Pre-Kindergarten

Validation of the Equity and Access Rubrics for Mathematics Instruction (VEAR-MI)

Principal Investigator:

This poster describes the work of the Validation of the Equity and Access Rubrics for Mathematics Instruction (VEAR-MI) project, which aims to address the growing need to develop empirically grounded ways of assessing the extent to which the practices that are being outlined in research literature actually serve to support students who are currently underserved and underrepresented in mathematics.

Co-PI(s): Annie Garrison Wilhelm, Southern Methodist University; Temple Walkowiak, North Carolina State University

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Extending and Investigating the Impact of the High School Model-based Educational Resource (Collaborative Research: Passmore and Wilson)

Principal Investigator:

We are collaborating on a project to examine the efficacy of high school biology instructional materials that support teachers' understanding and practice of model-based reasoning as an approach to support students in developing an integrated, multidimensional understanding of science. This poster summarizes our efforts to develop assessment tasks that measure students' ability to use model-based reasoning to make sense of biological phenomena and describes our use of crowdsourced adults to pilot test the tasks.

Co-PI(s): Molly Stuhlsatz, BSCS Science Learning

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Extending and Investigating the Impact of the High School Model-based Educational Resource (Collaborative Research: Passmore and Wilson)

Principal Investigator:

We are collaborating on a project to examine the efficacy of high school biology instructional materials that support teachers' understanding and practice of model-based reasoning as an approach to support students in developing an integrated, multidimensional understanding of science. This poster summarizes our efforts to develop assessment tasks that measure students' ability to use model-based reasoning to make sense of biological phenomena and describes our use of crowdsourced adults to pilot test the tasks.

Co-PI(s): Molly Stuhlsatz, BSCS Science Learning

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Integrating Science with Mathematics and Engineering: Linking Home and School Learning for All Young Learners

Principal Investigator:

This study investigates the integration of early science with mathematics and engineering and involves co-designing resources with preschool teachers and families from historically underserved communities to provide preschool children equitable STEM learning experiences. The study also explores connections between home and school learning and involves designing resources to support multilingual learners, who represent a large (and growing) proportion of the population served in public preschool programs.

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Target Audience:

Collaborative Math: Creating Sustainable Excellence in Mathematics for Head Start Programsse Middle School Settings

Principal Investigator:

Professional development (PD) is more effective when it involves more than lead classroom teachers. Collaborative Math is a year-long professional development program designed to bring together preschool center leadership and all teaching staff for an in-depth study of early mathematics teaching and learning. We implemented the program in a total of 15 Head Start centers across two years. We found positive shifts in teacher confidence and knowledge as well as child math achievement.

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Target Audience:

Young Mathematicians: Expanding an Innovative and Promising Model Across Learning Environments to Promote Preschoolers' Mathematics Knowledge

Principal Investigator:

Young Mathematicians (YM) is a design and development project that aims to broaden participation by addressing the need to provide young children with early mathematics experiences. In the coming year, we will test an intervention, developed in collaboration with teachers and families, that provides learning experiences and materials for teachers and families to support adult-child interaction and engagement in mathematics, promote school-home connections in mathematics, and address adult attitudes toward mathematics, while promoting childrens mathematical knowledge.

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Target Audience:

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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Development and Validation of a Mobile, Web-based Coaching Tool to Improve PreK Classroom Practices to Enhance Learning

Principal Investigator:

For the last three years, we have been creating an app called CHALK (Coaching to Help Activate Learning for Kids) that guides instructional coaches to collect observation data in PreK classrooms, view instant results, engage in data-driven coaching conversations, co-create an action plan with the teacher, and track progress over time through continued observations and goal-setting.  CHALK focuses on specific classroom practices that are predictive of students' gains (Christopher & Farran, 2020).

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Target Audience:

Learning Trajectories as a Complete Early Mathematics Intervention: Achieving Efficacies of Economies at Scale

Principal Investigator:
The ULTIMATE (Understanding Learning Trajectories In Math: Advancing Teacher Education) project will evaluate Learning Trajectories as a complete early mathematics intervention by supporting teachers in deepening their understanding of how children learn mathematics and how to incorporate this understanding. Drs. Clements and Sarama have built a professional development tool, called Learning and Teaching with Learning Trajectories, or [LT]2. The team will investigate the positive impacts both in supporting teachers and on students' learning of mathematics.
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Target Audience:

Early Emergence of Socioeconomic Disparities in Mathematical Understanding

Principal Investigator:

This poster provides a methodological overview of the Parents Promoting Early Learning Study's online approach to direct assessment of toddler's math skills during the COVID-19 pandemic. Preliminary data will be presented about the reliability and validity of our measures of children's numeracy and spatial skills. Additionally, we will highlight some of the challenges in conducting online assessments with a socioeconomically diverse sample of families during the pandemic.

Co-PI(s): Leanne Elliott and Portia Miller, University of Pittsburgh

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