Pre-Kindergarten

Temple University Science Math Assessment Research for Teachers (TU-SMART)

This project studies the impact of emphasizing formative assessment strategies in concurrent undergraduate methods courses and STEM content courses on the subsequent teaching practices of these pre-service teachers and their students. The study focuses on future middle school STEM teachers. The mixed methods research design will examine the impact of the treatment on teachers' practices during their practicum and induction years and on the STEM achievement of their middle school students.

Lead Organization(s): 
Award Number: 
0455786
Funding Period: 
Mon, 08/01/2005 to Sat, 07/31/2010

Foundations of Algebra in the Elementary and Middle Grades: Supporting Students to Make, Represent and Justify General Claims about Operations

This project develops images, extended examples, and principles that illustrate how the articulation, representation and justification of general claims about operations evolve in the elementary grades and how this work supports the transition from arithmetic to algebra in the middle grades. An online course uses the Sourcebook as a text to engage teachers in considering the underlying pedagogical and mathematical aspects of the work and implementing these ideas in their instruction.

Lead Organization(s): 
Partner Organization(s): 
Award Number: 
0550176
Funding Period: 
Sat, 07/01/2006 to Thu, 06/30/2011
Project Evaluator: 
Megan Franke

Assessing the Educational, Career, and Social Impacts of the XO Laptop Program in Birmingham, AL City Schools

The mayor of Birmingham is making a two year loan of XO laptops to middle school students in the Birmingham City Schools in Alabama. The educational and social changes that will occur in classrooms and the effects on several student outcomes are studied in this Small Grant for Exploratory Research. It is expected that access to technology will change the educational and social environment in classrooms and affect student outcomes.

Award Number: 
0819063
Funding Period: 
Tue, 04/15/2008 to Thu, 09/30/2010

Semiotic Pivots and Activity Spaces for Elementary Science

This project employs sensing technologies to help transform students' physical actions during play into a set of symbolic (computer) representations in a physics simulation and to engage the children in a developmentally appropriate and powerful form of scientific modeling. The students are in grades K–1 at UCLA's elementary school, and the intervention is based on the existing content unit on Force and Motion.

Award Number: 
0733218
Funding Period: 
Sat, 09/01/2007 to Tue, 08/31/2010

Making Sciences: Data Modeling and Argumentation in Elementary Science

This project develops ecosystems-focused instructional materials that use sensor data and technology to help second and third graders become more proficient at data modeling and scientific argumentation. The goals are to provide elementary teachers with a research-based curriculum that engages students in exploring and visualizing environmental data and using the data to construct scientific arguments, and to contribute to the cognitive development literature on children's ideas about and abilities for scientific argumentation.

Award Number: 
0733233
Funding Period: 
Wed, 08/15/2007 to Sat, 07/31/2010

The Role of Educative Curriculum Materials in Supporting Science Teaching Practices with English Language Learners

This project aims to determine whether curricula designed to support teacher and student learning have positive impacts on teacher knowledge, attitudes, and instructional practices; to what degree educative curricula help teachers with more and less experience teaching ELLs and how level of teaching experience relates to teacher knowledge, attitudes, and instructional practices; and the effects of the educative curricula in high implementation settings on ELLs knowledge and attitudes in science, and developing English proficiency.

Project Email: 
Award Number: 
0822119
Funding Period: 
Mon, 09/01/2008 to Fri, 08/31/2012
Project Evaluator: 
Jonna Kulikowich

Seeds of Science / Roots of Reading: Developing a New Generation of Research-based Elementary Science Instructional Materials

This project is developing research-based science units for 3rd-4th grades in life, earth and physical science. The Seeds/Roots series is an integrated science-literacy instructional program based on a successful NSF-funded proof-of-concept initiative. It builds on revision of units in the Great Explorations in Math and Science Program; but updates and employs a new, multi-modal "Do it, talk it, read it, write it" learning model, with literacy used in the service of science inquiry.

Award Number: 
0628272
Funding Period: 
Sun, 10/01/2006 to Thu, 09/30/2010

Learning Assistant Model of Teacher Education in Science and Technology

This project is testing the effectiveness of the 'Learning Assistant Model' for recruiting, preparing, and retaining STEM K-12 teachers by developing a suite of survey instruments that can be used by researchers interested in testing the effectiveness of teacher preparation programs, course transformations, or conceptual or pedagogical knowledge. It focuses on teacher certification programs,K-12 contexts and students' experiences in STEM departments and the role of STEM research faculty in preparing future teachers.

Lead Organization(s): 
Partner Organization(s): 
Award Number: 
0554616
Funding Period: 
Fri, 09/01/2006 to Tue, 08/31/2010

Development of K-8 Teachers' Knowledge and the Transition from University Student to Professional

This study examines changes in preservice and inservice K-8 teachers' understandings of science and pedagogy across a reform-based Professional Development Continuum. It researches how teachers' knowledge develops across inquiry learning experiences and how undergraduate learning experiences and the contexts of classroom practice shape new teachers' understandings and practice. The study is expected to inform models of STEM teacher education that account for the interwoven intellectual and personal dimensions of the challenging transition to inquiry-based teaching.

Lead Organization(s): 
Partner Organization(s): 
Award Number: 
0455781
Funding Period: 
Fri, 07/01/2005 to Wed, 06/30/2010

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