Middle School

Scaling Up Mathematics Achievement (SUMA)

This project aims to (1) investigate whether or not it is possible to successfully scale-up and adapt the Capacity Building Systems Model used in the Gadsden Mathematics Initiative and improve mathematics achievement for all students in a larger school district, and (2) replicate success in broadening the participation of underrepresented groups in entering STEM field by closing the achievement gap and raising the achievement level of underrepresented students in mathematics.

Project Email: 
Lead Organization(s): 
Partner Organization(s): 
Award Number: 
0733690
Funding Period: 
Sat, 09/01/2007 to Tue, 08/31/2010
Project Evaluator: 
Cori Groth and Cheryl Harris

International Polar Year Symposia and Web Seminars at NSTA Conferences on Science Education: Collaboration between NSF, NOAA, and NASA

This project is NSF's contribution to an interagency effort with NASA and NOAA to focus three symposia at the National Science Teachers Association annual meeting, not on particular agency efforts, but specifically on International Polar Year science through three themes: ice, life, and water and air. NSTA focuses on promoting innovation and excellence in science teaching and learning as well as the professional development of teachers to teach science.

Award Number: 
0829225
Funding Period: 
Fri, 08/15/2008 to Sat, 07/31/2010

Research Agenda Project Conference

The goal of these two linked conferences was to build more effective connections between research and practice. Specifically, the conferences brought together researchers, practitioners. and policy makers around improving students' mathematics proficiency by ensuring that researchers were investigating the most urgent problems of practice and that practitioners were connected to the research in ways that makes the knowledge useful to instruction.

Award Number: 
0736558
Funding Period: 
Sat, 12/01/2007 to Sun, 05/31/2009

Diagnostic E-learning Trajectories Approach (DELTA) Applied to Rational Number Reasoning for Grades 3-8

This project aims to develop a software diagnostic tool for integrating diagnostic interviews, group administered assessments, and student data in real-time so that teachers can enter and view student status information. This project would concentrate on rational number learning in grades 3-8. The design is based on a model of learning trajectories developed from existing research studies.

Project Email: 
Award Number: 
0733272
Funding Period: 
Sat, 09/01/2007 to Tue, 08/31/2010
Project Evaluator: 
William Penuel (SRI)
Full Description: 

This project aims to develop a software diagnostic tool for integrating diagnostic interviews, group administered assessments, and student data in real-time so that teachers can enter and view student status information. This project would concentrate on rational number learning in grades 3-8. The design is based on a model of learning trajectories developed from existing research studies.

The diagnostic system to be developed for teachers would be used in assessing their students' knowledge and would identify difficulties in understanding five key clusters of concepts and skills in rational number reasoning. It would also investigate the diagnostic system's effects on student and teacher learning in relation to state standards, assessments, and curricular programs. The five areas include understanding: (1) multiplicative and division space; (2) fractions, ratio, proportion and rates; (3) rectangular area and volume; (4) decimals and percents; and (5) similarity and scaling.

The diagnostic measures will include diagnostic interviews collecting data using a handheld computer, two types of group-administered assessments of student progress, one set along learning trajectories for each of the five sub-constructs and one composite measurement per grade. The diagnostic system will produce computer-based progress maps, summarizing individual student and class performance and linking to state assessments.

Content Mentoring and Its Impact on Middle Grades Mathematics and Science Teacher Effectiveness

This project tests whether mentoring middle school science and math teachers by University Ph.D. STEM faculty has a positive effect on the teachers' understanding of science, their teaching ability and the learning outcomes of their students. The goal of this research study is to strengthen the theoretical underpinning of best practices in middle grades math and science teaching and to enhance the knowledge base for teacher recruitment, preparation, induction and retention.

Award Number: 
0554441
Funding Period: 
Sat, 07/01/2006 to Thu, 06/30/2011

Teachers' Use of Standards-based Instructional Materials

This study explores the ways middle school mathematics teachers implement standards-based curriculum materials in urban schools. It takes the view that instructional materials are cultural tools and examines how teachers use these tools to plan and implement the curriculum in their classrooms. The study is using a mixed methods approach that combines surveys of teachers in 30 schools in the Newark Public Schools district and closer observations of teachers in selected case schools.

Lead Organization(s): 
Award Number: 
0732184
Funding Period: 
Sat, 09/01/2007 to Fri, 08/31/2012
Project Evaluator: 
Ashaki Coleman

Enhanced Earth System Teaching Through Regional and Local (ReaL) Earth Inquiry

The ReaL Earth Inquiry project empowers teachers to employ real-world local and regional Earth system science in the classroom. Earth systems science teachers need the pedagogic background, the content, and the support that enables them to engage students in asking real questions about their own communities. The project is developing online "Teacher-Friendly Guides" (resources), professional development involving fieldwork, and inquiry-focused approaches using "virtual fieldwork experiences."  

Award Number: 
0733303
Funding Period: 
Wed, 08/15/2007 to Sat, 07/31/2010
Project Evaluator: 
BridgeWater Education Consulting LLC
Full Description: 

This recruitment and informational video provides an overview of the ReaL Earth Inquiry Project. 

Radford Outdoor Augmented Reality (ROAR) Project: Immersive Participatory Augmented Reality Simulations for Teaching and Learning Science

This project anticipates the needs of learners in 10 years by developing and testing two learning simulations that are immersive, interactive, and participatory and use augmented reality in the outdoors. Students work in teams to investigate phenomena and solve problems in a gaming environment using wireless handheld GPS units. Using a design-based, mixed-methods approach, the researchers examine the relationships among augmented reality, learning in science, socio-emotional outcomes, and the demographic characteristics of rural, underserved students.

Project Email: 
Lead Organization(s): 
Award Number: 
0822302
Funding Period: 
Mon, 09/15/2008 to Tue, 08/31/2010
Full Description: 

This project anticipates the needs of learners in 10 years by developing and testing two learning simulations that are immersive, interactive, and participatory and use augmented reality in the outdoors. Students work in teams to investigate phenomena and solve problems in a gaming environment using wireless handheld GPS units. Using a design-based, mixed-methods approach, the researchers examine the relationships among augmented reality, learning in science, socio-emotional outcomes, and the demographic characteristics of rural, underserved students.

Making Sense of Global Warming and Climate Change: Model of Student Learning via Collaborative Research

A major scientific issue of our time is global warming and climate change. Many facets of human life are and will continue to be influenced by this. However, an adequate understanding of the problem requires an understanding of various domains of science. There has been little research done on effects of intervention on student learning of these topics. This project shows an improvement in student knowledge of climate change and related issues.

Lead Organization(s): 
Award Number: 
0822181
Funding Period: 
Fri, 08/15/2008 to Wed, 07/31/2013
Project Evaluator: 
Dr. Iris Johnson, Miami University, Oxford, Ohio

CAREER: A Comprehensive Modeling Approach to Cognitively Diagnostic Assessment: Methodological Developments and Practical Implementations

This project is developing an 8th-grade assessment for proportional reasoning from a cognitive diagnosis model (CDM) framework. CDMs are psychometric models developed specifically for diagnosing the presence or absence of fine-grained skills or processes required in solving problems on a test. Assessments based on CDMs can provide information deemed more diagnostic and descriptive, and therefore, more relevant in applied instructional settings.

Lead Organization(s): 
Partner Organization(s): 
Award Number: 
0744486
Funding Period: 
Fri, 08/01/2008 to Sat, 07/31/2010

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