High School
Synchronous Online Video-Based Development for Rural Mathematics Coaches (Collaborative Research: Amador and Choppin)
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.
Synchronous Online Video-Based Development for Rural Mathematics Coaches (Collaborative Research: Amador and Choppin)
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.
Environmental Innovation Challenges: Teaching and Learning Science Practices in the Context of Complex Earth Systems
This project investigates learning as students, supported by social media and crowdsourcing, design and test innovations focused on reducing carbon emissions. Our hypothesis is: Competitive Challenges supported by social media and crowdsourcing will engage a diverse array of students in sustained and meaningful scientific inquiry. We anticipate that team members will engage with each other and other teams, using such science practices as modeling, experimentation, error-analysis, argumentation, representation and communication.
Co-PI(s): Brian Drayton, TERC
Integrating Chemistry and Earth Science
Integrating Chemistry and Earth science (ICE) has developed innovative units bringing Earth science concepts and practices into the high school chemistry curriculum to address NGSS expectations in the absence of high school Earth science courses. ICE features 3D teaching about local phenomena with student-designed investigations in the schoolyard and labs, exploration of BES datasets and conceptual modeling. ICE built a community of practice with teachers, school leaders, education researchers and scientists supporting rigorous, responsive teaching.
Science, Technology, Engineering and Mathematics Teaching in Rural Areas Using Cultural Knowledge Systems
Reasoning Language for Teaching Secondary Algebra
Reasoning Language for Teaching Secondary Algebra (ReLaTe-SA) is working in partnership with the San Antonio Independent School District to investigate the algebraic reasoning and discourse tools that secondary mathematics teachers use to make algebra concepts accessible for students and orchestrate and respond to student work on mathematics tasks. We are investigating teachers' algebraic discourse through written surveys, interviews, and a year-long professional development program focused on enhancing students' opportunities for algebraic reasoning in the classroom.
Professional Development Supports for Teaching Bioinformatics through Mobile Learning
Professional Development for K-12 Science Teachers in Linguistically Diverse Classrooms
PBS News Hour Student Reporting Labs StoryMaker: STEM-Integrated Student Journalism
PI: Leah Clapman, PBS NewsHour