Students

Researching the Expansion of K-5 Mathematics Specialist Program into Rural School Systems

This project addresses the challenge “How can promising innovations be successfully implemented, sustained, and scaled in schools and districts in a cost effective manner?” Project partners are researching the expansion of an established preparation and induction support program for K-5 mathematics specialists into rural school systems.

Partner Organization(s): 
Award Number: 
0918223
Funding Period: 
Tue, 09/01/2009 to Wed, 08/31/2011
Project Evaluator: 
Horizon Research Inc.

Scaffolding Understanding by Redesigning Games for Education (SURGE)

This project is focusing on the redesign of popular commercial video games to support students’ understanding of Newtonian mechanics. In support of this goal, SURGE develops and implements design principles for game-based learning environments, integrating research on conceptual change, cognitive processing-based design, and socio-cognitive scripting. These enhanced games bridge the gap between student learning in non-formal game environments and the formalized knowledge structures learned in school by leveraging and integrating the strengths of each.

Lead Organization(s): 
Partner Organization(s): 
Award Number: 
1019170
Funding Period: 
Mon, 09/01/2008 to Wed, 03/31/2010

Exploring Engineering Design Knowing and Thinking as an Innovation in STEM Learning

This project investigates how high school students' understanding about design thinking compares to that of experienced practitioners and whether participation in a multiyear sequence of courses focused on engineering correlates with changes in design thinking. The project builds upon the Standards for Technological Literacy and courses developed at the University of Colorado and the University of Maryland, Baltimore County.

Lead Organization(s): 
Award Number: 
0918621
Funding Period: 
Tue, 09/01/2009 to Fri, 08/31/2012

High School Mathematics and Science Pipeline Study

This project uses a mixed-methods design to test the hypothesis that key approaches to high school reform grease the mathematics and science pipelines for all students in reforming high schools. This study is intended to provide understanding of pipeline progression in reforming high schools and strategies successful schools employ to ensure timely pipeline progress for all students, particularly those historically underrepresented and underserved in mathematics and science and post-secondary education.

Lead Organization(s): 
Award Number: 
0723412
Funding Period: 
Wed, 08/15/2007 to Sun, 07/31/2011

AutoMentor: Virtual Mentoring and Assessment in Computer Games for STEM Learning

This project is developing a system for producing automated professional mentoring while students play computer games based on STEM professions. The project explores a specific hypothesis about STEM mentoring: A sociocultural model as the basis of an automated tutoring system can provide a computational model of participation in a community of practice, which produces effective professional feedback from nonplayercharacters in a STEM learning game.

Award Number: 
0918409
Funding Period: 
Tue, 09/01/2009 to Fri, 08/31/2012

Workshop on Materials Science and Materials Engineering Education - Educating the Enablers of Tomorrow's Technologies

This project provides support for a two-day workshop that would bring about 60 participants together to discuss the issues, challenges and opportunities in "Materials Education" and devise strategies for synergizing all stakeholders involved for further progress. Discussions will be focused on 4 topics: (1) Educating the public about the relevance of materials research; (2) Materials education for K-12 students and teachers; (3) Revolutionizing undergraduate education toward flexible curriculum; (4) Materials education for graduate students.

Award Number: 
0826749
Funding Period: 
Tue, 07/15/2008 to Mon, 08/31/2009

Scientific Role-playing Games for 21st-Century Citizenship

This project investigates the potential of online role-playing games for scientific literacy through the iterative design and research of Saving Lake Wingra, an online role-playing game around a controversial development project in an urban area. Saving Lake Wingra positions players as ecologists, department of natural resources officials, or journalists investigating a rash of health problems at a local lake, and then creating and debating solutions.

Award Number: 
0746348
Funding Period: 
Fri, 08/15/2008 to Sat, 07/31/2010

Identifying Critical Characteristics of Effective Feedback Practices in Science and Mathematics Education

This project will define and synthesize effective feedback strategies that can be linked to specific features of daily classroom assessment practices. It will develop a framework, including a conceptual strand (will conceptualize feedback practice considering intrinsic and contextual dimensions) and a methodological strand (used to describe and evaluate the feedback studies and findings to be synthesized). The framework will provide a shared language within and across multiple forms of research in various disciplines.

Award Number: 
0822373
Funding Period: 
Thu, 01/01/2009 to Fri, 12/31/2010
Project Evaluator: 
Advisory board members
Full Description: 

 

Improving Teacher Preparation and Student Learning through Physics Education Research

This project develops resources to facilitate the involvement of college and university physics departments in the professional development of K-12 teachers of physics and physical science. Research investigates how students and teachers learn content and reasoning skills for applying concepts to real world situations; how teachers can learn content in a way that helps them promote student learning; and how teachers can learn to assess student understanding in a way that promotes student learning.

Lead Organization(s): 
Partner Organization(s): 
Award Number: 
0733276
Funding Period: 
Sat, 09/15/2007 to Fri, 08/31/2012

Building BLOCKS for Science: What Young Children Should Know and Be Able to Do When They Enter Kindergarten

Building Base Line Objectives for Children’s Knowledge Skills for Science (BLOCKS)is a 4-year project that integrates research and applied teaching to take a close look inside prekindergarten classrooms. The overall research project includes extensive classroom observation by teachers and researchers of children’s ability to learn science processes and content; intensive professional development and mentoring support for teachers to learn science; and multiple qualitative, as well as, quantitative assessment strategies.
Lead Organization(s): 
Award Number: 
0821988
Funding Period: 
Mon, 09/01/2008 to Fri, 08/31/2012
Full Description: 

The Texas Regional Collaboratives, headquartered in the Center for Science and Mathematics Education at the University of Texas in Austin seeks to integrate research and applied education to take important tools inside pre-kindergarten classrooms to assess young students' knowledge and skills and test strategies for teaching core science concepts to young learners. The project will involve teachers from multiple backgrounds and will be conducted in a variety of settings with an emphasis on including classrooms where students are culturally and economically diverse. The mixed methods research will include data collection via case studies and technology-based assessment techniques.

Utilizing a robust research community of science and early childhood educators, science content specialists, researchers, and classroom teachers, the project will conduct four years of intense classroom observation and data collection in 25 pre-kindergarten classrooms with the intent of probing for answers to the following questions: (a) What should children know and be able to do when they enter kindergarten? (b)What core STEM ideas should be stressed in pre-kindergarten/kindergarten science learning activities? (c)What professional development practices best support the teaching of complex STEM concepts and processes to young learners?

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