 
Thu, 07/15/2021 to Mon, 06/30/2025
Full Description: 

Mathematics teaching and learning is influenced by policy and practice at the state, district, and school levels. To support large-scale change, it is important for high-quality mathematics instruction to be aligned and cohesive across each level of the education system. This can be supported through regional partnerships among state, district, and school-based leaders, mathematics teachers, education researchers, and mathematicians. Such partnerships create instructional tools and resources to document the vision for instruction. For example, teams can work together to create instructional frameworks for each grade band that describe standards, mathematics teaching, and units for teaching. This project will develop a process for creating a shared, state-wide vision of high-quality mathematics instruction. It will also develop and study the resources to implement that vision at the state, district, and school levels. In addition, the project will investigate a collaborative process of designing and implementing high-quality mathematics instruction at a state level.

This project will develop a shared vision of high-quality mathematics instruction intended to improve systemic coherence during the implementation of education innovations. The project uses a research-practice partnership with a design-based implementation research design. To examine and support implementation of the vision, partners will continue a process of developing instructional frameworks, research and practice briefs, as well as additional resources as needed by stakeholders in the system. Engaging partners at all levels of the system is a central component of developing the shared vision of instruction. This project includes three major research questions. First, what are visions of high-quality mathematics instruction held by educators at different levels of a state educational system? Second, in what ways do educators' visions of high-quality mathematics instruction mediate their use of implementation resources in practice? Finally, in what ways do educators’ visions of high-quality mathematics instruction mediate their participation in the co-design of implementation resources? An activity theory framework is used to understand the interactions between partners at different levels in the system and the creation of artifacts during the design process. The research methods for the study are situated in design-based research to capture the conjectures, instructional resources, design processes, and outcomes of the process. The project will use case studies of partner districts, data gathering from interactions with partners, artifacts of the design process, and other documentation to understand how the vision is created and enacted in different settings and to develop an empirically supported design framework and methodology for implementing STEM innovations at scale that centralizes a shared instructional vision.

Co-Designing for Statewide Alignment of a Vision for High-Quality Mathematics Instruction (Collaborative Research: Mawhinney)

This project will develop a process for creating a shared, state-wide vision of high-quality mathematics instruction. It will also develop and study the resources to implement that vision at the state, district, and school levels. In addition, the project will investigate a collaborative process of designing and implementing high-quality mathematics instruction at a state level.

Lead Organization(s): 
Award Number: 
2100833
Funding Period: 
Thu, 07/15/2021 to Mon, 06/30/2025
Full Description: 

Mathematics teaching and learning is influenced by policy and practice at the state, district, and school levels. To support large-scale change, it is important for high-quality mathematics instruction to be aligned and cohesive across each level of the education system. This can be supported through regional partnerships among state, district, and school-based leaders, mathematics teachers, education researchers, and mathematicians. Such partnerships create instructional tools and resources to document the vision for instruction. For example, teams can work together to create instructional frameworks for each grade band that describe standards, mathematics teaching, and units for teaching. This project will develop a process for creating a shared, state-wide vision of high-quality mathematics instruction. It will also develop and study the resources to implement that vision at the state, district, and school levels. In addition, the project will investigate a collaborative process of designing and implementing high-quality mathematics instruction at a state level.

This project will develop a shared vision of high-quality mathematics instruction intended to improve systemic coherence during the implementation of education innovations. The project uses a research-practice partnership with a design-based implementation research design. To examine and support implementation of the vision, partners will continue a process of developing instructional frameworks, research and practice briefs, as well as additional resources as needed by stakeholders in the system. Engaging partners at all levels of the system is a central component of developing the shared vision of instruction. This project includes three major research questions. First, what are visions of high-quality mathematics instruction held by educators at different levels of a state educational system? Second, in what ways do educators' visions of high-quality mathematics instruction mediate their use of implementation resources in practice? Finally, in what ways do educators’ visions of high-quality mathematics instruction mediate their participation in the co-design of implementation resources? An activity theory framework is used to understand the interactions between partners at different levels in the system and the creation of artifacts during the design process. The research methods for the study are situated in design-based research to capture the conjectures, instructional resources, design processes, and outcomes of the process. The project will use case studies of partner districts, data gathering from interactions with partners, artifacts of the design process, and other documentation to understand how the vision is created and enacted in different settings and to develop an empirically supported design framework and methodology for implementing STEM innovations at scale that centralizes a shared instructional vision.

Co-Designing for Statewide Alignment of a Vision for High-Quality Mathematics Instruction (Collaborative Research: Schwartz)

This project will develop a process for creating a shared, state-wide vision of high-quality mathematics instruction. It will also develop and study the resources to implement that vision at the state, district, and school levels. In addition, the project will investigate a collaborative process of designing and implementing high-quality mathematics instruction at a state level.

Lead Organization(s): 
Award Number: 
2100895
Funding Period: 
Thu, 07/15/2021 to Mon, 06/30/2025
Full Description: 

Mathematics teaching and learning is influenced by policy and practice at the state, district, and school levels. To support large-scale change, it is important for high-quality mathematics instruction to be aligned and cohesive across each level of the education system. This can be supported through regional partnerships among state, district, and school-based leaders, mathematics teachers, education researchers, and mathematicians. Such partnerships create instructional tools and resources to document the vision for instruction. For example, teams can work together to create instructional frameworks for each grade band that describe standards, mathematics teaching, and units for teaching. This project will develop a process for creating a shared, state-wide vision of high-quality mathematics instruction. It will also develop and study the resources to implement that vision at the state, district, and school levels. In addition, the project will investigate a collaborative process of designing and implementing high-quality mathematics instruction at a state level.

This project will develop a shared vision of high-quality mathematics instruction intended to improve systemic coherence during the implementation of education innovations. The project uses a research-practice partnership with a design-based implementation research design. To examine and support implementation of the vision, partners will continue a process of developing instructional frameworks, research and practice briefs, as well as additional resources as needed by stakeholders in the system. Engaging partners at all levels of the system is a central component of developing the shared vision of instruction. This project includes three major research questions. First, what are visions of high-quality mathematics instruction held by educators at different levels of a state educational system? Second, in what ways do educators' visions of high-quality mathematics instruction mediate their use of implementation resources in practice? Finally, in what ways do educators’ visions of high-quality mathematics instruction mediate their participation in the co-design of implementation resources? An activity theory framework is used to understand the interactions between partners at different levels in the system and the creation of artifacts during the design process. The research methods for the study are situated in design-based research to capture the conjectures, instructional resources, design processes, and outcomes of the process. The project will use case studies of partner districts, data gathering from interactions with partners, artifacts of the design process, and other documentation to understand how the vision is created and enacted in different settings and to develop an empirically supported design framework and methodology for implementing STEM innovations at scale that centralizes a shared instructional vision.

Co-Designing for Statewide Alignment of a Vision for High-Quality Mathematics Instruction (Collaborative Research: McCulloch)

This project will develop a process for creating a shared, state-wide vision of high-quality mathematics instruction. It will also develop and study the resources to implement that vision at the state, district, and school levels. In addition, the project will investigate a collaborative process of designing and implementing high-quality mathematics instruction at a state level.

Award Number: 
2100947
Funding Period: 
Thu, 07/15/2021 to Mon, 06/30/2025
Full Description: 

Mathematics teaching and learning is influenced by policy and practice at the state, district, and school levels. To support large-scale change, it is important for high-quality mathematics instruction to be aligned and cohesive across each level of the education system. This can be supported through regional partnerships among state, district, and school-based leaders, mathematics teachers, education researchers, and mathematicians. Such partnerships create instructional tools and resources to document the vision for instruction. For example, teams can work together to create instructional frameworks for each grade band that describe standards, mathematics teaching, and units for teaching. This project will develop a process for creating a shared, state-wide vision of high-quality mathematics instruction. It will also develop and study the resources to implement that vision at the state, district, and school levels. In addition, the project will investigate a collaborative process of designing and implementing high-quality mathematics instruction at a state level.

This project will develop a shared vision of high-quality mathematics instruction intended to improve systemic coherence during the implementation of education innovations. The project uses a research-practice partnership with a design-based implementation research design. To examine and support implementation of the vision, partners will continue a process of developing instructional frameworks, research and practice briefs, as well as additional resources as needed by stakeholders in the system. Engaging partners at all levels of the system is a central component of developing the shared vision of instruction. This project includes three major research questions. First, what are visions of high-quality mathematics instruction held by educators at different levels of a state educational system? Second, in what ways do educators' visions of high-quality mathematics instruction mediate their use of implementation resources in practice? Finally, in what ways do educators’ visions of high-quality mathematics instruction mediate their participation in the co-design of implementation resources? An activity theory framework is used to understand the interactions between partners at different levels in the system and the creation of artifacts during the design process. The research methods for the study are situated in design-based research to capture the conjectures, instructional resources, design processes, and outcomes of the process. The project will use case studies of partner districts, data gathering from interactions with partners, artifacts of the design process, and other documentation to understand how the vision is created and enacted in different settings and to develop an empirically supported design framework and methodology for implementing STEM innovations at scale that centralizes a shared instructional vision.

Measuring the Effectiveness of Middle School STEM Innovation and Engineering Design Curricula

Researchers from Georgia Tech have developed a three-year middle school Engineering and Technology course sequence that introduces students to advanced manufacturing tools such as computer aided design (CAD) and 3D printing, incorporates engineering concepts such as pneumatics, robotics and aeronautics, increases student awareness of career paths, and addresses the concerns of technical employers wanting workers with problem solving, teamwork, and communication skills.

Award Number: 
2101441
Funding Period: 
Wed, 09/01/2021 to Sun, 08/31/2025
Full Description: 

Inclusion of engineering in the Next Generation Science Standards has led to increased opportunities for K-12 students to learn engineering related concepts and skills, and learn about engineering career paths. However, a persistent challenge is the lack of high-quality, research-based engineering curricular resources that align with science and math education standards. Further, the opportunities for K-12 students to also learn about manufacturing and how manufacturing is related to engineering, math, and science are limited. Researchers from Georgia Tech have developed a three-year middle school Engineering and Technology course sequence that introduces students to advanced manufacturing tools such as computer aided design (CAD) and 3D printing, incorporates engineering concepts such as pneumatics, robotics and aeronautics, increases student awareness of career paths, and addresses the concerns of technical employers wanting workers with problem solving, teamwork, and communication skills. This DRK-12 impact study project will investigate the effectiveness of STEM-Innovation and Design (STEM-ID) curricula in approximately 29 middle schools, targeting 29 engineering teachers and approximately 5,000 students across middle grades in Georgia. This impact research study will determine whether STEM-ID courses are equally effective across different demographic groups and school environments under normal implementation conditions and whether the courses have the potential to positively impact a vast number of students around the country, particularly students who have struggled to stay engaged with their STEM education. It is a critical part of a larger effort to move the STEM-ID curricula, developed with NSF support, from the research lab to large-scale practice in schools.

To facilitate large-scale implementation, the project will transfer all curriculum and teacher support materials to an online dissemination site, develop just-in-time teacher support materials to embed within the curriculum, create an online professional development platform, and conduct professional learning in multiple areas of the state. The project team will then assess the transferability of the STEM-ID curricula and identify teacher outcomes that affect the implementation. They will also examine the generalizability of the curriculum by measuring student outcomes in STEM academic achievement and on social-emotional scales. The project’s research questions consider 1) contextual factors that influence scaling; 2) the fidelity of implementation, curriculum adaptations and sustainability; 3) the effects of professional development on teachers’ engineering self-efficacy and instructional practices; 4) the effect of participation on student academic performance in mathematics and science; 5) the effect of participation on student social-emotional outcomes; and 5) the relationship between the way STEM-ID is implemented and the student outcomes.  To examine the effects of STEM-ID on achievement and achievement growth, the investigators will use a multilevel growth model and mediation analysis to explore if the intervention’s effect on achievement was mediated by students’ engagement, academic self-efficacy, and/or interest in STEM. Additionally, drawing upon Century and Cassata’s Fidelity of Implementation framework (FOI), they will examine the array of factors that influence implementation of the STEM-ID curricula across diverse school settings.

Understanding STEM Teaching through Integrated Contexts in Everyday Life (Collaborative Research: Marco-Bujosa)

Increased focus on school accountability and teacher performance measures have resulted in STEM instruction that emphasizes content and procedural knowledge over critical thinking and real-world applications. Yet, critical thinking and application are essential in developing functional scientific literacy skills among students. This need is perhaps most pressing in economically depressed urban settings. One strategy to promote STEM engagement and learning is to make clear and meaningful connections between STEM concepts, principles, and STEM-related issues relevant to the learner.

Lead Organization(s): 
Award Number: 
2101144
Funding Period: 
Thu, 07/01/2021 to Mon, 06/30/2025
Full Description: 

Increased focus on school accountability and teacher performance measures have resulted in science, technology, engineering, and mathematics (STEM) instruction that emphasizes content and procedural knowledge over critical thinking and real-world applications. Yet, critical thinking and application are essential in developing functional scientific literacy skills among students. This need is perhaps most pressing in economically depressed urban settings. One strategy to promote STEM engagement and learning is to make clear and meaningful connections between STEM concepts, principles, and STEM-related issues relevant to the learner. Socioscientific issues (SSI) can provide a powerful avenue for promoting the desired kinds of engagement. SSI are debatable and ill-defined problems that have a basis in science but necessarily include moral and ethical choices. SSI for economically disadvantaged, culturally diverse students in urban settings might include, for example, lead paint contamination, poor water or air quality, or the existence of “food deserts.” By integrating locally relevant SSI with the goals of social justice, the Social Justice STEM Pedagogies (SJSP) framework the project uses is intended to support students to use their scientific expertise to be agents of change. SJSP can be potentially transformative for teachers, students, schools, and the communities in which students live. For SJSP to effectively promote STEM learning, however, teachers must learn how to integrate STEM-concepts and practices into the various real-world SSI present in their students’ environment. This collaborative project is designed to implement and evaluate a comprehensive professional development plan for grades 7 –12 STEM teachers from economically disadvantaged school districts in Philadelphia and surrounding areas. Teachers will develop ways to incorporate SSI into their instruction that are grounded in standards to foster students’ STEM engagement. The instructional practices enacted by teachers will enhance students’ STEM literacy while utilizing their own knowledge and culture in solving complex and ethically challenging STEM issues, thus promoting students’ abilities to be change agents.

This collaborative research project involves Arcadia University, Mercyhurst University, LaSalle University, Villanova University, and St. Joseph’s University. It is designed to investigate the effectiveness of a professional development (PD) program for STEM teachers to develop their pedagogical content knowledge (PCK) in teaching SSI and SJSP. Over four years, three cohorts of 25 grades 7-12 teachers will participate in about 200 hours of PD. The SSI and SJSP encompass authentic, complex real-world, STEM-based issues that are directly related to the inequities experienced by students and their communities that students can engage with in the classroom through the use of inquiry-based learning strategies. By promoting students’ engagement in and awareness of the relevance of STEM in everyday life, teacher participants in this PD will foster STEM learning, especially among students who have been historically marginalized from STEM disciplines, and who are from economically disadvantaged backgrounds. The research plan is designed to reveal elements of the PD program that are most effective in supporting teachers’ increased capacity to design and implement units of study that incorporate scientific, social, and discursive elements of SSI. Using predominantly qualitative methods, other outcomes include how teachers’ PCK change towards teaching with SSI/SJSP; what factors support and inhibit teacher’s abilities to promote SSI/SJSP; and how justice-centered STEM lessons help students to develop moral and ethical reasoning, scientific skepticism, STEM inquiry/modeling, and SSI discourse/argumentation.

Understanding STEM Teaching through Integrated Contexts in Everyday Life (Collaborative Research: Johnson)

Increased focus on school accountability and teacher performance measures have resulted in STEM instruction that emphasizes content and procedural knowledge over critical thinking and real-world applications. Yet, critical thinking and application are essential in developing functional scientific literacy skills among students. This need is perhaps most pressing in economically depressed urban settings. One strategy to promote STEM engagement and learning is to make clear and meaningful connections between STEM concepts, principles, and STEM-related issues relevant to the learner.

Lead Organization(s): 
Award Number: 
2101287
Funding Period: 
Thu, 07/01/2021 to Mon, 06/30/2025
Full Description: 

Increased focus on school accountability and teacher performance measures have resulted in science, technology, engineering, and mathematics (STEM) instruction that emphasizes content and procedural knowledge over critical thinking and real-world applications. Yet, critical thinking and application are essential in developing functional scientific literacy skills among students. This need is perhaps most pressing in economically depressed urban settings. One strategy to promote STEM engagement and learning is to make clear and meaningful connections between STEM concepts, principles, and STEM-related issues relevant to the learner. Socioscientific issues (SSI) can provide a powerful avenue for promoting the desired kinds of engagement. SSI are debatable and ill-defined problems that have a basis in science but necessarily include moral and ethical choices. SSI for economically disadvantaged, culturally diverse students in urban settings might include, for example, lead paint contamination, poor water or air quality, or the existence of “food deserts.” By integrating locally relevant SSI with the goals of social justice, the Social Justice STEM Pedagogies (SJSP) framework the project uses is intended to support students to use their scientific expertise to be agents of change. SJSP can be potentially transformative for teachers, students, schools, and the communities in which students live. For SJSP to effectively promote STEM learning, however, teachers must learn how to integrate STEM-concepts and practices into the various real-world SSI present in their students’ environment. This collaborative project is designed to implement and evaluate a comprehensive professional development plan for grades 7 –12 STEM teachers from economically disadvantaged school districts in Philadelphia and surrounding areas. Teachers will develop ways to incorporate SSI into their instruction that are grounded in standards to foster students’ STEM engagement. The instructional practices enacted by teachers will enhance students’ STEM literacy while utilizing their own knowledge and culture in solving complex and ethically challenging STEM issues, thus promoting students’ abilities to be change agents.

This collaborative research project involves Arcadia University, Mercyhurst University, LaSalle University, Villanova University, and St. Joseph’s University. It is designed to investigate the effectiveness of a professional development (PD) program for STEM teachers to develop their pedagogical content knowledge (PCK) in teaching SSI and SJSP. Over four years, three cohorts of 25 grades 7-12 teachers will participate in about 200 hours of PD. The SSI and SJSP encompass authentic, complex real-world, STEM-based issues that are directly related to the inequities experienced by students and their communities that students can engage with in the classroom through the use of inquiry-based learning strategies. By promoting students’ engagement in and awareness of the relevance of STEM in everyday life, teacher participants in this PD will foster STEM learning, especially among students who have been historically marginalized from STEM disciplines, and who are from economically disadvantaged backgrounds. The research plan is designed to reveal elements of the PD program that are most effective in supporting teachers’ increased capacity to design and implement units of study that incorporate scientific, social, and discursive elements of SSI. Using predominantly qualitative methods, other outcomes include how teachers’ PCK change towards teaching with SSI/SJSP; what factors support and inhibit teacher’s abilities to promote SSI/SJSP; and how justice-centered STEM lessons help students to develop moral and ethical reasoning, scientific skepticism, STEM inquiry/modeling, and SSI discourse/argumentation.

Understanding STEM Teaching through Integrated Contexts in Everyday Life (Collaborative Research: Richardson)

Increased focus on school accountability and teacher performance measures have resulted in STEM instruction that emphasizes content and procedural knowledge over critical thinking and real-world applications. Yet, critical thinking and application are essential in developing functional scientific literacy skills among students. This need is perhaps most pressing in economically depressed urban settings. One strategy to promote STEM engagement and learning is to make clear and meaningful connections between STEM concepts, principles, and STEM-related issues relevant to the learner.

Lead Organization(s): 
Award Number: 
2101324
Funding Period: 
Thu, 07/01/2021 to Mon, 06/30/2025
Full Description: 

Increased focus on school accountability and teacher performance measures have resulted in science, technology, engineering, and mathematics (STEM) instruction that emphasizes content and procedural knowledge over critical thinking and real-world applications. Yet, critical thinking and application are essential in developing functional scientific literacy skills among students. This need is perhaps most pressing in economically depressed urban settings. One strategy to promote STEM engagement and learning is to make clear and meaningful connections between STEM concepts, principles, and STEM-related issues relevant to the learner. Socioscientific issues (SSI) can provide a powerful avenue for promoting the desired kinds of engagement. SSI are debatable and ill-defined problems that have a basis in science but necessarily include moral and ethical choices. SSI for economically disadvantaged, culturally diverse students in urban settings might include, for example, lead paint contamination, poor water or air quality, or the existence of “food deserts.” By integrating locally relevant SSI with the goals of social justice, the Social Justice STEM Pedagogies (SJSP) framework the project uses is intended to support students to use their scientific expertise to be agents of change. SJSP can be potentially transformative for teachers, students, schools, and the communities in which students live. For SJSP to effectively promote STEM learning, however, teachers must learn how to integrate STEM-concepts and practices into the various real-world SSI present in their students’ environment. This collaborative project is designed to implement and evaluate a comprehensive professional development plan for grades 7 –12 STEM teachers from economically disadvantaged school districts in Philadelphia and surrounding areas. Teachers will develop ways to incorporate SSI into their instruction that are grounded in standards to foster students’ STEM engagement. The instructional practices enacted by teachers will enhance students’ STEM literacy while utilizing their own knowledge and culture in solving complex and ethically challenging STEM issues, thus promoting students’ abilities to be change agents.

This collaborative research project involves Arcadia University, Mercyhurst University, LaSalle University, Villanova University, and St. Joseph’s University. It is designed to investigate the effectiveness of a professional development (PD) program for STEM teachers to develop their pedagogical content knowledge (PCK) in teaching SSI and SJSP. Over four years, three cohorts of 25 grades 7-12 teachers will participate in about 200 hours of PD. The SSI and SJSP encompass authentic, complex real-world, STEM-based issues that are directly related to the inequities experienced by students and their communities that students can engage with in the classroom through the use of inquiry-based learning strategies. By promoting students’ engagement in and awareness of the relevance of STEM in everyday life, teacher participants in this PD will foster STEM learning, especially among students who have been historically marginalized from STEM disciplines, and who are from economically disadvantaged backgrounds. The research plan is designed to reveal elements of the PD program that are most effective in supporting teachers’ increased capacity to design and implement units of study that incorporate scientific, social, and discursive elements of SSI. Using predominantly qualitative methods, other outcomes include how teachers’ PCK change towards teaching with SSI/SJSP; what factors support and inhibit teacher’s abilities to promote SSI/SJSP; and how justice-centered STEM lessons help students to develop moral and ethical reasoning, scientific skepticism, STEM inquiry/modeling, and SSI discourse/argumentation.

Understanding STEM Teaching through Integrated Contexts in Everyday Life (Collaborative Research: Macalalag)

Increased focus on school accountability and teacher performance measures have resulted in STEM instruction that emphasizes content and procedural knowledge over critical thinking and real-world applications. Yet, critical thinking and application are essential in developing functional scientific literacy skills among students. This need is perhaps most pressing in economically depressed urban settings. One strategy to promote STEM engagement and learning is to make clear and meaningful connections between STEM concepts, principles, and STEM-related issues relevant to the learner.

Lead Organization(s): 
Award Number: 
2101395
Funding Period: 
Thu, 07/01/2021 to Mon, 06/30/2025
Full Description: 

Increased focus on school accountability and teacher performance measures have resulted in science, technology, engineering, and mathematics (STEM) instruction that emphasizes content and procedural knowledge over critical thinking and real-world applications. Yet, critical thinking and application are essential in developing functional scientific literacy skills among students. This need is perhaps most pressing in economically depressed urban settings. One strategy to promote STEM engagement and learning is to make clear and meaningful connections between STEM concepts, principles, and STEM-related issues relevant to the learner. Socioscientific issues (SSI) can provide a powerful avenue for promoting the desired kinds of engagement. SSI are debatable and ill-defined problems that have a basis in science but necessarily include moral and ethical choices. SSI for economically disadvantaged, culturally diverse students in urban settings might include, for example, lead paint contamination, poor water or air quality, or the existence of “food deserts.” By integrating locally relevant SSI with the goals of social justice, the Social Justice STEM Pedagogies (SJSP) framework the project uses is intended to support students to use their scientific expertise to be agents of change. SJSP can be potentially transformative for teachers, students, schools, and the communities in which students live. For SJSP to effectively promote STEM learning, however, teachers must learn how to integrate STEM-concepts and practices into the various real-world SSI present in their students’ environment. This collaborative project is designed to implement and evaluate a comprehensive professional development plan for grades 7 –12 STEM teachers from economically disadvantaged school districts in Philadelphia and surrounding areas. Teachers will develop ways to incorporate SSI into their instruction that are grounded in standards to foster students’ STEM engagement. The instructional practices enacted by teachers will enhance students’ STEM literacy while utilizing their own knowledge and culture in solving complex and ethically challenging STEM issues, thus promoting students’ abilities to be change agents.

This collaborative research project involves Arcadia University, Mercyhurst University, LaSalle University, Villanova University, and St. Joseph’s University. It is designed to investigate the effectiveness of a professional development (PD) program for STEM teachers to develop their pedagogical content knowledge (PCK) in teaching SSI and SJSP. Over four years, three cohorts of 25 grades 7-12 teachers will participate in about 200 hours of PD. The SSI and SJSP encompass authentic, complex real-world, STEM-based issues that are directly related to the inequities experienced by students and their communities that students can engage with in the classroom through the use of inquiry-based learning strategies. By promoting students’ engagement in and awareness of the relevance of STEM in everyday life, teacher participants in this PD will foster STEM learning, especially among students who have been historically marginalized from STEM disciplines, and who are from economically disadvantaged backgrounds. The research plan is designed to reveal elements of the PD program that are most effective in supporting teachers’ increased capacity to design and implement units of study that incorporate scientific, social, and discursive elements of SSI. Using predominantly qualitative methods, other outcomes include how teachers’ PCK change towards teaching with SSI/SJSP; what factors support and inhibit teacher’s abilities to promote SSI/SJSP; and how justice-centered STEM lessons help students to develop moral and ethical reasoning, scientific skepticism, STEM inquiry/modeling, and SSI discourse/argumentation.

Teacher Collaborative for Culturally Relevant Mathematics and Science Curricula

Culturally relevant pedagogy (CRP) is a framework that puts students and their experiences at the center of teaching. Culturally relevant math and science teaching (CRMST), more specifically, describes equitable science and math teaching practices that support student success in schools. This project involves elementary teachers in a 3-day conference focusing on CRP and CRMST. The conference is designed to form a teacher collaborative to share experiences and resources, learn from one another, and create their own culturally relevant science and math units for use in their classrooms.

Lead Organization(s): 
Award Number: 
2101532
Funding Period: 
Tue, 06/15/2021 to Tue, 05/31/2022
Full Description: 

To be effective, teachers need a strong theoretical understanding of the frameworks that support success for all students, especially those students historically underserved by schools. Culturally relevant pedagogy (CRP) is a framework that puts students and their experiences at the center of teaching. Culturally relevant math and science teaching (CRMST), more specifically, describes equitable science and math teaching practices that support student success in schools. This project involves elementary teachers in a 3-day conference focusing on CRP and CRMST. The conference is designed to form a teacher collaborative to share experiences and resources, learn from one another, and create their own culturally relevant science and math units for use in their classrooms. To boost teacher learning, the conference includes a variety of workshops and activities led by local and national content area experts, teacher educators, and STEM teacher-leaders who use culturally relevant science/math curricula in their classrooms. In the year following the conference, teachers will be strategically supported to continue designing and implementing CRMST through monthly teacher collaborative meetings and in-classroom support. At the end of the project year, teachers will participate in a public curriculum fair that showcases their projects and allows them to share what they have learned.

The research component of this project will use culturally relevant pedagogy and a framework that describes trajectories of development for CRMST as theoretical and analytical frameworks. In particular, the latter framework describes levels of engagement with key ideas from CRP and attends to, for example, whether teachers engage with transformative decision making, grapple with issues from an individual or structural perspective, and recognize tensions and discomfort in their learnings about CRMST. The research will focus on learning more about how teachers benefit from collaborative opportunities and how they develop understandings about CRMST.  Data sources will include: culturally relevant mathematics and science curricula (CR-MASC) units, classroom observations, field notes, and surveys collected from the teacher participants. Findings about practices and structures that support teachers’ movement towards CRMST, as well as exemplary CR-MASC units, will contribute to research and practice in teacher education aimed at improving science and math learning experiences for marginalized learners.

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