Families

Human Variance and Assessment for Learning Implications for Diverse Learners of STEM: A National Conference

The conference will attract thought leaders, policy makers, supervisors of practice and scholars of measurement science to be informed of emerging thought and developments and to discuss selected models for the implementation of new ways of generating and utilizing data from education tests.

Lead Organization(s): 
Award Number: 
1939192
Funding Period: 
Sun, 09/01/2019 to Mon, 08/31/2020
Full Description: 

The conference purpose is to stimulate a national conversation concerning the relationships between assessment, teaching and learning that include scholarly research and development of tests; members of city and state boards of education; officials from states and major school systems; policymakers; and representatives of teachers' associations and parents' associations. This conference aims to attract these important professionals has important co-sponsors like the Urban Institute. This national conference flows from the work of the Gordon Commission on the Future of Assessment for Education that addressed the advancement of achievement in STEM disciplines (PreK-12) for students who are underrepresented among high achieving students. This issue of advancement of underrepresented high achieving students has received little concentrated effort and a conference would help in providing greater understanding of this special concern, which includes a student in poverty in complexed family structures.

The conference will attract thought leaders, policy makers, supervisors of practice and scholars of measurement science to be informed of emerging thought and developments and to discuss selected models for the implementation of new ways of generating and utilizing data from education tests. The conference will stimulate national conversation and ultimately a market that demands educational assessments that inform and improve teaching and learning transactions. The conference will be organized around four conceptual and theoretical papers that focus on the knowledge base upon which six concurrent workshops will be based. The four papers are: (1) Human Diversity and Assessment; (2) The Limits of Test Bias and Its Corrections; (3) Towards an Assessment Science Capable of Informing and Improving Learning; and  (4) Assessment in the Service of Learning. The workshops will focus on models of pedagogical practice that show promise for informing and improving teaching and learning processes and their outcomes. These issues will be discussed by 11-15 expert presenters who understand student learning and the types of information gleaned from different types of assessments. The attention to URMs and their needs and contexts are prioritized in discussions surrounding measurement science and the integration of assessment. Several important issues that address understanding of student learning, and the relationship between the varieties of information concerning students that can be accessed through assessments are: (1) The importance of the broader and more productive use of educational testing to improve the learning of STEM subject matter and values; (2) Curriculum embedded assessment and the reduction in disparities in achievement by STEM learners from diverse social divisions; (3) Innovative procedures and programs for the use of data concerning learners and teaching and learning transactions in the teaching and learning of STEM with learners who are underrepresented among high achieving STEM learners.

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

The goal of this design and development project is to address the critical need for innovative resources that transform the mathematics learning environments of preschool children from under-resourced communities by creating a cross-context school-home intervention.

Award Number: 
1907904
Funding Period: 
Mon, 07/01/2019 to Fri, 06/30/2023
Full Description: 

Far too many children in the U.S. start kindergarten lacking the foundational early numeracy skills needed for academic success. This project contributes to the goal of enhancing the learning and teaching of early mathematics in order to build a STEM-capable workforce and STEM-literate citizenry, which are both crucial to our nation's prosperity and competitiveness. Preparation for the STEM-workforce must start early, as young children's mathematics development undergirds cognitive development, building brain architecture, and supporting problem-solving, puzzling, and persevering, while strongly impacting and predicting future success in school. Preschool children from low socio-economic backgrounds are particularly at risk, as their mathematics knowledge may be up to a full year behind their middle-income peers. Despite agreements about the importance of mathematics-rich interactions for young children's learning and development, most early education teachers and families are not trained in evidence-based methods that can facilitate these experiences, making preschool learning environments (such as school and home) a critical target for intervention. The benefit of this project is that it will develop a robust model for a school-based intervention in early mathematics instruction. The model has the potential to broaden participation by providing instructional materials that support adult-child interaction and engagement in mathematics, explicitly promoting school-home connections in mathematics, and addressing educators' and families' attitudes toward mathematics while promoting children's mathematical knowledge and narrowing opportunity gaps.

The goal of this design and development project is to address the critical need for innovative resources that transform the mathematics learning environments of preschool children from under-resourced communities by creating a cross-context school-home intervention. To achieve this goal, qualitative and quantitative research methodologies will be employed, integrating data from multiple sources and stakeholders. Specifically, the project will: (1) engage in a materials design and development process that includes an iterative cycle of design, development, and implementation, collaborating with practitioners and families in real-world settings; (2) collect and analyze data from at least 40 Head Start classrooms, implementing the mathematics materials to ensure that the classroom and family mathematics materials and resources are engaging, usable, and comprehensible to preschoolers, teachers, and families; and (3) conduct an experimental study that will measure the impact of the intervention on preschool children's mathematics learning. The researchers will analyze collected data using hierarchical linear regression modeling to account for the clustering of children within classrooms. The researchers will also use a series of regression models and multi-level models to determine whether the intervention promotes student outcomes and whether it supports teachers' and families' positive attitudes toward mathematics.


 Project Videos

2021 STEM for All Video Showcase

Title: Young Mathematicians: Transforming PreK Learning Environment

Presenter(s): Jessica Young, Lindsay Clements, Tara Fitzgibbons, Nicole Penney, Kristen Reed, & Deborah Schifter


LabVenture - Revealing Systemic Impacts of a 12-Year Statewide Science Field Trip Program

This project will examine the impact of a 12-year statewide science field trip program called LabVenture, a hands-on program in discovery and inquiry that brings middle school students and teachers across the state of Maine to the Gulf of Maine Research Institute (GMRI) to become fully immersed in explorations into the complexities of local marine science ecosystems.

Award Number: 
1811452
Funding Period: 
Sat, 09/01/2018 to Thu, 08/31/2023
Full Description: 

This research in service to practice project will examine the impact of a 12-year statewide science field trip program called LabVenture. This hands-on program in discovery and inquiry brings middle school students and teachers across the state of Maine to the Gulf of Maine Research Institute (GMRI) in Portland, Maine to become fully immersed in explorations into the complexities of local marine science ecosystems. These intensive field trip experiences are led by informal educators and facilitated entirely within informal contexts at GMRI. Approximately 70% of all fifth and sixth grade students in Maine participate in the program each year and more than 120,000 students have attended since the program's inception in 2005. Unfortunately, little is known to date on how the program has influenced practice and learning ecosystems within formal, informal, and community contexts. As such, this research in service to practice project will employ an innovative research approach to understand and advance knowledge on the short and long-term impacts of the program within different contexts. If proven effective, the LabVenture program will elucidate the potential benefits of a large-scale field trip program implemented systemically across a community over time and serve as a reputable model for statewide adoption of similar programs seeking innovative strategies to connect formal and informal science learning to achieve notable positive shifts in their local, statewide, or regional STEM learning ecosystems.

Over the four-year project duration, the project will reach all 16 counties in the State of Maine. The research design includes a multi-step, multi-method approach to gain insight on the primary research questions. The initial research will focus on extant data and retrospective data sources codified over the 12-year history of the program. The research will then be expanded to garner prospective data on current participating students, teachers, and informal educators. Finally, a community study will be conducted to understand the potential broader impacts of the program. Each phase of the research will consider the following overarching research questions are: (1) How do formal and informal practitioners perceive the value and purposes of the field trip program and field trip experiences more broadly (field trip ontology)? (2) To what degree do short-term field trip experiences in informal contexts effect cognitive and affective outcomes for students? (3) How are community characteristics (e.g., population, distance from GMRI, proximity to the coast) related to ongoing engagement with the field trip program? (4) What are aspects of the ongoing field trip program that might embed it as an integral element of community culture (e.g., community awareness of a shared social experience)? (5) To what degree does a field trip experience that is shared by schools across a state lead to a traceable change that can be measured for those who participated and across the broader community? and (6) In what ways, if at all, can a field trip experience that occurs in informal contexts have an influence on the larger learning ecosystem (e.g., the Maine education system)? Each phase of the research will be led by a team of researchers with the requisite expertise in the methodologies and contexts required to carry out that particular aspect of the research (i.e., retrospective study, prospective study, community study). In addition, evaluation and practitioner panels of experts will provide expertise and guidance on the research, evaluation, and project implementation. The project will culminate with a practitioner convening, to share project findings more broadly with formal and informal practitioners, and promote transfer from research to practice. Additional dissemination strategies include conferences, network meetings, and peer-reviewed publications.

Science, Technology, Engineering and Mathematics Teaching in Rural Areas Using Cultural Knowledge Systems

This project will collaborate with Indigenous communities to create educational resources serving Inupiaq middle school students and their teachers. The Cultural Connections Process Model (CCPM) will formalize, implement, and test a process model for community-engaged educational resource development for Indigenous populations. The project will contribute to a greater understanding of effective natural science teaching and science career recruitment of minority students.

Award Number: 
1812888
Funding Period: 
Sat, 09/01/2018 to Tue, 08/31/2021
Full Description: 

The Cultural Connections Process Model (CCPM) will formalize, implement, and test a process model for community-engaged educational resource development for Indigenous populations. The project will collaborate with Indigenous communities to create educational resources serving Inupiaq middle school students and their teachers. Research activities take place in Northwest Alaska. Senior personnel will travel to rural communities to collaborate with and support participants. The visits demonstrate University of Alaska Fairbanks's commitment to support pathways toward STEM careers, community engagement in research, science teacher recruitment and preparation, and STEM career awareness for Indigenous and rural pre-college students. Pre-service teachers who access to the resources and findings from this project will be better prepared to teach STEM to Native students and other minorities and may be more willing to continue careers as science educators teaching in settings with Indigenous students. The project will contribute to a greater understanding of effective natural science teaching and science career recruitment of minority students. The project's participants and the pre-college students they teach will be part of the pipeline into science careers for underrepresented Native students in Arctic communities. The project will build on partnerships outside of Alaska serving other Indigenous populations and will expand outreach associated with NSF's polar science investments.

CCPM will build on cultural knowledge systems and NSF polar research investments to address science themes relevant to Inupiat people, who have inhabited the region for thousands of years. An Inupiaq scholar will conduct project research and guide collaboration between Indigenous participants and science researchers using the Inupiaq research methodology known as Katimarugut (meaning "we are meeting"). The project research and development will engage 450 students in grades 6-8 and serves 450 students (92% Indigenous) and 11 teachers in the remote Arctic. There are two broad research hypotheses. The first is that the project will build knowledge concerning STEM research practices by accessing STEM understandings and methodologies embedded in Indigenous knowledge systems; engaging Indigenous communities in project development of curricular resources; and bringing Arctic science research aligned with Indigenous priorities into underserved classrooms. The second is that classroom implementation of resources developed using the CCPM will improve student attitudes toward and engagement with STEM and increase their understandings of place-based science concepts. Findings from development and testing will form the basis for further development, broader implementation and deeper research to inform policy and practice on STEM education for underrepresented minorities and on rural education.

Networking Urban Resources with Teachers and University to Enrich Early Childhood Science (NURTURES) Phase II: Expansion and Evaluation

Building on successful prior work, this project simultaneously targets young children's teachers and families/caregivers in an effort to build both parties' capacity to promote student interest in science, technology, engineering and mathematics (STEM) learning.

Lead Organization(s): 
Award Number: 
1721059
Funding Period: 
Fri, 09/01/2017 to Tue, 08/31/2021
Full Description: 

Building on successful prior work, this University of Toledo project, Networking Urban Resources with Teachers and University to enRich Early Childhood Science (NURTURES): Researching the impact of teacher professional development and family engagement on PreK-3 achievement, simultaneously targets young children's teachers and families/caregivers in an effort to build both parties' capacity to promote student interest in science, technology, engineering and mathematics (STEM) learning. Teachers participate in a two-week summer professional development program and receive support across the school year in the form of individualized coaching and participation in professional learning communities. Families receive science inquiry packets (sent home from school) four times a year and attend community STEM events throughout the year. Inquiry packets and community events encourage science inquiry, discourse, and further exploration of key science ideas. Project participants will include 120 teachers, 2,400 PreK-3 children and over 7,200 family members in Ohio and Michigan.

Extending the initial NURTURES project, developed with NSF Math and Science Partnership funding, this follow-up project aims to: 1) Transform early childhood science teaching based upon Next Generation Science Standards (NGSS) to measurably increase student science, literacy, and math achievement, and 2) Engage families of PreK-3 students in science inquiry practices to measurably improve student science, literacy, and math achievement. A particularly important facet of this follow-up project is the research effort to parse and understand how each component (teacher professional development versus family engagement) impacts student learning. The project will use a randomized control group research design (RCT) to compare student achievement outcomes among three groups: Children whose teachers received professional development and family engagement activities, children whose teachers received only professional development, and a control group. The project will use standardized tests (the TerraNova Complete Battery) to measure impact on learning gains in science, mathematics, reading, and early literacy for children in grades K- 3. The Lens on Science assessment will measure science learning in preschool children. This project will result in an NGSS-based program for teachers and families that has been systematically tested and may ultimately be scaled up to an impact study and dissemination at a broad level.

Exploring the Potential of Tablets as Early Math Resources for Urban Kindergarteners in Schools and Homes

This project will examine the impact on mathematics learning of an initiative to provide kindergartners in an urban school district with personal tablet devices that include free, widely available digital mathematics resources. The research questions examine how teachers use table-based mathematics resources during instruction, how caregivers and children engage with table-based mathematics resources, and how the resources then relate to kindergartners mathematics learning.

Lead Organization(s): 
Award Number: 
1744202
Funding Period: 
Tue, 08/01/2017 to Tue, 07/31/2018
Full Description: 

This project will examine the impact on mathematics learning of an initiative to provide kindergartners in an urban school district with personal tablet devices that include free, widely available digital mathematics resources. An important question for schools as tablet devices become more accessible is how to effectively use them in primary grades, especially kindergarten. In addition, since the devices are portable, how children use the resources such as games for mathematics learning at home is also important to understand. This project is set in a high-needs school district with a large number of low-income children. The project provides an opportunity to learn about the potential role of tables and digital resources in early grades through the analysis of assessment data, user analytic data documenting how the resources were used, and survey data from teachers and families.

Most studies of digital learning resources have been small-scale or focused on engagement. This study offers the opportunity to investigate the relationship between the use of these resources and learning outcomes using a quasi-experimental design. The research questions examine how teachers use table-based mathematics resources during instruction, how caregivers and children engage with table-based mathematics resources and how the resources then relate to kindergartners mathematics learning. Assessments of students' learning will focus on number, geometry and measurement concepts. The learner analytic data from the tablets will document the use of the resources on the tablets. Surveys and demographic data will also be collected to document how the tablets were used. Results of the study should inform implementation of tablet use by schools with particular attention to how they are used across in-class and at-home settings.

Culturally Responsive Indigenous Science: Connecting Land, Language, and Culture

This Culturally Responsive Indigenous Science project seeks to advance this knowledge base through research and by catalyzing new approaches to Indigenous science, technology, engineering, and mathematics (ISTEM) learning. Using an ISTEM focused model, the project will develop, test, and implement a culturally responsive land-based curriculum that integrates Western science, multimodal technologies and digital tools, and Native American tribal knowledge, cultures and languages to investigate and address local environmental science and sustainability concerns.

Lead Organization(s): 
Award Number: 
1720931
Funding Period: 
Fri, 09/01/2017 to Tue, 08/31/2021
Full Description: 

The intersection between Indigenous and Western science continues to be of great importance to K-12 science education, particularly with regards to broadening participation in STEM. With over five hundred federally recognized Native American tribes in the United States, there is much to learn and understand. This Culturally Responsive Indigenous Science project seeks to advance this knowledge base through research and by catalyzing new approaches to Indigenous science, technology, engineering, and mathematics (ISTEM) learning. Using an ISTEM focused model, the project will develop, test, and implement a culturally responsive land-based curriculum that integrates Western science, multimodal technologies and digital tools, and Native American tribal knowledge, cultures and languages to investigate and address local environmental science and sustainability concerns. While Indigenous STEM teaching and learning as constructs have existed for many years, the rigorous research design and extensive integration of multimodal technologies as platforms for scientific inquiry, data management, knowledge dissemination and curation are innovative and timely. Few, if any, Design and Development projects in the current DRK-12 portfolio explore similar work. Therefore, the broader impacts of this project are poised to not only contribute to the DRK-12 portfolio but also advance knowledge in Indigenous STEM education and science education, more broadly.

Over a three year period, hundreds of Native American students (grades 4-9) in tribal schools located in Oregon, Washington, and Idaho will engage in the project. Each year, approximately 60-80 students (grades 7-9), with some returning students, will also participate in enrichment activities and in years 1-3, in the residential summer experience at Washington State University. A qualitative, quasi-experimental design-based study will be conducted to address three salient research questions: (a) What are the impacts of culturally responsive and land education-based ISTEM curriculum and technology on Native American student engagement, efficacy and achievement in school? (b) What types of professional development activities foster teacher efficacy and improve teacher learning and teaching of ISTEM in classrooms? and (c) How can ISTEM foster greater family and community engagement in schools and in Tribal Communities? Data will be collected through interviews, surveys, and or questionnaires from participating students, teachers, and Tribal members. Consistent with Indigenous methodologies, focus group interviews (talking circles) will also be facilitated after ISTEM community expositions and engagement activities to capture community impacts. Formative and summative evaluations will be conducted by the Learning and Performance Research Center (LPRC) at Washington State University, an independent entity of the University with extensive expertise in project evaluation. A broad range of dissemination activities will be employed to achieve maximum impacts, including the use of the Plateau People's Web Portal, a digital tool designed to help Native communities to manage, circulate, and curate their digital materials using their own cultural protocols, language and social systems. This regional collaboration includes partnerships with the Confederated Tribes of Warm Springs (Oregon), Confederated Tribes of the Colville Reservation (Washington), and the Coeur D'Alene Tribe (Idaho).


Project Videos

2020 STEM for All Video Showcase

Title: Culturally Responsive Indigenous Science

Presenter(s): Paula Price, Carladean Caldera, Landon Charlo, Kellie Fry, Zoe Higheagle Strong, Sandra Larios, James Lasarte-Whistocken, Lotus Norton-Wisla, & T Watson


Learning in Places: Field Based Science in Early Childhood Education

This project aims to develop an innovative field-based science learning approach that will support the capacity of culturally diverse students in Grades K-3 to engage in complex ecological reasoning and related problem solving. To provide rich learning environments, outdoor learning gardens will be created in which students, teachers, garden educators, and families participate in activities that facilitate the investigation of tangible ecological challenges such as water capture and food security.

Lead Organization(s): 
Award Number: 
1720578
Funding Period: 
Sat, 07/01/2017 to Wed, 06/30/2021
Full Description: 

Recent evidence suggests that reasoning and making decisions about ecological systems is a cultural activity that impacts participation in the core scientific practices of observation, evidence use, and claims making. This project aims to develop an innovative field-based science learning approach that will support the capacity of culturally diverse students in Grades K-3 to engage in complex ecological reasoning and related problem solving. To provide rich learning environments, outdoor learning gardens will be created in which students, teachers, garden educators, and families participate in activities that facilitate the investigation of tangible ecological challenges such as water capture and food security.

Using design-based research, the project team will collaborate with teachers, parents of participating students, and community garden educators to collectively design and develop four key components: 1) field-based curricular units for K-3 classrooms; 2) a model of family and community engagement that strengthens cultural relevance and equity in field-based science learning; 3) a pilot program of teacher professional development that informs future scaling efforts; and 4) research that unpacks student learning and teacher instructional practices that support children?s complex ecological reasoning and the cultural contexts of such knowledge. Data sources will include video, interviews, surveys, and student-created artifacts. A mixed-methods approach will be used to produce research findings at multiple levels including: student learning about complex ecological phenomena and field-based practices; classroom-level learning and high-leverage teaching practices in model units at each grade level; impacts of co-design on professional learning and practice; and family and community organizations learning and engagement in field-based science education. The project will be carried out by a research-practice-community partnership in Seattle, Washington that includes learning scientists (University of Washington), K-3 teachers and school administrators (Seattle Public Schools), garden educators (Seattle Tilth), and parents of participating students. In total, eight schools, 32 teachers, 800 students, and 32 families are expected to participate.

Readiness through Integrative Science and Engineering: Refining and Testing a Co-constructed Curriculum Approach with Head Start Partners

Building upon prior research on Head Start curriculum, this phase of Readiness through Integrative Science and Engineering (RISE) will be expanded to include classroom coaches and community experts to enable implementation and assessment of RISE in a larger sample of classrooms. The goal is to improve school readiness for culturally and linguistically diverse, urban-residing children from low-income families, and the focus on science, technology, and engineering will address a gap in early STEM education.

Lead Organization(s): 
Award Number: 
1621161
Funding Period: 
Sat, 10/01/2016 to Wed, 09/30/2020
Full Description: 

Readiness through Integrative Science and Engineering (RISE) is a late stage design and development project that will build upon the results of an earlier NSF-funded design and development study in which a co-construction process for curriculum development was designed by a team of education researchers with a small group of Head Start educators and parent leaders. In this phase, the design team will be expanded to include Classroom Coaches and Community Experts to enable implementation and assessment of the RISE model in a larger sample of Head Start classrooms. In this current phase, an iterative design process will further develop the science, technology, and engineering curricular materials as well continue to refine supports for teachers to access families' funds of knowledge related to science, technology, and engineering in order to build on children's prior knowledge as home-school connections. The ultimate goal of the project is to improve school readiness for culturally and linguistically diverse, urban-residing children from low-income families who tend to be underrepresented in curriculum development studies even though they are most at-risk for later school adjustment difficulties. The focus on science, technology, and engineering will address a gap in early STEM education.

The proposed group-randomized design, consisting of 90 teachers/classrooms (45 RISE/45 Control), will allow for assessment of the impact of a 2-year RISE intervention compared with a no-intervention control group. Year 1 will consist of recruitment, induction, and training of Classroom Coaches and Community Experts in the full RISE model, as well as preparation of integrative curricular materials and resources. In Year 2, participating teachers will implement the RISE curriculum approach supported by Classroom Coaches and Community Experts; data on teacher practice, classroom quality, and implementation fidelity will be collected, and these formative assessments will inform redesign and any refinements for Year 3. During Year 2, project-specific measures of learning for science, technology, and engineering concepts and skills will also be tested and refined. In Year 3, pre-post data on teachers (as in Year 2) as well as on 10 randomly selected children in each classroom (N = 900) will be collected. When child outcomes are assessed, multilevel modeling will be used to account for nesting of children in classrooms. In addition, several moderators will be examined in final summative analyses (e.g., teacher education, part or full-day classroom, parent demographics, implementation fidelity). At the end of this project, all materials will be finalized and the RISE co-construction approach will be ready for scale-up and replication studies in other communities.

Building a Next Generation Diagnostic Assessment and Reporting System within a Learning Trajectory-Based Mathematics Learning Map for Grades 6-8

This project will build on prior funding to design a next generation diagnostic assessment using learning progressions and other learning sciences research to support middle grades mathematics teaching and learning. The project will contribute to the nationally supported move to create, use, and apply research based open educational resources at scale.

Award Number: 
1621254
Funding Period: 
Thu, 09/15/2016 to Sat, 08/31/2019
Full Description: 

This project seeks to design a next generation diagnostic assessment using learning progressions and other research (in the learning sciences) to support middle grades mathematics teaching and learning. It will focus on nine large content ideas, and associated Common Core State Standards for Mathematics. The PIs will track students over time, and work within school districts to ensure feasibility and use of the assessment system.

The research will build on prior funding by multiple funding agencies and address four major goals. The partnership seeks to address these goals: 1) revising and strengthening the diagnostic assessments in mathematics by adding new item types and dynamic tools for data gathering 2) studying alternative ways to use measurement models to assess student mathematical progress over time using the concept of learning trajectories, 3) investigating how to assist students and teachers to effectively interpret reports on math progress, both at the individual and the class level, and 4) engineering and studying instructional strategies based on student results and interpretations, as they are implemented within competency-based and personalized learning classrooms. The learning map, assessment system, and analytics are open source and can be used by other research and implementation teams. The project will exhibit broad impact due to the number of states, school districts and varied kinds of schools seeking this kind of resource as a means to improve instruction. Finally, the research project contributes to the nationally supported move to create, use, and apply research based open educational resources at scale.

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