EDC is developing a high school capstone course in linear algebra. Student resources contain a core semester that develops two- and three-dimensional geometry using vectors and that treats matrix algebra and its applications to geometry; a semester of material that completes a typical undergraduate course (exploring bases, determinants and eigentheory); and 5 stand-alone modules that develop applications of this core to mathematics, engineering, science, and other STEM fields.
This project creates professional development materials that support secondary mathematics teachers in improving teaching and learning through lesson study. Project resources support school districts in launching a lesson study program with a strong mathematical focus, an emphasis on teacher learning within the lesson study model and support for building the local lesson study leadership needed to implement and expand a lesson study program.
This project is (1) conducting a qualitative study on the way facilitators use Math for All (MFA), an NSF-supported set of professional development materials for teachers who teach elementary school students with disabilities; (2) developing resources based on that study for teacher leaders and other facilitators of professional development; and (3) conducting fieldtests of the resources to examine their usefulness and impact.
Using an experimental design, this project examines the effects of online professional development courses on high school biology teachers' content and pedagogical knowledge, and on their students' knowledge. The project is testing the impact of using digital resouces and is using hierarchal linear modeling techniques to analyze data. It will contribute to the knowledge base of what impacts student achievement by testing the efficacy of online professional development for science teachers.
The goal of this project is to investigate what teachers learn from an online professional development course, and whether teacher learning impacts student learning. High school biology teachers were randomly assigned to take an online course designed to enhance the teaching of genetics and evolution. in the course, participants explore the “big ideas” of the hard-to-teach topics of genetics and evolution through an exploration of online media resources and reflection on a range of teaching strategies. The course was created by WGBH Teachers’ Domain, an online library of free media resources from public television with funding from NSF and is administered by PBS TeacherLine.
This project is an efficacy study of the Fostering Geometrical Thinking Toolkit (FGTT) previously developed with NSF support. FGTT is a 40-hour professional development intervention focusing on properties of geometric figures, geometric transformations, and measurement of length, area, and volume. The study addresses four research questions, three examining participating teachers and one examining the impact of teachers' professional development on ELL students.
Education Development Center, Inc. (EDC), and Horizon Research, Inc., are conducting the DR-K12 research project, Fostering Mathematics Success of English Language Learners (ELLs): An Efficacy Study of Teacher Professional Development (FMSELL), a study of the effects of the Fostering Geometric Thinking
Toolkit professional development materials (FGTT) for teachers of ELLs. It will address four research questions:
1. Does participation in FGTT increase teachers’ geometric content knowledge?
2. How does teachers’ participation affect attention to students’ thinking and mathematical communication?
3. How does participation affect instructional practices?
4. What impact on ELLs’ problem-solving strategies is evident when teachers participate in FGTT?
FGTT is a 40-hour professional development intervention focusing on properties of geometric figures, geometric transformations, and measurement of length, area, and volume. The project tests the hypothesis that geometric problem solving invites diagramming, drawing, use of colloquial language, and gesturing to complement mathematical communication and affords teachers opportunities to support ELL learning. The research design uses a randomized block design with 25 pairs of professional development facilitators matched according to their districts’ demographic information.
The Coaching Cycle project is creating an online course for K–8 mathematics instructional coaches. The project targets coaches in rural areas and small schools who do not have access to regular district-wide professional development. It provides training in the skills needed for effective instructional coaching in mathematics by using artifacts collected by practicing coaches to engage course participants in the practice of coaching skills.
In its first five years, this project established a durable and vibrant learning community of high school teachers, high school students, university students, scientists, faculty, and associated stake-holders that continues to attract science and math students, using the project’s cutting-edge science and advanced cyberinfrastructure as compelling elements of study. This project continues by providing an education and research partnership derived from basic research in particle physics, grid computing, and advanced networking.
This project addresses the need for new electronic materials and associated processes for applications in microelectronics, optics and sensors. Materials growth methods, electrical, chemical and physical characterization, pattern generation, device fabrication, and theory/modeling are invoked to ensure holistic and interdisciplinary approaches to the development and investigation of novel materials and devices.
This project is developing and implementing a rigorous eighth grade physical science program that utilizes engineering design, LEGO™ robotics and mechanics, and a problem-based learning approach to teach mechanics, waves, and energy.
SLIDER is a 5 year $3.5 million grant from the National Science Foundation's (NSF) Discovery Research K-12 (DR-K12) program. During the grant period (10/1/09 -9/30/14), the SLIDER program will seek to answer the question: "What effects do robotics, engineering design, and problem-based inquiry science have on student learning and academic engagement in 8th grade physical science classes?"
Georgia Tech faculty and staff from a number of academic units (CEISMC, CETL, Math, Psychology, Biomedical Engineering & Computing) and a national-level advisory board.
Teachers, principals and school system administrators representing Fulton County Schools, Cobb County Schools and Emanuel County Schools and the Georgia Department of Education.
Richard Millman PI
Marion Usselman Co - PI
Donna Llewellyn Co-PI for Research
- Design and implement a problem-based robotics curriculum as a context for 8th graders to learn physics and reasoning skills, and as a way to increase student engagement, motivation, aptitude, creativity and STEM interest.
- Conduct research to determine the effectiveness of the program across all curriculum development parameters.
- Determine how students engage the material across ethnic, socio- cultural, gender and geographic (rural, urban, and suburban) lines.
- Measure the “staying power” of the experience as students move from middle to high school.
Using “backwards design” strategies, the SLIDER curriculum development team at CEISMC will create inquiry-based engineering design instructional materials for 8th grade Physical Science that use robotics as the learning tool and that are aligned with the Georgia Performance Standards (GPS). The materials will employ problem-based challenges that require students to design, program, investigate, and reflect, and then revise their product or solution. They will consist of three 4-6 week modules that cover the physics concepts of Mechanics (force, motion, simple machines), Waves (light, sound, magnetism, electricity, heat), and Energy. CEISMC will also design the teacher professional development necessary for effective implementation of the curriculum.
This project uses Antarctic pack-ice penguins to hook students into exploring how science investigates changes in Earths biota and climate. The project builds on a pilot effort, called Penguin Science, and will develop PowerPoint presentations, short video \"webisodes,\" background reading material, and live and interactive website components to engage students in ongoing field research. Students, K-14, will be involved in climate-change research that will include ecology, sedimentology, paleontology, glaciology and oceanography.