High School

The project builds upon prior successful work using the Cultural Connections Process Model (CCPM) to co-produce engaging place-based STEM education resources working with rural Indigenous communities. The CCPM is now applied to develop 10 educational videos and corresponding hands-on high-school lessons with participants from four Alaska Native Tribes (Iñupiat, Gwich'in Athabascan, Tlingit/Tsimshian, and Alutiiq) to determine if the model is adaptable and if the resources are transferrable and sustainable to a variety of contexts.

This project is a Research and Practice Partnership between two universities and the DC school district to address two problems of practice at the high school level. First, students will engage in computational modeling in science classes to provide all students opportunities to learn computational thinking. Second, teachers will have the opportunity to learn more about the Next Generation Science Standards (NGSS) and develop curriculum to support the standards. The project will create units for four science subjects and investigate the design and implementation of those units.

This project uses over 2000 integrated STEM classroom videos to design and validate the STEM Observation Protocol (STEM-OP) for use in classrooms where integrated STEM is taking place. The STEM-OP is a valid and reliable instrument for use in a variety of educational contexts and research. The STEM-OP and associated training materials are available for use by stakeholders such as K-12 teachers, district administrators, teacher educators, and educational researchers through an online platform.

The DataX project aims to develop an integrated, justice-oriented curriculum and a digital platform for teaching secondary students about data science. This project includes science and social studies teachers in the design of the resources and in testing them in classrooms. The DataX platform supports students to investigate authentic problems using real-world datasets. The project team will present a justice-oriented data science education framework, lesson plans co-designed with teachers, and preliminary findings from classroom pilots.

Broadening participation in STEM requires a change in how K-12 teachers engage and educate students who identify as Black, Indigenous, and People of Color. The CRAFT project provides a field-based science and mathematics teacher education program that supports teaching focused on students’ affective development through culturally responsive practices.

MindHive is an open science, citizen science initiative that supports authentic human brain and behavioral science inquiry experiences for high school learners, educators, and their communities. The online platform features a suite of tools that enable learners’ research activities, paired with teaching materials. The program s co-designed by a team of educational researchers, teachers, scientists, UX researchers, and developers; and supports collaboration between students from schools across the country, professional scientists, and community organizers.

In this project we are studying a sustained implementation of ambitious mathematics teaching (AMT) in a high need setting. Our goal is to articulate the demands of AMT, the resources necessary to address those demands, and the tensions between AMT and other internal and external initiatives. We collaboratively developed the model with instructional leaders, students, parents, and teachers. We operate from a definition of AMT that incorporates disciplinary practices as well as asset-based practices.

This project addresses questions regarding how teacher education clinical experiences might become a mutually productive site for teacher candidate (TC) and mentor teacher (MT) learning. The goal of this project is to design and study a model of co-learning between TCs and MTs through the development of tools and theory in support of co-learning ambitious, equity-oriented mathematics instruction. We offer insights and challenges of tool design and TC-MT tool use based on multiple design cycles.

This poster will share the development of a framework around adaptive expertise and mathematics language routines. Our larger project aims to understand how teachers’ learning communities, teachers, and students develop adaptive expertise in their use of mathematics language routines. Hatano and Inagaki (1984) defined an adaptive expert as someone who can perform procedural skills with flexibility and has developed a conceptual understanding of those skills—they can apply them flexibly in multiple situations.

This project explores how to cultivate novel disciplinary spaces for secondary teachers to experience science. We are designing a content-focused education course for preservice secondary science teachers to engage in expansive and connective sensemaking, incorporating heterogeneity, power, and historicity in pursuits of explanatory accounts of the natural world. We examine how this space supports teachers to expand what counts in science and to attune to their (and their future students’) sociopolitical identities, histories, and future-making.