Elementary School

Modest Supports for Sustaining Professional Development Outcomes over the Long-Term

Principal Investigator: 

This project investigated whether a two-year intervention of modest follow-up support influenced the sustainability of outcomes for elementary teachers who had previously participated in professional development programs designed to improve science education. In this poster, we discuss the supports offered to teachers and the extent to which they used these supports. We also describe the impact of the follow-up supports on teachers' self-efficacy related to science teaching and on their instructional practices.

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Leveraging Simulations in Preservice Preparation to Improve Mathematics Teaching for Students with Disabilities (Collaborative Research: Cohen and Jones)

Principal Investigator: 

The broader goal of our DRK-12 project is to develop and test whether simulated classroom experience with students with disabilities can improve elementary general educators' preparedness to support these students in mathematics. To support the tools' development, we have interviewed 22 leading mathematics and special educators to unearth tensions and points of convergence in how the respective fields conceptualize mathematics instruction. The poster will discuss implications of these findings for teacher preparation and development.

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Enhancing Teacher and Student Understanding of Engineering in K-5 Bilingual Programs

Principal Investigator: 

This study explored Bilingual and Dual Language (BDL) program models in Massachusetts and Puerto Rico. We developed and validated a survey in Spanish and English (n=105) with three constructs: (a) recommended BLD practices; (b) personal qualities for S&E teaching; and (c) recommended S&E pedagogical practices. We found that BDL teachers were confident in their ability to facilitate their students’ biliteracy development but not related to S&E literacy in Spanish-speaking countries.

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Improving Multi-dimensional Assessment and Instruction: Building and Sustaining Elementary Science Teachers' Capacity Through Learning Communities (Collaborative Research: Lehman and Pellegrino)

Principal Investigator: 

The NGSA project seeks to better understand how to build and sustain the capacity of elementary science teachers to instruct and formatively assess students in ways that align with the NGSS. We utilize a professional learning model that places instructionally-supportive assessments at the forefront, and centers student discourse on disciplinary knowledge and practices to engage in sensemaking and reasoning. Teacher partners co-develop multi-dimensional assessment tasks and are starting to use them formatively with their students.

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Building Sustainable Networked Instructional Leadership in Elementary Mathematics Through a University Partnership with a Large Urban District

Principal Investigator: 

The goal of the Responsive Math Teaching project is to increase the quality of math instruction by developing the knowledge, skills, and competencies of school-based teachers and leaders and fostering a networked community across schools. Five core components guide the work:

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Design and Development of a K-12 STEM Observation Protocol (Collaborative Research: Dare, Ring-Whalen, and Roehrig)

Principal Investigator: 

The purpose of this project is the design and development of a K-12 classroom observation protocol for integrated STEM instruction (STEM-OP). Using exploratory and confirmatory factor analysis, the STEM-OP will be a valid and reliable instrument for use in a variety of educational contexts. The STEM-OP and associated training materials will be available for use by education stakeholders, (e.g., K-12 teachers and district administrators), through a publicly available online platform.

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CAREER: Developing Elementary Preservice Teachers' Understandings and Abilities to Support Emerging Bilingual Students Scientific Sensemaking

Principal Investigator: 
The overall goals for this CAREER project are to identify and develop ways for best preparing elementary preservice teachers to support multilingual students’ scientific sensemaking, specifically as seen through engagement in science practices. Here, we (1) provide a synthesis of the literature to date regarding multilingual students’ experiences with science practices, and (2) offer concrete directions for future research in order to expand views around what is recognized and valued as scientific sensemaking repertoires.
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Building Networks and Enhancing Diversity in the K-12 STEM Teaching Workforce

Principal Investigator: 

The goal of this planning grant, which is based on the Cultural-Historical Activity Theory (CHAT). is to explicitly focus on broadening participation in the K-12 STEM teaching workforce, with the theory of action that diversifying the K-12 STEM teaching workforce would in the long term help more students see STEM as accessible to them and then be more likely to choose a STEM degree or career. This grant is also funded by NSF INCLUDES.

Co-PI(s): Helen Bond and Marilyn M Irving, Howard University; Hyunju Lee and Amy L D'Amico, Smithsonian Institution

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Synchronous Online Video-Based Development for Rural Mathematics Coaches (Collaborative Research: Amador and Choppin)

Principal Investigator: 

The goal of the project is to support mathematics coaches to (a) facilitate productive planning and debriefing conversations with teachers; (b) notice salient coaching practices and their impact on teachers' thinking; and (c) use evidence of teacher learning to make decisions about their own coaching practices. We engage coaches in a three-part professional development model that includes (a) an online course on content-focused coaching, (b) one-on-one video-based coaching cycles, and (c) an online video club.

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SPIRAL: Supporting Professional Inquiry and Re-Aligning Learning through a Structured e-Portfolio System

Principal Investigator: 

The SPIRAL project seeks to develop and test a new model for vertical-team professional development, along with a set of electronic tools enabling collaboration among these teams to support instructional improvement aligned to the Next Generation Science Standards (NGSS). We seek to better understand how teachers use a custom-designed digital portfolio to better understand students' learning trajectories across K-8 science so as to shape their own instructional practice with relation to the spiraled NGSS.

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