Student Attitudes/Beliefs

Mobilizing Teachers to Increase Capacity and Broaden Women's Participation in Physics (Collaborative Research: Hazari)

This project assesses the impact of scaling-up the teaching of physics and engineering to women students in grade levels 11 and 12, particularly in reference to retention. The aim is to mobilize high school physics teachers to "attract and recruit" female students into physics and engineering careers. The project will advance physics identity research by testing research-based approaches/interventions with larger groups of teachers and connecting research to practice in ways that are both widely deployable and practical for teachers to implement.

Award Number: 
1721021
Funding Period: 
Mon, 05/15/2017 to Fri, 04/30/2021
Full Description: 

This project assesses the impact of scaling-up the teaching of physics and engineering to women students in grade levels 11 and 12, particularly in reference to retention. The problem of low participation of women in physics and engineering has been a topic of concern for decades. The persistent underrepresentation of women in physics and engineering is not just an equity issue but also reflects an unrealized talent pool that can help respond to current and future challenges faced by society. The aim is to mobilize high school physics teachers to "attract and recruit" female students into science (physics) and engineering careers. The fundamental issues that the project seeks is to affect increases in the number of females in physics and engineering careers using research-informed and field-tested classroom practices that improve female students' physics identity. The project will advance science (physics) identity research by testing research-based approaches/interventions with larger groups of teachers and connecting research to practice in ways that are both widely deployable and practical for teachers to implement. The project will also affect female participation in engineering since developing a physics identity is strongly related to choosing engineering. The core area teachers will be trained in addressing student identity as a physicist or engineer.

In this project, two research universities (Florida International University, Texas A&M-Commerce) and the two largest national organizations in physics (American Physical Society and American Association of Physics Teachers) will work together using approaches/interventions drawn from prior research results that will be tested with teachers in three states (24 teachers, 8 in each state) using an experimental design with control and treatment groups. The project proposes three phases: 1. Refine already established interventions for improving female physics identity for use on a massive national level which will be assessed through previously validated and reliable surveys and sound research design; 2. Launch a massive national campaign involving workshops, training modules, and mass communication approaches to reach and attempt to mobilize 16,000 of the 27,000 physics teachers nationwide to attract and recruit at least one female student to physics using the intervention approaches refines in phase 1 and other classroom approaches shown to improve female physics identity; and 3. Evaluate of the success of the campaign through surveys of high school physics teachers (subjective data) and data from the Higher Education Research Institute to monitor female student increases in freshmen declaring a physics major during the years following the campaign (objective data). The interventions will focus on developing female students' physics identity, a construct which has been found to be strongly related to career choice and persistence in physics. The project has the potential to reduce or eliminate the gender gap in the field of physics. In addition, the increase in female physics identity is likely to also increase female representation in engineering majors. Therefore, the work will lay the groundwork for adapting similar methods for increasing under-representation of females in other disciplines. The societies involved (American Physical Society and American Association of Physics Teachers) are uniquely positioned within the discipline to ensure a successful campaign of information dissemination to physics teachers nationally and under-representation of females in other disciplines as well, engineering specifically.

Mobilizing Teachers to Increase Capacity and Broaden Women's Participation in Physics (Collaborative Research: Lock)

This project assesses the impact of scaling-up the teaching of physics and engineering to women students in grade levels 11 and 12, particularly in reference to retention. The aim is to mobilize high school physics teachers to "attract and recruit" female students into physics and engineering careers. The project will advance physics identity research by testing research-based approaches/interventions with larger groups of teachers and connecting research to practice in ways that are both widely deployable and practical for teachers to implement.

Lead Organization(s): 
Award Number: 
1720917
Funding Period: 
Mon, 05/15/2017 to Fri, 04/30/2021
Full Description: 

This project assesses the impact of scaling-up the teaching of physics and engineering to women students in grade levels 11 and 12, particularly in reference to retention. The problem of low participation of women in physics and engineering has been a topic of concern for decades. The persistent underrepresentation of women in physics and engineering is not just an equity issue but also reflects an unrealized talent pool that can help respond to current and future challenges faced by society. The aim is to mobilize high school physics teachers to "attract and recruit" female students into science (physics) and engineering careers. The fundamental issues that the project seeks is to affect increases in the number of females in physics and engineering careers using research-informed and field-tested classroom practices that improve female students' physics identity. The project will advance science (physics) identity research by testing research-based approaches/interventions with larger groups of teachers and connecting research to practice in ways that are both widely deployable and practical for teachers to implement. The project will also affect female participation in engineering since developing a physics identity is strongly related to choosing engineering. The core area teachers will be trained in addressing student identity as a physicist or engineer.

In this project, two research universities (Florida International University, Texas A&M-Commerce) and the two largest national organizations in physics (American Physical Society and American Association of Physics Teachers) will work together using approaches/interventions drawn from prior research results that will be tested with teachers in three states (24 teachers, 8 in each state) using an experimental design with control and treatment groups. The project proposes three phases: 1. Refine already established interventions for improving female physics identity for use on a massive national level which will be assessed through previously validated and reliable surveys and sound research design; 2. Launch a massive national campaign involving workshops, training modules, and mass communication approaches to reach and attempt to mobilize 16,000 of the 27,000 physics teachers nationwide to attract and recruit at least one female student to physics using the intervention approaches refines in phase 1 and other classroom approaches shown to improve female physics identity; and 3. Evaluate of the success of the campaign through surveys of high school physics teachers (subjective data) and data from the Higher Education Research Institute to monitor female student increases in freshmen declaring a physics major during the years following the campaign (objective data). The interventions will focus on developing female students' physics identity, a construct which has been found to be strongly related to career choice and persistence in physics. The project has the potential to reduce or eliminate the gender gap in the field of physics. In addition, the increase in female physics identity is likely to also increase female representation in engineering majors. Therefore, the work will lay the groundwork for adapting similar methods for increasing under-representation of females in other disciplines. The societies involved (American Physical Society and American Association of Physics Teachers) are uniquely positioned within the discipline to ensure a successful campaign of information dissemination to physics teachers nationally and under-representation of females in other disciplines as well, engineering specifically.

Mobilizing Teachers to Increase Capacity and Broaden Women's Participation in Physics (Collaborative Research: Hannum)

This project assesses the impact of scaling-up the teaching of physics and engineering to women students in grade levels 11 and 12, particularly in reference to retention. The aim is to mobilize high school physics teachers to "attract and recruit" female students into physics and engineering careers. The project will advance physics identity research by testing research-based approaches/interventions with larger groups of teachers and connecting research to practice in ways that are both widely deployable and practical for teachers to implement.

Award Number: 
1720869
Funding Period: 
Mon, 05/15/2017 to Fri, 04/30/2021
Full Description: 

This project assesses the impact of scaling-up the teaching of physics and engineering to women students in grade levels 11 and 12, particularly in reference to retention. The problem of low participation of women in physics and engineering has been a topic of concern for decades. The persistent underrepresentation of women in physics and engineering is not just an equity issue but also reflects an unrealized talent pool that can help respond to current and future challenges faced by society. The aim is to mobilize high school physics teachers to "attract and recruit" female students into science (physics) and engineering careers. The fundamental issues that the project seeks is to affect increases in the number of females in physics and engineering careers using research-informed and field-tested classroom practices that improve female students' physics identity. The project will advance science (physics) identity research by testing research-based approaches/interventions with larger groups of teachers and connecting research to practice in ways that are both widely deployable and practical for teachers to implement. The project will also affect female participation in engineering since developing a physics identity is strongly related to choosing engineering. The core area teachers will be trained in addressing student identity as a physicist or engineer.

In this project, two research universities (Florida International University, Texas A&M-Commerce) and the two largest national organizations in physics (American Physical Society and American Association of Physics Teachers) will work together using approaches/interventions drawn from prior research results that will be tested with teachers in three states (24 teachers, 8 in each state) using an experimental design with control and treatment groups. The project proposes three phases: 1. Refine already established interventions for improving female physics identity for use on a massive national level which will be assessed through previously validated and reliable surveys and sound research design; 2. Launch a massive national campaign involving workshops, training modules, and mass communication approaches to reach and attempt to mobilize 16,000 of the 27,000 physics teachers nationwide to attract and recruit at least one female student to physics using the intervention approaches refines in phase 1 and other classroom approaches shown to improve female physics identity; and 3. Evaluate of the success of the campaign through surveys of high school physics teachers (subjective data) and data from the Higher Education Research Institute to monitor female student increases in freshmen declaring a physics major during the years following the campaign (objective data). The interventions will focus on developing female students' physics identity, a construct which has been found to be strongly related to career choice and persistence in physics. The project has the potential to reduce or eliminate the gender gap in the field of physics. In addition, the increase in female physics identity is likely to also increase female representation in engineering majors. Therefore, the work will lay the groundwork for adapting similar methods for increasing under-representation of females in other disciplines. The societies involved (American Physical Society and American Association of Physics Teachers) are uniquely positioned within the discipline to ensure a successful campaign of information dissemination to physics teachers nationally and under-representation of females in other disciplines as well, engineering specifically.

Mobilizing Teachers to Increase Capacity and Broaden Women's Participation in Physics (Collaborative Research: Hodapp)

This project assesses the impact of scaling-up the teaching of physics and engineering to women students in grade levels 11 and 12, particularly in reference to retention. The aim is to mobilize high school physics teachers to "attract and recruit" female students into physics and engineering careers. The project will advance physics identity research by testing research-based approaches/interventions with larger groups of teachers and connecting research to practice in ways that are both widely deployable and practical for teachers to implement.

Lead Organization(s): 
Award Number: 
1720810
Funding Period: 
Mon, 05/15/2017 to Fri, 04/30/2021
Full Description: 

This project assesses the impact of scaling-up the teaching of physics and engineering to women students in grade levels 11 and 12, particularly in reference to retention. The problem of low participation of women in physics and engineering has been a topic of concern for decades. The persistent underrepresentation of women in physics and engineering is not just an equity issue but also reflects an unrealized talent pool that can help respond to current and future challenges faced by society. The aim is to mobilize high school physics teachers to "attract and recruit" female students into science (physics) and engineering careers. The fundamental issues that the project seeks is to affect increases in the number of females in physics and engineering careers using research-informed and field-tested classroom practices that improve female students' physics identity. The project will advance science (physics) identity research by testing research-based approaches/interventions with larger groups of teachers and connecting research to practice in ways that are both widely deployable and practical for teachers to implement. The project will also affect female participation in engineering since developing a physics identity is strongly related to choosing engineering. The core area teachers will be trained in addressing student identity as a physicist or engineer.

In this project, two research universities (Florida International University, Texas A&M-Commerce) and the two largest national organizations in physics (American Physical Society and American Association of Physics Teachers) will work together using approaches/interventions drawn from prior research results that will be tested with teachers in three states (24 teachers, 8 in each state) using an experimental design with control and treatment groups. The project proposes three phases: 1. Refine already established interventions for improving female physics identity for use on a massive national level which will be assessed through previously validated and reliable surveys and sound research design; 2. Launch a massive national campaign involving workshops, training modules, and mass communication approaches to reach and attempt to mobilize 16,000 of the 27,000 physics teachers nationwide to attract and recruit at least one female student to physics using the intervention approaches refines in phase 1 and other classroom approaches shown to improve female physics identity; and 3. Evaluate of the success of the campaign through surveys of high school physics teachers (subjective data) and data from the Higher Education Research Institute to monitor female student increases in freshmen declaring a physics major during the years following the campaign (objective data). The interventions will focus on developing female students' physics identity, a construct which has been found to be strongly related to career choice and persistence in physics. The project has the potential to reduce or eliminate the gender gap in the field of physics. In addition, the increase in female physics identity is likely to also increase female representation in engineering majors. Therefore, the work will lay the groundwork for adapting similar methods for increasing under-representation of females in other disciplines. The societies involved (American Physical Society and American Association of Physics Teachers) are uniquely positioned within the discipline to ensure a successful campaign of information dissemination to physics teachers nationally and under-representation of females in other disciplines as well, engineering specifically.

Perceptual and Implementation Strategies for Knowledge Acquisition of Digital Tactile Graphics for Blind and Visually Impaired Students (Collaborative Research: Gorlewicz)

This project lays the foundation and framework for enabling digital, multimodal tactile graphics on touchscreens for individuals with visual impairments (VI). Given the low-cost, portability, and wide availability of touchscreens, this work promotes the use of vibrations and sounds on these readily available platforms for addressing the graphical access challenge for individuals with VI.

Lead Organization(s): 
Award Number: 
1644538
Funding Period: 
Sun, 01/15/2017 to Tue, 12/31/2019
Full Description: 

Students with disabilities often have fewer opportunities for experiential learning, an important component of quality STEM education. With continued shifts toward the use of digital media to supplement instruction in STEM classrooms, much of the content remains inaccessible, particular for students with visual impairments. The promise of technology and use of tactile graphics is an effective, emerging innovation for providing more complete access to important information and materials. Tactile graphics are images that use raised surfaces to convey non-textual information such as maps, paintings, graphs and diagrams. Touchscreen-based smart devices allow visual information to be digitally and dynamically represented via tactile, auditory, visual, and kinesthetic feedback. Tactile graphic technology embedded in touchscreen devices can be leveraged to make STEM content more accessible to blind and visually impaired students.

This project will develop a learner-centered, perceptually-motivated framework addressing the requirements for students with blindness and visual impairments to access graphical content in STEM. Using TouchSense technology, the investigators will create instructional materials using tactile graphics and test them in a pilot classroom of both sighted and BVI students. The investigators will work with approximately 150 students with visual impairments to understand the kind of feedback that is most appropriate for specific content in algebra (coordinate plane), cell biology, and geography. Qualitative research methods will be used to analyze the video-based data set.

Perceptual and Implementation Strategies for Knowledge Acquisition of Digital Tactile Graphics for Blind and Visually Impaired Students (Collaborative Research: Stefik)

This project lays the foundation and framework for enabling digital, multimodal tactile graphics on touchscreens for individuals with visual impairments (VI). Given the low-cost, portability, and wide availability of touchscreens, this work promotes the use of vibrations and sounds on these readily available platforms for addressing the graphical access challenge for individuals with VI.

Award Number: 
1644491
Funding Period: 
Sun, 01/15/2017 to Tue, 12/31/2019
Full Description: 

Students with disabilities often have fewer opportunities for experiential learning, an important component of quality STEM education. With continued shifts toward the use of digital media to supplement instruction in STEM classrooms, much of the content remains inaccessible, particular for students with visual impairments. The promise of technology and use of tactile graphics is an effective, emerging innovation for providing more complete access to important information and materials. Tactile graphics are images that use raised surfaces to convey non-textual information such as maps, paintings, graphs and diagrams. Touchscreen-based smart devices allow visual information to be digitally and dynamically represented via tactile, auditory, visual, and kinesthetic feedback. Tactile graphic technology embedded in touchscreen devices can be leveraged to make STEM content more accessible to blind and visually impaired students.

This project will develop a learner-centered, perceptually-motivated framework addressing the requirements for students with blindness and visual impairments to access graphical content in STEM. Using TouchSense technology, the investigators will create instructional materials using tactile graphics and test them in a pilot classroom of both sighted and BVI students. The investigators will work with approximately 150 students with visual impairments to understand the kind of feedback that is most appropriate for specific content in algebra (coordinate plane), cell biology, and geography. Qualitative research methods will be used to analyze the video-based data set.

Perceptual and Implementation Strategies for Knowledge Acquisition of Digital Tactile Graphics for Blind and Visually Impaired Students (Collaborative Research: Smith)

This project lays the foundation and framework for enabling digital, multimodal tactile graphics on touchscreens for individuals with visual impairments (VI). Given the low-cost, portability, and wide availability of touchscreens, this work promotes the use of vibrations and sounds on these readily available platforms for addressing the graphical access challenge for individuals with VI.

Award Number: 
1644476
Funding Period: 
Sun, 01/15/2017 to Tue, 12/31/2019
Full Description: 

Students with disabilities often have fewer opportunities for experiential learning, an important component of quality STEM education. With continued shifts toward the use of digital media to supplement instruction in STEM classrooms, much of the content remains inaccessible, particular for students with visual impairments. The promise of technology and use of tactile graphics is an effective, emerging innovation for providing more complete access to important information and materials. Tactile graphics are images that use raised surfaces to convey non-textual information such as maps, paintings, graphs and diagrams. Touchscreen-based smart devices allow visual information to be digitally and dynamically represented via tactile, auditory, visual, and kinesthetic feedback. Tactile graphic technology embedded in touchscreen devices can be leveraged to make STEM content more accessible to blind and visually impaired students.

This project will develop a learner-centered, perceptually-motivated framework addressing the requirements for students with blindness and visual impairments to access graphical content in STEM. Using TouchSense technology, the investigators will create instructional materials using tactile graphics and test them in a pilot classroom of both sighted and BVI students. The investigators will work with approximately 150 students with visual impairments to understand the kind of feedback that is most appropriate for specific content in algebra (coordinate plane), cell biology, and geography. Qualitative research methods will be used to analyze the video-based data set.

Perceptual and Implementation Strategies for Knowledge Acquisition of Digital Tactile Graphics for Blind and Visually Impaired Students (Collaborative Research: Giudice)

This project lays the foundation and framework for enabling digital, multimodal tactile graphics on touchscreens for individuals with visual impairments (VI). Given the low-cost, portability, and wide availability of touchscreens, this work promotes the use of vibrations and sounds on these readily available platforms for addressing the graphical access challenge for individuals with VI.

Lead Organization(s): 
Award Number: 
1644471
Funding Period: 
Sun, 01/15/2017 to Tue, 12/31/2019
Full Description: 

Students with disabilities often have fewer opportunities for experiential learning, an important component of quality STEM education. With continued shifts toward the use of digital media to supplement instruction in STEM classrooms, much of the content remains inaccessible, particular for students with visual impairments. The promise of technology and use of tactile graphics is an effective, emerging innovation for providing more complete access to important information and materials. Tactile graphics are images that use raised surfaces to convey non-textual information such as maps, paintings, graphs and diagrams. Touchscreen-based smart devices allow visual information to be digitally and dynamically represented via tactile, auditory, visual, and kinesthetic feedback. Tactile graphic technology embedded in touchscreen devices can be leveraged to make STEM content more accessible to blind and visually impaired students.

This project will develop a learner-centered, perceptually-motivated framework addressing the requirements for students with blindness and visual impairments to access graphical content in STEM. Using TouchSense technology, the investigators will create instructional materials using tactile graphics and test them in a pilot classroom of both sighted and BVI students. The investigators will work with approximately 150 students with visual impairments to understand the kind of feedback that is most appropriate for specific content in algebra (coordinate plane), cell biology, and geography. Qualitative research methods will be used to analyze the video-based data set.

CAREER: Designing and Enacting Mathematically Captivating Learning Experiences for High School Mathematics

This project explores how secondary mathematics teachers can plan and enact learning experiences that spur student curiosity, captivate students with complex mathematical content, and compel students to engage and persevere (referred to as "mathematically captivating learning experiences" or "MCLEs"). The study will examine how high school teachers can design lessons so that mathematical content itself is the source of student intrigue, pursuit, and passion.

Lead Organization(s): 
Award Number: 
1652513
Funding Period: 
Wed, 02/15/2017 to Mon, 01/31/2022
Full Description: 

This design and development project explores how secondary mathematics teachers can plan and enact learning experiences that spur student curiosity, captivate students with complex mathematical content, and compel students to engage and persevere (referred to as "mathematically captivating learning experiences" or "MCLEs"). This study is important because of persistent disinterest by secondary students in mathematics in the United States. This study will examine how high school teachers can design lessons so that mathematical content itself is the source of student intrigue, pursuit, and passion. To do this, the content within mathematical lessons (both planned and enacted) is framed as mathematical stories and the felt tension between how information is revealed and withheld from students as the mathematical story unfolds is framed as its mathematical plot. The Mathematical Story Framework (Dietiker, 2013, 2015) foregrounds both the coherence (does the story make sense?) and aesthetic (does it stimulate anticipation for what is to come, and if so, how?) dimensions of mathematics lessons. The project will generate principles for lesson design usable by teachers in other settings and exemplar lessons that can be shared.

Specifically, this project draws from prior curriculum research and design to (a) develop a theory of teacher MCLE design and enactment with the Mathematical Story Framework, (b) increase the understanding(s) of the aesthetic nature of mathematics curriculum by both researchers and teachers, and (c) generate detailed MCLE exemplars that demonstrate curricular coherence, cognitive demand, and aesthetic dimensions of mathematical lessons. The project is grounded in a design-based research framework for education research. A team of experienced high school teachers will design and test MCLEs (four per teacher) with researchers through three year-long cycles. Prior to the first cycle, data will be collected (interview, observations) to record initial teacher curricular strategies regarding student dispositions toward mathematics. Then, a professional development experience will introduce the Mathematical Story Framework, along with other curricular frameworks to support the planning and enacting of lessons (i.e., cognitive demand and coherence). During the design cycles, videotaped observations and student aesthetic measures (surveys and interviews) for both MCLEs and a non-MCLEs (randomly selected to be the lesson before or after the MCLE) will be collected to enable comparison. Also, student dispositional measures, collected at the beginning and end of each cycle, will be used to learn whether and how student attitudes in mathematics change over time. Of the MCLEs designed and tested, a sample will be selected (based on aesthetic and mathematical differences) and developed into models, complete with the rationale for and description of aesthetic dimensions.

Algebra Project Mathematics Content and Pedagogy Initiative

This project will scale up, implement, and assess the efficacy of interventions in K-12 mathematics education based on the well-established Algebra Project (AP) pedagogical framework, which seeks to improve performance and participation in mathematics of students in distressed school districts, particularly low-income students from underserved populations.

Award Number: 
1749483
Funding Period: 
Thu, 09/15/2016 to Mon, 08/31/2020
Full Description: 

Algebra continues to serve as a gatekeeper and potential barrier for high school students. The Algebra Project Mathematics Content and Pedagogy Initiative (APMCPI) will scale up, implement and assess the efficacy of interventions in K-12 mathematics education based on the well-established Algebra Project (AP) pedagogical framework. The APMCPI project team is comprised of four HBCUs (Virginia State University, Dillard University, Xavier University, Lincoln University), the Southern Initiative Algebra Project (SIAP), and four school districts that are closely aligned with partner universities. The purpose of the Algebra Project is to improve performance and participation in mathematics by members of students in distressed school districts, particularly those with a large population of low-income students from underserved populations including African American and Hispanics. The project will provide professional development and implement the Algebra Project in four districts and study the impact on student learning. The research results will inform the nation's learning how to improve mathematics achievement for all children, particularly those in distressed inner-city school districts.

The study builds on a prior pilot project with a 74% increase in students who passed the state exam. In the early stages of this project, teachers in four districts closely associated with the four universities will receive Algebra Project professional development in Summer Teacher Institutes with ongoing support during the academic year, including a community development plan. The professional development is designed to help teachers combine mathematical problem solving with context-rich lessons, which both strengthen and integrate teachers' understanding of key concepts in mathematics so that they better engage their students. The project also will focus on helping teachers establish a framework for mathematically substantive, conceptually-rich and experientially-grounded conversations with students. The first year of the study will begin a longitudinal quasi-experimental, explanatory, mixed-method design. Over the course of the project, researchers will follow cohorts who are in grade-levels 5 through 12 in Year 1 to allow analyses across crucial transition periods - grades 5 to 6; grades 8 to 9; and grades 12 to college/workforce. Student and teacher data will be collected in September of Project Year 1, and in May of each project year, providing five data points for each student and teacher participant. Student data will include student attitude, belief, anxiety, and relationship to mathematics and science, in addition to student learning outcome measures. Teacher data will include content knowledge, attitudes and beliefs, and practices. Qualitative data will provide information on the implementation in both the experimental and control conditions. Analysis will include hierarchical linear modeling and multivariate analysis of covariance.

This project was previously funded under award #1621416.

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