Amy Pallant, The Concord Consortium (Project: High Adventure Science: Earths Systems and Sustainability)
Maia Wilcox, Lawrence Hall of Science; Dora Kastel, American Museum of Natural History (Project: Moving Next Generation Science Standards into Practice: A Middle School Ecology Unit and Teacher Professional Development Model)
Susan Hackwood, California Council on Science and Technology; Andy Kotko, Folsom Cordova, Academy for Advanced Learning, CA; Herbert Brunkhorst, California State University, San Bernadino; Sarah Brady, California Council on Science and Technology; Members of the California Teacher Advisory Council and the National Academies Teacher Advisory Council (Project: One Year After Science's Grand Challenges in Education: Professional Empowerment of STEM Teachers' through Education Policy and Decision Making)
Jay Labov, National Academies of Sciences, Engineering, and Medicine; David Evans, NSTA; Donna Migdol, Oceanside School District, NY; Margo Murphy, Camden Hills Regional High School, ME; K. Renae Pullen, Caddo Parish Public Schools, LA; Jose Rivas, Lennox STEM Academy, CA; Bruce Wellman, Northwest High School, KS (Project: One Year After Science's Grand Challenges in Education: Professional Empowerment of STEM Teachers' through Education Policy and Decision Making)
Kelsey Lipsitz, Deborah Hanuscin, and Dante Cisterna, University of Missouri (Project: QuEST: Quality Elementary Science Teaching)
Arthur Eisenkraft and Ayana McCoy, University of Massachusetts Boston; Kim Frumin, Harvard University (Project: Supporting Large Scale Change in Science Education: Understanding Professional Development and Adoption Variation Related to the Revised Advanced Placement Curriculum (PD-RAP))
Daniel Damelin, The Concord Consortium; Tom Bielik and Li Ke Michigan State University; Joseph Krajcik, CREATE for STEM Institute, Michigan State University (Project: Supporting Secondary Students in Building External Models (Collaborative Research))
Carolyn Staudt, The Concord Consortium; Steve Kerlin and Melinda Daniels, Stroud Water Research Center; Nanette Marcum-Dietrich and Sharon Brusic, Millersville University; Alexander Surra, Thaddeus Stevens College of Technology; Justin Hougham, University of Wisconsin (Project: Teaching Environmental Sustainability - Model My Watershed (Collaborative Research))
Amy Pallant, The Concord Consortium (Project: High Adventure Science: Earths Systems and Sustainability)
Maia Wilcox, Lawrence Hall of Science; Dora Kastel, American Museum of Natural History (Project: Moving Next Generation Science Standards into Practice: A Middle School Ecology Unit and Teacher Professional Development Model)
Susan Hackwood, California Council on Science and Technology; Andy Kotko, Folsom Cordova, Academy for Advanced Learning, CA; Herbert Brunkhorst, California State University, San Bernadino; Sarah Brady, California Council on Science and Technology; Members of the California Teacher Advisory Council and the National Academies Teacher Advisory Council (Project: One Year After Science's Grand Challenges in Education: Professional Empowerment of STEM Teachers' through Education Policy and Decision Making)
Jay Labov, National Academies of Sciences, Engineering, and Medicine; David Evans, NSTA; Donna Migdol, Oceanside School District, NY; Margo Murphy, Camden Hills Regional High School, ME; K. Renae Pullen, Caddo Parish Public Schools, LA; Jose Rivas, Lennox STEM Academy, CA; Bruce Wellman, Northwest High School, KS (Project: One Year After Science's Grand Challenges in Education: Professional Empowerment of STEM Teachers' through Education Policy and Decision Making)
Kelsey Lipsitz, Deborah Hanuscin, and Dante Cisterna, University of Missouri (Project: QuEST: Quality Elementary Science Teaching)
Arthur Eisenkraft and Ayana McCoy, University of Massachusetts Boston; Kim Frumin, Harvard University (Project: Supporting Large Scale Change in Science Education: Understanding Professional Development and Adoption Variation Related to the Revised Advanced Placement Curriculum (PD-RAP))
Daniel Damelin, The Concord Consortium; Tom Bielik and Li Ke Michigan State University; Joseph Krajcik, CREATE for STEM Institute, Michigan State University (Project: Supporting Secondary Students in Building External Models (Collaborative Research))
Carolyn Staudt, The Concord Consortium; Steve Kerlin and Melinda Daniels, Stroud Water Research Center; Nanette Marcum-Dietrich and Sharon Brusic, Millersville University; Alexander Surra, Thaddeus Stevens College of Technology; Justin Hougham, University of Wisconsin (Project: Teaching Environmental Sustainability - Model My Watershed (Collaborative Research))
Deborah Herrington, Grand Valley State University; Patrick Daubenmire, Loyola University Chicago (Project: Further Development and Testing of the Target Inquiry Model for Middle and High School Science Teacher Professional Development (Collaborative Research: Herrington))
Nicholas Spurgus, Dillon J. Frank, Justin M. Pratt, and Ellen J. Yezierski, Miami University (Project: Further Development and Testing of the Target Inquiry Model for Middle and High School Science Teacher Professional Development (Collaborative Research: Yezierski))
Shelbi Cole, Student Achievement Partners (Project: A Task Force on Conceptualizing Elementary Mathematical Writing: Implications for Mathematics Education Stakeholders)
Jere Confrey, Will McGowan, Margaret Hennessey, Meetal Shah, and Michael Belcher, North Carolina State University (Project: Building a Next Generation Diagnostic Assessment and Reporting System within a Learning Trajectory-Based Mathematics Learning Map for Grades 6-8)
Myriam Steinback and Cynthia Garland-Dore, TERC (Project: Doing the Math with Paraeducators: A Research and Development Project)
Kara Jackson and Hannah Nieman, University of Washington; Emma Treviño and James Ryan, San Francisco Unified School District; Angela Harris, Jefferson County Public Schools; Nicholas Kochmanski, Erin Henrick, and Paul Cobb, Vanderbilt University; David Williams, Metro Nashville Public Schools; Harold Asturias, University of California Berkeley (Project: Improving the Implementation of Rigorous Instructional Materials in Middle-Grades Mathematics: Developing a System of Practical Measures and Routines (Collaborative Research)
Nicole Garcia, Meghan Shaughnessy, and Deborah Loewenberg Ball, University of Michigan (Project: Organizing to Learn Practice: Teacher Learning in Classroom-Focused Professional Development)
Jennifer Knudsen and Teresa Lara-Meloy, SRI International; Harriette S. Stevens, Mathematics Education Group (Project: Preparing Urban Middle Grades Mathematics Teachers to Teach Argumentation throughout the School Year)
June Mark, Deborah Spencer, and Paul Goldenberg, Education Development Center, Inc. (Project: Supporting Success in Algebra: A Study of the Implementation of Transition to Algebra)
David Webb and Susan Miller, University of Colorado Boulder (Project: Teaching and Learning Algebraic Thinking Across the Middle Grades: A Research-based Approach Using PhET Interactive Simulations)
Jere Confrey, Will McGowan, Margaret Hennessey, Meetal Shah, and Michael Belcher, North Carolina State University (Project: Building a Next Generation Diagnostic Assessment and Reporting System within a Learning Trajectory-Based Mathematics Learning Map for Grades 6-8)
Vecihi Serbay Zambak and Marta Magiera, Marquette University (Project: CAREER: L-MAP: Pre-service Middle School Teachers' Knowledge of Mathematical Argumentation and Proving)
Chris Rakes, University of Maryland Baltimore County; Robert Ronau, National Science Foundation; Sarah Bush and Kristen Cook, Bellarmine University; Jon Saderholm, Berea College; Margaret Mohr-Schroeder, University of Kentucky (Project: Engineering Teacher Pedagogy: Using INSPIRES to Support Integration of Engineering Design in Science and Technology Classrooms)
Corey Webel, James Tarr, Christopher Austin, Christina Sheffel, and Kimberly Conner, University of Missouri; Denise Spangler, University of Georgia (Project: From Elementary Generalist to Mathematics Specialist: Examining Teacher Practice and Student Outcomes in Departmental and Self-Contained Models)
Kara Jackson and Mahtab Nazemi, University of Washington; Jonee Wilson, North Carolina State University; Anne Garrison Wilhelm, Southern Methodist University; Charles Munter, University of Missouri; Charlotte Sharpe, Syracuse University (Project: Improving the Implementation of Rigorous Instructional Materials in Middle-Grades Mathematics: Developing a System of Practical Measures and Routines (Collaborative Research))
Cara Haines, University of Missouri (Project: Investigating and Supporting the Development of Ambitious and Equitable Mathematics Instruction at Scale)
Jeff Barrett and Craig Cullen, Illinois State University; Andrew Izsak and Sybilla Beckman, University of Georgia, Athens (Project: Learning Trajectories to Support the Growth of Measurement Knowledge: Pre-K Through Middle School)
Joanne Lobato, C. David Walters, Carren Walker, and Matt Voigt, San Diego State University; Phil Vahey, SRI International (Project: Re-Imagining Video-Based Online Learning)
Deborah Herrington, Grand Valley State University; Patrick Daubenmire, Loyola University Chicago (Project: Further Development and Testing of the Target Inquiry Model for Middle and High School Science Teacher Professional Development (Collaborative Research: Herrington))
Nicholas Spurgus, Dillon J. Frank, Justin M. Pratt, and Ellen J. Yezierski, Miami University (Project: Further Development and Testing of the Target Inquiry Model for Middle and High School Science Teacher Professional Development (Collaborative Research: Yezierski))
Shelbi Cole, Student Achievement Partners (Project: A Task Force on Conceptualizing Elementary Mathematical Writing: Implications for Mathematics Education Stakeholders)
Jere Confrey, Will McGowan, Margaret Hennessey, Meetal Shah, and Michael Belcher, North Carolina State University (Project: Building a Next Generation Diagnostic Assessment and Reporting System within a Learning Trajectory-Based Mathematics Learning Map for Grades 6-8)
Myriam Steinback and Cynthia Garland-Dore, TERC (Project: Doing the Math with Paraeducators: A Research and Development Project)
Kara Jackson and Hannah Nieman, University of Washington; Emma Treviño and James Ryan, San Francisco Unified School District; Angela Harris, Jefferson County Public Schools; Nicholas Kochmanski, Erin Henrick, and Paul Cobb, Vanderbilt University; David Williams, Metro Nashville Public Schools; Harold Asturias, University of California Berkeley (Project: Improving the Implementation of Rigorous Instructional Materials in Middle-Grades Mathematics: Developing a System of Practical Measures and Routines (Collaborative Research)
Nicole Garcia, Meghan Shaughnessy, and Deborah Loewenberg Ball, University of Michigan (Project: Organizing to Learn Practice: Teacher Learning in Classroom-Focused Professional Development)
Jennifer Knudsen and Teresa Lara-Meloy, SRI International; Harriette S. Stevens, Mathematics Education Group (Project: Preparing Urban Middle Grades Mathematics Teachers to Teach Argumentation throughout the School Year)
June Mark, Deborah Spencer, and Paul Goldenberg, Education Development Center, Inc. (Project: Supporting Success in Algebra: A Study of the Implementation of Transition to Algebra)
David Webb and Susan Miller, University of Colorado Boulder (Project: Teaching and Learning Algebraic Thinking Across the Middle Grades: A Research-based Approach Using PhET Interactive Simulations)
Jere Confrey, Will McGowan, Margaret Hennessey, Meetal Shah, and Michael Belcher, North Carolina State University (Project: Building a Next Generation Diagnostic Assessment and Reporting System within a Learning Trajectory-Based Mathematics Learning Map for Grades 6-8)
Vecihi Serbay Zambak and Marta Magiera, Marquette University (Project: CAREER: L-MAP: Pre-service Middle School Teachers' Knowledge of Mathematical Argumentation and Proving)
Chris Rakes, University of Maryland Baltimore County; Robert Ronau, National Science Foundation; Sarah Bush and Kristen Cook, Bellarmine University; Jon Saderholm, Berea College; Margaret Mohr-Schroeder, University of Kentucky (Project: Engineering Teacher Pedagogy: Using INSPIRES to Support Integration of Engineering Design in Science and Technology Classrooms)
Corey Webel, James Tarr, Christopher Austin, Christina Sheffel, and Kimberly Conner, University of Missouri; Denise Spangler, University of Georgia (Project: From Elementary Generalist to Mathematics Specialist: Examining Teacher Practice and Student Outcomes in Departmental and Self-Contained Models)
Kara Jackson and Mahtab Nazemi, University of Washington; Jonee Wilson, North Carolina State University; Anne Garrison Wilhelm, Southern Methodist University; Charles Munter, University of Missouri; Charlotte Sharpe, Syracuse University (Project: Improving the Implementation of Rigorous Instructional Materials in Middle-Grades Mathematics: Developing a System of Practical Measures and Routines (Collaborative Research))
Cara Haines, University of Missouri (Project: Investigating and Supporting the Development of Ambitious and Equitable Mathematics Instruction at Scale)
Jeff Barrett and Craig Cullen, Illinois State University; Andrew Izsak and Sybilla Beckman, University of Georgia, Athens (Project: Learning Trajectories to Support the Growth of Measurement Knowledge: Pre-K Through Middle School)
Joanne Lobato, C. David Walters, Carren Walker, and Matt Voigt, San Diego State University; Phil Vahey, SRI International (Project: Re-Imagining Video-Based Online Learning)
Deborah Herrington, Grand Valley State University; Patrick Daubenmire, Loyola University Chicago (Project: Further Development and Testing of the Target Inquiry Model for Middle and High School Science Teacher Professional Development (Collaborative Research: Herrington))
Nicholas Spurgus, Dillon J. Frank, Justin M. Pratt, and Ellen J. Yezierski, Miami University (Project: Further Development and Testing of the Target Inquiry Model for Middle and High School Science Teacher Professional Development (Collaborative Research: Yezierski))
Shelbi Cole, Student Achievement Partners (Project: A Task Force on Conceptualizing Elementary Mathematical Writing: Implications for Mathematics Education Stakeholders)
Jere Confrey, Will McGowan, Margaret Hennessey, Meetal Shah, and Michael Belcher, North Carolina State University (Project: Building a Next Generation Diagnostic Assessment and Reporting System within a Learning Trajectory-Based Mathematics Learning Map for Grades 6-8)
Myriam Steinback and Cynthia Garland-Dore, TERC (Project: Doing the Math with Paraeducators: A Research and Development Project)
Kara Jackson and Hannah Nieman, University of Washington; Emma Treviño and James Ryan, San Francisco Unified School District; Angela Harris, Jefferson County Public Schools; Nicholas Kochmanski, Erin Henrick, and Paul Cobb, Vanderbilt University; David Williams, Metro Nashville Public Schools; Harold Asturias, University of California Berkeley (Project: Improving the Implementation of Rigorous Instructional Materials in Middle-Grades Mathematics: Developing a System of Practical Measures and Routines (Collaborative Research)
Nicole Garcia, Meghan Shaughnessy, and Deborah Loewenberg Ball, University of Michigan (Project: Organizing to Learn Practice: Teacher Learning in Classroom-Focused Professional Development)
Jennifer Knudsen and Teresa Lara-Meloy, SRI International; Harriette S. Stevens, Mathematics Education Group (Project: Preparing Urban Middle Grades Mathematics Teachers to Teach Argumentation throughout the School Year)
June Mark, Deborah Spencer, and Paul Goldenberg, Education Development Center, Inc. (Project: Supporting Success in Algebra: A Study of the Implementation of Transition to Algebra)
David Webb and Susan Miller, University of Colorado Boulder (Project: Teaching and Learning Algebraic Thinking Across the Middle Grades: A Research-based Approach Using PhET Interactive Simulations)
Jere Confrey, Will McGowan, Margaret Hennessey, Meetal Shah, and Michael Belcher, North Carolina State University (Project: Building a Next Generation Diagnostic Assessment and Reporting System within a Learning Trajectory-Based Mathematics Learning Map for Grades 6-8)
Vecihi Serbay Zambak and Marta Magiera, Marquette University (Project: CAREER: L-MAP: Pre-service Middle School Teachers' Knowledge of Mathematical Argumentation and Proving)
Chris Rakes, University of Maryland Baltimore County; Robert Ronau, National Science Foundation; Sarah Bush and Kristen Cook, Bellarmine University; Jon Saderholm, Berea College; Margaret Mohr-Schroeder, University of Kentucky (Project: Engineering Teacher Pedagogy: Using INSPIRES to Support Integration of Engineering Design in Science and Technology Classrooms)
Corey Webel, James Tarr, Christopher Austin, Christina Sheffel, and Kimberly Conner, University of Missouri; Denise Spangler, University of Georgia (Project: From Elementary Generalist to Mathematics Specialist: Examining Teacher Practice and Student Outcomes in Departmental and Self-Contained Models)
Kara Jackson and Mahtab Nazemi, University of Washington; Jonee Wilson, North Carolina State University; Anne Garrison Wilhelm, Southern Methodist University; Charles Munter, University of Missouri; Charlotte Sharpe, Syracuse University (Project: Improving the Implementation of Rigorous Instructional Materials in Middle-Grades Mathematics: Developing a System of Practical Measures and Routines (Collaborative Research))
Cara Haines, University of Missouri (Project: Investigating and Supporting the Development of Ambitious and Equitable Mathematics Instruction at Scale)
Jeff Barrett and Craig Cullen, Illinois State University; Andrew Izsak and Sybilla Beckman, University of Georgia, Athens (Project: Learning Trajectories to Support the Growth of Measurement Knowledge: Pre-K Through Middle School)
Joanne Lobato, C. David Walters, Carren Walker, and Matt Voigt, San Diego State University; Phil Vahey, SRI International (Project: Re-Imagining Video-Based Online Learning)
Madelyn Colonnese and Tutita M. Casa, University of Connecticut (Project: A Task Force on Conceptualizing Elementary Mathematical Writing: Implications for Mathematics Education Stakeholders)
Jessica Hunt, North Carolina State University; Sarah Powell, University of Texas at Austin; Katherine Lewis, University of Washington; Diane Torres-Velasquez, University of New Mexico (Project: CAREER: Fraction Activities and Assessments for Conceptual Teaching (FAACT) for Students with Learning Disabilities)
M. Alejandra Sorto, Brittany Webre, and Enes Akbuga, Texas State University (Project: CAREER: Mathematics Instruction for English Language Learners (MI-ELL))
Teresa Lara-Meloy and Jennifer Knudsen, SRI International; Harriette S. Stevens, Mathematics Education Group (Project: Preparing Urban Middle Grades Mathematics Teachers to Teach Argumentation throughout the School Year)
Amanda McGarry, University of Colorado Boulder (Project: Teaching and Learning Algebraic Thinking Across the Middle Grades: A Research-based Approach Using PhET Interactive Simulations)
D'Anna Pynes and Gladys Krause, University of Texas at Austin; Susan Empson, The University of Missouri (Project: Theorizing and Advancing Teachers' Responsive Decision Making in the Domain of Rational Numbers)
Deborah Herrington, Grand Valley State University; Patrick Daubenmire, Loyola University Chicago (Project: Further Development and Testing of the Target Inquiry Model for Middle and High School Science Teacher Professional Development (Collaborative Research: Herrington))
Nicholas Spurgus, Dillon J. Frank, Justin M. Pratt, and Ellen J. Yezierski, Miami University (Project: Further Development and Testing of the Target Inquiry Model for Middle and High School Science Teacher Professional Development (Collaborative Research: Yezierski))
Madelyn Colonnese and Tutita M. Casa, University of Connecticut (Project: A Task Force on Conceptualizing Elementary Mathematical Writing: Implications for Mathematics Education Stakeholders)
Jessica Hunt, North Carolina State University; Sarah Powell, University of Texas at Austin; Katherine Lewis, University of Washington; Diane Torres-Velasquez, University of New Mexico (Project: CAREER: Fraction Activities and Assessments for Conceptual Teaching (FAACT) for Students with Learning Disabilities)
M. Alejandra Sorto, Brittany Webre, and Enes Akbuga, Texas State University (Project: CAREER: Mathematics Instruction for English Language Learners (MI-ELL))
Teresa Lara-Meloy and Jennifer Knudsen, SRI International; Harriette S. Stevens, Mathematics Education Group (Project: Preparing Urban Middle Grades Mathematics Teachers to Teach Argumentation throughout the School Year)
Amanda McGarry, University of Colorado Boulder (Project: Teaching and Learning Algebraic Thinking Across the Middle Grades: A Research-based Approach Using PhET Interactive Simulations)
D'Anna Pynes and Gladys Krause, University of Texas at Austin; Susan Empson, The University of Missouri (Project: Theorizing and Advancing Teachers' Responsive Decision Making in the Domain of Rational Numbers)
Deborah Herrington, Grand Valley State University; Patrick Daubenmire, Loyola University Chicago (Project: Further Development and Testing of the Target Inquiry Model for Middle and High School Science Teacher Professional Development (Collaborative Research: Herrington))
Nicholas Spurgus, Dillon J. Frank, Justin M. Pratt, and Ellen J. Yezierski, Miami University (Project: Further Development and Testing of the Target Inquiry Model for Middle and High School Science Teacher Professional Development (Collaborative Research: Yezierski))
Brad Morris, Kent State University; Laurie Van Egeren, KyungSook Lee, Christina Schwarz, and Steven Pierce, Michigan State University (Project: Cluster Randomized Trial of the Efficacy of Early Childhood Science Education for Low-Income Children)
Alissa Lange, East Tennessee State University; Hebbah El-Moslimany, Kwanghee Jung, and Hagit Mano, Rutgers University (Projects: Developing a Discourse Observation Tool and Online Professional Development to Promote Science; Oral Language and Literacy Development from the Start of School)
Madelyn Colonnese and Tutita M. Casa, University of Connecticut (Project: A Task Force on Conceptualizing Elementary Mathematical Writing: Implications for Mathematics Education Stakeholders)
Jessica Hunt, North Carolina State University; Sarah Powell, University of Texas at Austin; Katherine Lewis, University of Washington; Diane Torres-Velasquez, University of New Mexico (Project: CAREER: Fraction Activities and Assessments for Conceptual Teaching (FAACT) for Students with Learning Disabilities)
M. Alejandra Sorto, Brittany Webre, and Enes Akbuga, Texas State University (Project: CAREER: Mathematics Instruction for English Language Learners (MI-ELL))
Teresa Lara-Meloy and Jennifer Knudsen, SRI International; Harriette S. Stevens, Mathematics Education Group (Project: Preparing Urban Middle Grades Mathematics Teachers to Teach Argumentation throughout the School Year)
Amanda McGarry, University of Colorado Boulder (Project: Teaching and Learning Algebraic Thinking Across the Middle Grades: A Research-based Approach Using PhET Interactive Simulations)
D'Anna Pynes and Gladys Krause, University of Texas at Austin; Susan Empson, The University of Missouri (Project: Theorizing and Advancing Teachers' Responsive Decision Making in the Domain of Rational Numbers)
Deborah Herrington, Grand Valley State University; Patrick Daubenmire, Loyola University Chicago (Project: Further Development and Testing of the Target Inquiry Model for Middle and High School Science Teacher Professional Development (Collaborative Research: Herrington))
Nicholas Spurgus, Dillon J. Frank, Justin M. Pratt, and Ellen J. Yezierski, Miami University (Project: Further Development and Testing of the Target Inquiry Model for Middle and High School Science Teacher Professional Development (Collaborative Research: Yezierski))
Brad Morris, Kent State University; Laurie Van Egeren, KyungSook Lee, Christina Schwarz, and Steven Pierce, Michigan State University (Project: Cluster Randomized Trial of the Efficacy of Early Childhood Science Education for Low-Income Children)
Alissa Lange, East Tennessee State University; Hebbah El-Moslimany, Kwanghee Jung, and Hagit Mano, Rutgers University (Projects: Developing a Discourse Observation Tool and Online Professional Development to Promote Science; Oral Language and Literacy Development from the Start of School)
Ashley Scroggins, University of Colorado; Beth Herbel-Eisenmann, Frances Harper, and Tonya Bartell, Michigan State University (Project: Access, Agency, and Allies in Mathematical Systems (A3IMS))
Madelyn Colonnese and Tutita M. Casa, University of Connecticut (Project: A Task Force on Conceptualizing Elementary Mathematical Writing: Implications for Mathematics Education Stakeholders)
Jessica Hunt, North Carolina State University; Sarah Powell, University of Texas at Austin; Katherine Lewis, University of Washington; Diane Torres-Velasquez, University of New Mexico (Project: CAREER: Fraction Activities and Assessments for Conceptual Teaching (FAACT) for Students with Learning Disabilities)
M. Alejandra Sorto, Brittany Webre, and Enes Akbuga, Texas State University (Project: CAREER: Mathematics Instruction for English Language Learners (MI-ELL))
Teresa Lara-Meloy and Jennifer Knudsen, SRI International; Harriette S. Stevens, Mathematics Education Group (Project: Preparing Urban Middle Grades Mathematics Teachers to Teach Argumentation throughout the School Year)
Amanda McGarry, University of Colorado Boulder (Project: Teaching and Learning Algebraic Thinking Across the Middle Grades: A Research-based Approach Using PhET Interactive Simulations)
D'Anna Pynes and Gladys Krause, University of Texas at Austin; Susan Empson, The University of Missouri (Project: Theorizing and Advancing Teachers' Responsive Decision Making in the Domain of Rational Numbers)
Brad Morris, Kent State University; Laurie Van Egeren, KyungSook Lee, Christina Schwarz, and Steven Pierce, Michigan State University (Project: Cluster Randomized Trial of the Efficacy of Early Childhood Science Education for Low-Income Children)
Alissa Lange, East Tennessee State University; Hebbah El-Moslimany, Kwanghee Jung, and Hagit Mano, Rutgers University (Projects: Developing a Discourse Observation Tool and Online Professional Development to Promote Science; Oral Language and Literacy Development from the Start of School)
Ashley Scroggins, University of Colorado; Beth Herbel-Eisenmann, Frances Harper, and Tonya Bartell, Michigan State University (Project: Access, Agency, and Allies in Mathematical Systems (A3IMS))
Brad Morris, Kent State University; Laurie Van Egeren, KyungSook Lee, Christina Schwarz, and Steven Pierce, Michigan State University (Project: Cluster Randomized Trial of the Efficacy of Early Childhood Science Education for Low-Income Children)
Alissa Lange, East Tennessee State University; Hebbah El-Moslimany, Kwanghee Jung, and Hagit Mano, Rutgers University (Projects: Developing a Discourse Observation Tool and Online Professional Development to Promote Science; Oral Language and Literacy Development from the Start of School)
Ashley Scroggins, University of Colorado; Beth Herbel-Eisenmann, Frances Harper, and Tonya Bartell, Michigan State University (Project: Access, Agency, and Allies in Mathematical Systems (A3IMS))
Ashley Scroggins, University of Colorado; Beth Herbel-Eisenmann, Frances Harper, and Tonya Bartell, Michigan State University (Project: Access, Agency, and Allies in Mathematical Systems (A3IMS))
Ashley Scroggins, University of Colorado; Beth Herbel-Eisenmann, Frances Harper, and Tonya Bartell, Michigan State University (Project: Access, Agency, and Allies in Mathematical Systems (A3IMS))
Ashley Scroggins, University of Colorado; Beth Herbel-Eisenmann, Frances Harper, and Tonya Bartell, Michigan State University (Project: Access, Agency, and Allies in Mathematical Systems (A3IMS))
Ashley Scroggins, University of Colorado; Beth Herbel-Eisenmann, Frances Harper, and Tonya Bartell, Michigan State University (Project: Access, Agency, and Allies in Mathematical Systems (A3IMS))
Janelle Bailey, Doug Lombardi, Elliot S. Bickel, and Shondricka Burrell, Temple University (Project: Developing Critical Evaluation as a Scientific Habit of Mind: Instructional Scaffolds for Secondary Earth and Space Sciences)
Hasan Deniz, Ezgi Yesilyurt, Erdogan Kaya, and Mohamed Trabia, University of Nevada, Las Vegas (Project: Developing Integrated Elementary Science, Engineering, and Language Arts Curricula Aligned with Next Generation Science Standards)
Christine Cunningham and Cathy Lachapelle, Museum of Science, Boston; Greg Kelly, Carmen Vanderhoof, and Matt Johnson, Penn State University (Project: Exploring the Efficacy of Engineering is Elementary (E4))
Pauline Chinn, University of Hawai'i at Manoa (Project: Exploring Ways to Transform Teaching Practices to Increase Native Hawaiian Students' Interest in STEM)
Roger Tobin, Tufts University; Sara Lacy, Sally Crissman, and Nick Haddad, TERC; Nathaniel Brown, Gulsah Gurkan, and Courtney Castle, Boston College (Project: Focus on Energy: Preparing Elementary Teachers to Meet the NGSS Challenge (Collaborative Research: Lacy))
Senetta Bancroft, Southern Illinois University Carbondale; Deborah Herrington, Grand Valley State University (Project: Further Development and Testing of the Target Inquiry Model for Middle and High School Science Teacher Professional Development (Collaborative Research))
Amy Pallant, The Concord Consortium (Project: High Adventure Science: Earths Systems and Sustainability)
Hee-Sun Lee and Amy Pallant, The Concord Consortium; Lydia Liu, Educational Testing Service (Project: Investigating How to Enhance Scientific Argumentation through Automated Feedback in the Context of Two High School Earth Science Curriculum Units)
Patrick Smith and Courtney Plumley, Horizon Research, Inc. (Project: Knowledge Assets to Support the Science Instruction of Elementary Teachers (ASSET))
Shari Metcalf, Amy M. Kamarainen, Jeffrey King, M. Shane Tutwiler, Tina Grotzer, and Chris Dede, Harvard Graduate School of Education (Project: Learning about Ecosystems Science and Complex Causality through Experimentation in a Virtual World)
Barbara Nagle, Lawrence Hall of Science; Suzanne Wilson, University of Connecticut (Project: Moving Next Generation Science Standards into Practice: A Middle School Ecology Unit and Teacher Professional Development Model)
Grant Gardner and Jennifer Parrish, Middle Tennessee State University (Project: Promoting Active Learning Strategies in Biology (PALS))
Deborah Hanuscin, Dante Cisterna, and Kelsey Lipsitz, University of Missouri; P. Sean Smith, Horizon Research, Inc.; Jan van Driel, Leiden University; Martina Struebe, OliverTepner, and Elke Sumfleth, University of Duisburg-Essen (Project: QuEST: Quality Elementary Science Teaching)
Florencia Gómez Zaccarelli, Anita Tseng, Emily Reigh, Hilda Borko, and Jonathan Osborne, Stanford University (Project: Researching the Efficacy of the Science and Literacy Academy Model (Collaborative Research))
Sara Heredia, University of North Carolina at Greensboro; Tammy Cook-Endres, Exploratorium; Clarissa Deverel, Gale Ranch Middle School; Therese Arsenault, Gateway Middle School (Project: STEM Practice-rich Investigations for NGSS Teaching (SPRINT))
John Clement and A. Lynn Stephens, University of Massachusetts Amherst; Grant Williams, St. Thomas University; Maria Cecelia Nunez-Oviedo, University of Concepcion (Project: Strategies for Leading Classroom Discussions Aimed at Core Ideas and Scientific Modeling Practices)
Daniel Damelin, William Finzer and Steven Roderick, The Concord Consortium; Tom Bielik, Li Ke, and Sebastian Opitz, Michigan State University; Joseph Krajcik, CREATE for STEM Institute, Michigan State University; Ann Novak, Greenhills School; Lynn Stephens, University of Massachusetts, Amherst (Project: Supporting Secondary Students in Building External Models (Collaborative Research))
Nanette Marcum-Dietrich, Millersville University; Carolyn Staudt, The Concord Consortium; Steve Kerlin, Stroud Water Research Center (Project: Teaching Environmental Sustainability - Model My Watershed (Collaborative Research))
Janelle Bailey, Doug Lombardi, Elliot S. Bickel, and Shondricka Burrell, Temple University (Project: Developing Critical Evaluation as a Scientific Habit of Mind: Instructional Scaffolds for Secondary Earth and Space Sciences)
Hasan Deniz, Ezgi Yesilyurt, Erdogan Kaya, and Mohamed Trabia, University of Nevada, Las Vegas (Project: Developing Integrated Elementary Science, Engineering, and Language Arts Curricula Aligned with Next Generation Science Standards)
Christine Cunningham and Cathy Lachapelle, Museum of Science, Boston; Greg Kelly, Carmen Vanderhoof, and Matt Johnson, Penn State University (Project: Exploring the Efficacy of Engineering is Elementary (E4))
Pauline Chinn, University of Hawai'i at Manoa (Project: Exploring Ways to Transform Teaching Practices to Increase Native Hawaiian Students' Interest in STEM)
Roger Tobin, Tufts University; Sara Lacy, Sally Crissman, and Nick Haddad, TERC; Nathaniel Brown, Gulsah Gurkan, and Courtney Castle, Boston College (Project: Focus on Energy: Preparing Elementary Teachers to Meet the NGSS Challenge (Collaborative Research: Lacy))
Senetta Bancroft, Southern Illinois University Carbondale; Deborah Herrington, Grand Valley State University (Project: Further Development and Testing of the Target Inquiry Model for Middle and High School Science Teacher Professional Development (Collaborative Research))
Amy Pallant, The Concord Consortium (Project: High Adventure Science: Earths Systems and Sustainability)
Hee-Sun Lee and Amy Pallant, The Concord Consortium; Lydia Liu, Educational Testing Service (Project: Investigating How to Enhance Scientific Argumentation through Automated Feedback in the Context of Two High School Earth Science Curriculum Units)
Patrick Smith and Courtney Plumley, Horizon Research, Inc. (Project: Knowledge Assets to Support the Science Instruction of Elementary Teachers (ASSET))
Shari Metcalf, Amy M. Kamarainen, Jeffrey King, M. Shane Tutwiler, Tina Grotzer, and Chris Dede, Harvard Graduate School of Education (Project: Learning about Ecosystems Science and Complex Causality through Experimentation in a Virtual World)
Barbara Nagle, Lawrence Hall of Science; Suzanne Wilson, University of Connecticut (Project: Moving Next Generation Science Standards into Practice: A Middle School Ecology Unit and Teacher Professional Development Model)
Grant Gardner and Jennifer Parrish, Middle Tennessee State University (Project: Promoting Active Learning Strategies in Biology (PALS))
Deborah Hanuscin, Dante Cisterna, and Kelsey Lipsitz, University of Missouri; P. Sean Smith, Horizon Research, Inc.; Jan van Driel, Leiden University; Martina Struebe, OliverTepner, and Elke Sumfleth, University of Duisburg-Essen (Project: QuEST: Quality Elementary Science Teaching)
Florencia Gómez Zaccarelli, Anita Tseng, Emily Reigh, Hilda Borko, and Jonathan Osborne, Stanford University (Project: Researching the Efficacy of the Science and Literacy Academy Model (Collaborative Research))
Sara Heredia, University of North Carolina at Greensboro; Tammy Cook-Endres, Exploratorium; Clarissa Deverel, Gale Ranch Middle School; Therese Arsenault, Gateway Middle School (Project: STEM Practice-rich Investigations for NGSS Teaching (SPRINT))
John Clement and A. Lynn Stephens, University of Massachusetts Amherst; Grant Williams, St. Thomas University; Maria Cecelia Nunez-Oviedo, University of Concepcion (Project: Strategies for Leading Classroom Discussions Aimed at Core Ideas and Scientific Modeling Practices)
Daniel Damelin, William Finzer and Steven Roderick, The Concord Consortium; Tom Bielik, Li Ke, and Sebastian Opitz, Michigan State University; Joseph Krajcik, CREATE for STEM Institute, Michigan State University; Ann Novak, Greenhills School; Lynn Stephens, University of Massachusetts, Amherst (Project: Supporting Secondary Students in Building External Models (Collaborative Research))
Nanette Marcum-Dietrich, Millersville University; Carolyn Staudt, The Concord Consortium; Steve Kerlin, Stroud Water Research Center (Project: Teaching Environmental Sustainability - Model My Watershed (Collaborative Research))
Janelle Bailey, Doug Lombardi, Elliot S. Bickel, and Shondricka Burrell, Temple University (Project: Developing Critical Evaluation as a Scientific Habit of Mind: Instructional Scaffolds for Secondary Earth and Space Sciences)
Hasan Deniz, Ezgi Yesilyurt, Erdogan Kaya, and Mohamed Trabia, University of Nevada, Las Vegas (Project: Developing Integrated Elementary Science, Engineering, and Language Arts Curricula Aligned with Next Generation Science Standards)
Christine Cunningham and Cathy Lachapelle, Museum of Science, Boston; Greg Kelly, Carmen Vanderhoof, and Matt Johnson, Penn State University (Project: Exploring the Efficacy of Engineering is Elementary (E4))
Pauline Chinn, University of Hawai'i at Manoa (Project: Exploring Ways to Transform Teaching Practices to Increase Native Hawaiian Students' Interest in STEM)
Roger Tobin, Tufts University; Sara Lacy, Sally Crissman, and Nick Haddad, TERC; Nathaniel Brown, Gulsah Gurkan, and Courtney Castle, Boston College (Project: Focus on Energy: Preparing Elementary Teachers to Meet the NGSS Challenge (Collaborative Research: Lacy))
Senetta Bancroft, Southern Illinois University Carbondale; Deborah Herrington, Grand Valley State University (Project: Further Development and Testing of the Target Inquiry Model for Middle and High School Science Teacher Professional Development (Collaborative Research))
Amy Pallant, The Concord Consortium (Project: High Adventure Science: Earths Systems and Sustainability)
Hee-Sun Lee and Amy Pallant, The Concord Consortium; Lydia Liu, Educational Testing Service (Project: Investigating How to Enhance Scientific Argumentation through Automated Feedback in the Context of Two High School Earth Science Curriculum Units)
Patrick Smith and Courtney Plumley, Horizon Research, Inc. (Project: Knowledge Assets to Support the Science Instruction of Elementary Teachers (ASSET))
Shari Metcalf, Amy M. Kamarainen, Jeffrey King, M. Shane Tutwiler, Tina Grotzer, and Chris Dede, Harvard Graduate School of Education (Project: Learning about Ecosystems Science and Complex Causality through Experimentation in a Virtual World)
Barbara Nagle, Lawrence Hall of Science; Suzanne Wilson, University of Connecticut (Project: Moving Next Generation Science Standards into Practice: A Middle School Ecology Unit and Teacher Professional Development Model)
Grant Gardner and Jennifer Parrish, Middle Tennessee State University (Project: Promoting Active Learning Strategies in Biology (PALS))
Deborah Hanuscin, Dante Cisterna, and Kelsey Lipsitz, University of Missouri; P. Sean Smith, Horizon Research, Inc.; Jan van Driel, Leiden University; Martina Struebe, OliverTepner, and Elke Sumfleth, University of Duisburg-Essen (Project: QuEST: Quality Elementary Science Teaching)
Florencia Gómez Zaccarelli, Anita Tseng, Emily Reigh, Hilda Borko, and Jonathan Osborne, Stanford University (Project: Researching the Efficacy of the Science and Literacy Academy Model (Collaborative Research))
Sara Heredia, University of North Carolina at Greensboro; Tammy Cook-Endres, Exploratorium; Clarissa Deverel, Gale Ranch Middle School; Therese Arsenault, Gateway Middle School (Project: STEM Practice-rich Investigations for NGSS Teaching (SPRINT))
John Clement and A. Lynn Stephens, University of Massachusetts Amherst; Grant Williams, St. Thomas University; Maria Cecelia Nunez-Oviedo, University of Concepcion (Project: Strategies for Leading Classroom Discussions Aimed at Core Ideas and Scientific Modeling Practices)
Daniel Damelin, William Finzer and Steven Roderick, The Concord Consortium; Tom Bielik, Li Ke, and Sebastian Opitz, Michigan State University; Joseph Krajcik, CREATE for STEM Institute, Michigan State University; Ann Novak, Greenhills School; Lynn Stephens, University of Massachusetts, Amherst (Project: Supporting Secondary Students in Building External Models (Collaborative Research))
Nanette Marcum-Dietrich, Millersville University; Carolyn Staudt, The Concord Consortium; Steve Kerlin, Stroud Water Research Center (Project: Teaching Environmental Sustainability - Model My Watershed (Collaborative Research))
Janelle Bailey, Doug Lombardi, Elliot S. Bickel, and Shondricka Burrell, Temple University (Project: Developing Critical Evaluation as a Scientific Habit of Mind: Instructional Scaffolds for Secondary Earth and Space Sciences)
Hasan Deniz, Ezgi Yesilyurt, Erdogan Kaya, and Mohamed Trabia, University of Nevada, Las Vegas (Project: Developing Integrated Elementary Science, Engineering, and Language Arts Curricula Aligned with Next Generation Science Standards)
Christine Cunningham and Cathy Lachapelle, Museum of Science, Boston; Greg Kelly, Carmen Vanderhoof, and Matt Johnson, Penn State University (Project: Exploring the Efficacy of Engineering is Elementary (E4))
Pauline Chinn, University of Hawai'i at Manoa (Project: Exploring Ways to Transform Teaching Practices to Increase Native Hawaiian Students' Interest in STEM)
Roger Tobin, Tufts University; Sara Lacy, Sally Crissman, and Nick Haddad, TERC; Nathaniel Brown, Gulsah Gurkan, and Courtney Castle, Boston College (Project: Focus on Energy: Preparing Elementary Teachers to Meet the NGSS Challenge (Collaborative Research: Lacy))
Senetta Bancroft, Southern Illinois University Carbondale; Deborah Herrington, Grand Valley State University (Project: Further Development and Testing of the Target Inquiry Model for Middle and High School Science Teacher Professional Development (Collaborative Research))
Amy Pallant, The Concord Consortium (Project: High Adventure Science: Earths Systems and Sustainability)
Hee-Sun Lee and Amy Pallant, The Concord Consortium; Lydia Liu, Educational Testing Service (Project: Investigating How to Enhance Scientific Argumentation through Automated Feedback in the Context of Two High School Earth Science Curriculum Units)
Patrick Smith and Courtney Plumley, Horizon Research, Inc. (Project: Knowledge Assets to Support the Science Instruction of Elementary Teachers (ASSET))
Shari Metcalf, Amy M. Kamarainen, Jeffrey King, M. Shane Tutwiler, Tina Grotzer, and Chris Dede, Harvard Graduate School of Education (Project: Learning about Ecosystems Science and Complex Causality through Experimentation in a Virtual World)
Barbara Nagle, Lawrence Hall of Science; Suzanne Wilson, University of Connecticut (Project: Moving Next Generation Science Standards into Practice: A Middle School Ecology Unit and Teacher Professional Development Model)
Grant Gardner and Jennifer Parrish, Middle Tennessee State University (Project: Promoting Active Learning Strategies in Biology (PALS))
Deborah Hanuscin, Dante Cisterna, and Kelsey Lipsitz, University of Missouri; P. Sean Smith, Horizon Research, Inc.; Jan van Driel, Leiden University; Martina Struebe, OliverTepner, and Elke Sumfleth, University of Duisburg-Essen (Project: QuEST: Quality Elementary Science Teaching)
Florencia Gómez Zaccarelli, Anita Tseng, Emily Reigh, Hilda Borko, and Jonathan Osborne, Stanford University (Project: Researching the Efficacy of the Science and Literacy Academy Model (Collaborative Research))
Sara Heredia, University of North Carolina at Greensboro; Tammy Cook-Endres, Exploratorium; Clarissa Deverel, Gale Ranch Middle School; Therese Arsenault, Gateway Middle School (Project: STEM Practice-rich Investigations for NGSS Teaching (SPRINT))
John Clement and A. Lynn Stephens, University of Massachusetts Amherst; Grant Williams, St. Thomas University; Maria Cecelia Nunez-Oviedo, University of Concepcion (Project: Strategies for Leading Classroom Discussions Aimed at Core Ideas and Scientific Modeling Practices)
Daniel Damelin, William Finzer and Steven Roderick, The Concord Consortium; Tom Bielik, Li Ke, and Sebastian Opitz, Michigan State University; Joseph Krajcik, CREATE for STEM Institute, Michigan State University; Ann Novak, Greenhills School; Lynn Stephens, University of Massachusetts, Amherst (Project: Supporting Secondary Students in Building External Models (Collaborative Research))
Nanette Marcum-Dietrich, Millersville University; Carolyn Staudt, The Concord Consortium; Steve Kerlin, Stroud Water Research Center (Project: Teaching Environmental Sustainability - Model My Watershed (Collaborative Research))
Janelle Bailey, Doug Lombardi, Elliot S. Bickel, and Shondricka Burrell, Temple University (Project: Developing Critical Evaluation as a Scientific Habit of Mind: Instructional Scaffolds for Secondary Earth and Space Sciences)
Hasan Deniz, Ezgi Yesilyurt, Erdogan Kaya, and Mohamed Trabia, University of Nevada, Las Vegas (Project: Developing Integrated Elementary Science, Engineering, and Language Arts Curricula Aligned with Next Generation Science Standards)
Christine Cunningham and Cathy Lachapelle, Museum of Science, Boston; Greg Kelly, Carmen Vanderhoof, and Matt Johnson, Penn State University (Project: Exploring the Efficacy of Engineering is Elementary (E4))
Pauline Chinn, University of Hawai'i at Manoa (Project: Exploring Ways to Transform Teaching Practices to Increase Native Hawaiian Students' Interest in STEM)
Roger Tobin, Tufts University; Sara Lacy, Sally Crissman, and Nick Haddad, TERC; Nathaniel Brown, Gulsah Gurkan, and Courtney Castle, Boston College (Project: Focus on Energy: Preparing Elementary Teachers to Meet the NGSS Challenge (Collaborative Research: Lacy))
Senetta Bancroft, Southern Illinois University Carbondale; Deborah Herrington, Grand Valley State University (Project: Further Development and Testing of the Target Inquiry Model for Middle and High School Science Teacher Professional Development (Collaborative Research))
Amy Pallant, The Concord Consortium (Project: High Adventure Science: Earths Systems and Sustainability)
Hee-Sun Lee and Amy Pallant, The Concord Consortium; Lydia Liu, Educational Testing Service (Project: Investigating How to Enhance Scientific Argumentation through Automated Feedback in the Context of Two High School Earth Science Curriculum Units)
Patrick Smith and Courtney Plumley, Horizon Research, Inc. (Project: Knowledge Assets to Support the Science Instruction of Elementary Teachers (ASSET))
Shari Metcalf, Amy M. Kamarainen, Jeffrey King, M. Shane Tutwiler, Tina Grotzer, and Chris Dede, Harvard Graduate School of Education (Project: Learning about Ecosystems Science and Complex Causality through Experimentation in a Virtual World)
Barbara Nagle, Lawrence Hall of Science; Suzanne Wilson, University of Connecticut (Project: Moving Next Generation Science Standards into Practice: A Middle School Ecology Unit and Teacher Professional Development Model)
Grant Gardner and Jennifer Parrish, Middle Tennessee State University (Project: Promoting Active Learning Strategies in Biology (PALS))
Deborah Hanuscin, Dante Cisterna, and Kelsey Lipsitz, University of Missouri; P. Sean Smith, Horizon Research, Inc.; Jan van Driel, Leiden University; Martina Struebe, OliverTepner, and Elke Sumfleth, University of Duisburg-Essen (Project: QuEST: Quality Elementary Science Teaching)
Florencia Gómez Zaccarelli, Anita Tseng, Emily Reigh, Hilda Borko, and Jonathan Osborne, Stanford University (Project: Researching the Efficacy of the Science and Literacy Academy Model (Collaborative Research))
Sara Heredia, University of North Carolina at Greensboro; Tammy Cook-Endres, Exploratorium; Clarissa Deverel, Gale Ranch Middle School; Therese Arsenault, Gateway Middle School (Project: STEM Practice-rich Investigations for NGSS Teaching (SPRINT))
John Clement and A. Lynn Stephens, University of Massachusetts Amherst; Grant Williams, St. Thomas University; Maria Cecelia Nunez-Oviedo, University of Concepcion (Project: Strategies for Leading Classroom Discussions Aimed at Core Ideas and Scientific Modeling Practices)
Daniel Damelin, William Finzer and Steven Roderick, The Concord Consortium; Tom Bielik, Li Ke, and Sebastian Opitz, Michigan State University; Joseph Krajcik, CREATE for STEM Institute, Michigan State University; Ann Novak, Greenhills School; Lynn Stephens, University of Massachusetts, Amherst (Project: Supporting Secondary Students in Building External Models (Collaborative Research))
Nanette Marcum-Dietrich, Millersville University; Carolyn Staudt, The Concord Consortium; Steve Kerlin, Stroud Water Research Center (Project: Teaching Environmental Sustainability - Model My Watershed (Collaborative Research))
Ting Wang, Vinetha Belur, and Lydia Liu, Educational Testing Service (Project: Science Educational Testing Service Investigating How to Enhance Scientific Argumentation through Automated Feedback in the Context of Two High School Earth Science Curriculum Units)
Janine Firmender, St. Joseph’s University (Project: A Task Force on Conceptualizing Elementary Mathematical Writing: Implications for Mathematics Education Stakeholders)
William Zahner and Lynda Wynn, San Diego State University (Project: CAREER: Designing Learning Environments to Foster Productive and Powerful Discussions among Linguistically Diverse Students in Secondary Mathematics)
Min Sun, University of Washington (Project: CAREER: Exploring Beginning Mathematics Teachers' Career Patterns)
Jessica Hunt, North Carolina State University (Project: CAREER: Fraction Activities and Assessments for Conceptual Teaching (FAACT) for Students with Learning Disabilities)
Marta Magiera, Marquette University (Project: CAREER: L-MAP: Pre-service Middle School Teachers' Knowledge of Mathematical Argumentation and Proving)
Emily Toutkoushian, Amanda Swearingen, Kihyun "Kelly" Ryoo, and Kristin Bedell, University of North Carolina at Chapel Hill (Project: CAREER: Making Science Visible: Using Visualization Technology to Support Linguistically Diverse Middle School Students' Learning in Physical and Life Sciences)
Ben Kelcey and Kyle Cox, University of Cincinnati; Nianbo Dong, University of Missouri; Jessaca Spybrook, Western Michigan University (Project: CAREER: Multilevel Mediation Models to Study the Impact of Teacher Development on Student Achievement in Mathematics)
Gloriana Gonzalez, University of Illinois at Urbana-Champaign (Project: CAREER: Noticing and Using Students' Prior Knowledge in Problem-Based Instruction)
Catherine McCulloch, Education Development Center, Inc. (Project: Community for Advancing Discovery Research in Education (CADRE) 2017)
Rebecca Callahan, Andrew Hurie, and Desiree Pallais, University of Texas at Austin (Project: Design Technology and Engineering Education for English Learner Students: Project DTEEL)
Hebbah El-Moslimany and Kimberly Brenneman, Rutgers University; Alissa Lange, East Tennessee State University (Project: Developing a Discourse Observation Tool and Online Professional Development to Promote Science; Oral Language and Literacy Development from the Start of School)
Alec Kennedy, University of Washington (Project: Evaluation of the Sustainability and Effectiveness of Inquiry-Based Advanced Placement Science Courses: Evidence From an In-Depth Formative Evaluation and Randomized Controlled Study)
Cathy Lachapelle, Museum of Science, Boston (Project: Exploring the Efficacy of Engineering is Elementary (E4))
Pauline Chinn, University of Hawai'i at Manoa (Project: Exploring Ways to Transform Teaching Practices to Increase Native Hawaiian Students' Interest in STEM)
Leema Berland and Rosemary Russ, University of Wisconsin (Project: Fostering Pedagogical Argumentation: Pedagogical Reasoning with and about Student Science Ideas)
Gillian Puttick and Brian Drayton, TERC (Project: Innovate to Mitigate: A Crowdsourced Carbon Challenge)
Lynsey Gibbons, Boston University; Adrian Larbi-Cherif, Vanderbilt University; Christine Chew, University of Washington (Project: Investigating and Supporting the Development of Ambitious and Equitable Mathematics Instruction at Scale)
Hee-Sun Lee and Amy Pallant, The Concord Consortium; Ting Wang and Lydia Liu, Educational Testing Service (Project: Investigating How to Enhance Scientific Argumentation through Automated Feedback in the Context of Two High School Earth Science Curriculum Units)
Ann House, Emi Iwatani, and Vanessa Peters, SRI International (Project: iSTEM: A Multi-state Longitudinal Study of the Effectiveness of Inclusive STEM High Schools)
Chris Dede, Tina Grotzer, Shari J. Metcalf, Amy M. Kamarainen, and M. Shane Tutwiler, Harvard Graduate School of Education (Project: Learning about Ecosystems Science and Complex Causality through Experimentation in a Virtual World)
Jennifer Richards, University of Washington (Project: Learning Labs: Using Videos, Exemplary STEM Instruction and Online Teacher Collaboration to Enhance K-2 Mathematics and Science Practice and Classroom Discourse)
Sharon Lynch, Michael Ford, and Shari Matray, George Washington University (Project: Multiple Instrumental Case Studies of Inclusive STEM-focused High Schools: Opportunity Structures for Preparation and Inspiration (OSPrl))
Anita Wager, University of Wisconsin-Madison; Anne Karabon, University of Nebraska Omaha (Project: Professional Development for Culturally Relevant Teaching and Learning in Pre-K Mathematics)
Lorena Llosa, Okhee Lee, Christopher D. Van Booven, and Alison Haas, New York University (Project: Promoting Science among English Language Learners (P-SELL) Scale-Up)
Deborah Hanuscin, Zandra de Araujo, Mark W. Ehlert, and Kelsey Lipsitz University of Missouri; Jamie N. Mikeska, Educational Testing Service; Dante Cisterna, Michigan State University; Hilda Borko, Evan J. Fishman, Florencia Gomez Zaccarelli, and Jonathan F. Osborne, Stanford University; Craig Strang, University of California, Berkeley; Emily Weiss, Exploratorium; Christine R. Lotter, University of South Carolina; Jonathan E. Singer, University of Maryland - Baltimore County (Project: QuEST: Quality Elementary Science Teaching)
Joanne Lobato, Carren Walker, and C. David Walters, San Diego State University (Project: Re-Imagining Video-Based Online Learning)
Dilafruz Williams, Sybil Kelley, Heather Brule, Ellen Skinner, and Claire Lagerwey, Portland State University (Project: Science in the Learning Gardens: Factors that Support Racial and Ethnic Minority Students' Success in Low-Income Middle Schools)
Jorge Solis and Karmin San Martin, University of Texas at San Antonio (Project: Secondary Science Teaching with English Language and Literacy Acquisition (SSTELLA))
Sara Heredia, University of North Carolina at Greensboro (Project: STEM Practice-rich Investigations for NGSS Teaching (SPRINT))
Daniel Damelin, The Concord Consortium (Project: Supporting Secondary Students in Building External Models (Collaborative Research: Damelin))
Nanette Marcum-Dietrich, Millersville University; Carolyn Staudt The Concord Consortium; Steve Kerlin, Stroud Water Research Center (Project: Teaching Environmental Sustainability - Model My Watershed (Collaborative Research))
Susan Empson, University of Missouri; Vicki Jacobs, Naomi Jessup, and Amy Hewitt, University of North Carolina at Greensboro; Gladys Krause and D'Anna Pynes, University of Texas at Austin (Project: Theorizing and Advancing Teachers' Responsive Decision Making in the Domain of Rational Numbers)
Angela Calabrese Barton, Kathleen Schenkel, Christina Restrepo Nazar, and Marcos Gonzalez, Michigan State University; Edna Tan, University of North Carolina at Greensboro (Project: Tools for Teaching and Learning Engineering Practices: Pathways Towards Productive Identity Work in Engineering)
Ting Wang, Vinetha Belur, and Lydia Liu, Educational Testing Service (Project: Science Educational Testing Service Investigating How to Enhance Scientific Argumentation through Automated Feedback in the Context of Two High School Earth Science Curriculum Units)
Janine Firmender, St. Joseph’s University (Project: A Task Force on Conceptualizing Elementary Mathematical Writing: Implications for Mathematics Education Stakeholders)
William Zahner and Lynda Wynn, San Diego State University (Project: CAREER: Designing Learning Environments to Foster Productive and Powerful Discussions among Linguistically Diverse Students in Secondary Mathematics)
Min Sun, University of Washington (Project: CAREER: Exploring Beginning Mathematics Teachers' Career Patterns)
Jessica Hunt, North Carolina State University (Project: CAREER: Fraction Activities and Assessments for Conceptual Teaching (FAACT) for Students with Learning Disabilities)
Marta Magiera, Marquette University (Project: CAREER: L-MAP: Pre-service Middle School Teachers' Knowledge of Mathematical Argumentation and Proving)
Emily Toutkoushian, Amanda Swearingen, Kihyun "Kelly" Ryoo, and Kristin Bedell, University of North Carolina at Chapel Hill (Project: CAREER: Making Science Visible: Using Visualization Technology to Support Linguistically Diverse Middle School Students' Learning in Physical and Life Sciences)
Ben Kelcey and Kyle Cox, University of Cincinnati; Nianbo Dong, University of Missouri; Jessaca Spybrook, Western Michigan University (Project: CAREER: Multilevel Mediation Models to Study the Impact of Teacher Development on Student Achievement in Mathematics)
Gloriana Gonzalez, University of Illinois at Urbana-Champaign (Project: CAREER: Noticing and Using Students' Prior Knowledge in Problem-Based Instruction)
Catherine McCulloch, Education Development Center, Inc. (Project: Community for Advancing Discovery Research in Education (CADRE) 2017)
Rebecca Callahan, Andrew Hurie, and Desiree Pallais, University of Texas at Austin (Project: Design Technology and Engineering Education for English Learner Students: Project DTEEL)
Hebbah El-Moslimany and Kimberly Brenneman, Rutgers University; Alissa Lange, East Tennessee State University (Project: Developing a Discourse Observation Tool and Online Professional Development to Promote Science; Oral Language and Literacy Development from the Start of School)
Alec Kennedy, University of Washington (Project: Evaluation of the Sustainability and Effectiveness of Inquiry-Based Advanced Placement Science Courses: Evidence From an In-Depth Formative Evaluation and Randomized Controlled Study)
Cathy Lachapelle, Museum of Science, Boston (Project: Exploring the Efficacy of Engineering is Elementary (E4))
Pauline Chinn, University of Hawai'i at Manoa (Project: Exploring Ways to Transform Teaching Practices to Increase Native Hawaiian Students' Interest in STEM)
Leema Berland and Rosemary Russ, University of Wisconsin (Project: Fostering Pedagogical Argumentation: Pedagogical Reasoning with and about Student Science Ideas)
Gillian Puttick and Brian Drayton, TERC (Project: Innovate to Mitigate: A Crowdsourced Carbon Challenge)
Lynsey Gibbons, Boston University; Adrian Larbi-Cherif, Vanderbilt University; Christine Chew, University of Washington (Project: Investigating and Supporting the Development of Ambitious and Equitable Mathematics Instruction at Scale)
Hee-Sun Lee and Amy Pallant, The Concord Consortium; Ting Wang and Lydia Liu, Educational Testing Service (Project: Investigating How to Enhance Scientific Argumentation through Automated Feedback in the Context of Two High School Earth Science Curriculum Units)
Ann House, Emi Iwatani, and Vanessa Peters, SRI International (Project: iSTEM: A Multi-state Longitudinal Study of the Effectiveness of Inclusive STEM High Schools)
Chris Dede, Tina Grotzer, Shari J. Metcalf, Amy M. Kamarainen, and M. Shane Tutwiler, Harvard Graduate School of Education (Project: Learning about Ecosystems Science and Complex Causality through Experimentation in a Virtual World)
Jennifer Richards, University of Washington (Project: Learning Labs: Using Videos, Exemplary STEM Instruction and Online Teacher Collaboration to Enhance K-2 Mathematics and Science Practice and Classroom Discourse)
Sharon Lynch, Michael Ford, and Shari Matray, George Washington University (Project: Multiple Instrumental Case Studies of Inclusive STEM-focused High Schools: Opportunity Structures for Preparation and Inspiration (OSPrl))
Anita Wager, University of Wisconsin-Madison; Anne Karabon, University of Nebraska Omaha (Project: Professional Development for Culturally Relevant Teaching and Learning in Pre-K Mathematics)
Lorena Llosa, Okhee Lee, Christopher D. Van Booven, and Alison Haas, New York University (Project: Promoting Science among English Language Learners (P-SELL) Scale-Up)
Deborah Hanuscin, Zandra de Araujo, Mark W. Ehlert, and Kelsey Lipsitz University of Missouri; Jamie N. Mikeska, Educational Testing Service; Dante Cisterna, Michigan State University; Hilda Borko, Evan J. Fishman, Florencia Gomez Zaccarelli, and Jonathan F. Osborne, Stanford University; Craig Strang, University of California, Berkeley; Emily Weiss, Exploratorium; Christine R. Lotter, University of South Carolina; Jonathan E. Singer, University of Maryland - Baltimore County (Project: QuEST: Quality Elementary Science Teaching)
Joanne Lobato, Carren Walker, and C. David Walters, San Diego State University (Project: Re-Imagining Video-Based Online Learning)
Dilafruz Williams, Sybil Kelley, Heather Brule, Ellen Skinner, and Claire Lagerwey, Portland State University (Project: Science in the Learning Gardens: Factors that Support Racial and Ethnic Minority Students' Success in Low-Income Middle Schools)
Jorge Solis and Karmin San Martin, University of Texas at San Antonio (Project: Secondary Science Teaching with English Language and Literacy Acquisition (SSTELLA))
Sara Heredia, University of North Carolina at Greensboro (Project: STEM Practice-rich Investigations for NGSS Teaching (SPRINT))
Daniel Damelin, The Concord Consortium (Project: Supporting Secondary Students in Building External Models (Collaborative Research: Damelin))
Nanette Marcum-Dietrich, Millersville University; Carolyn Staudt The Concord Consortium; Steve Kerlin, Stroud Water Research Center (Project: Teaching Environmental Sustainability - Model My Watershed (Collaborative Research))
Susan Empson, University of Missouri; Vicki Jacobs, Naomi Jessup, and Amy Hewitt, University of North Carolina at Greensboro; Gladys Krause and D'Anna Pynes, University of Texas at Austin (Project: Theorizing and Advancing Teachers' Responsive Decision Making in the Domain of Rational Numbers)
Angela Calabrese Barton, Kathleen Schenkel, Christina Restrepo Nazar, and Marcos Gonzalez, Michigan State University; Edna Tan, University of North Carolina at Greensboro (Project: Tools for Teaching and Learning Engineering Practices: Pathways Towards Productive Identity Work in Engineering)
Ting Wang, Vinetha Belur, and Lydia Liu, Educational Testing Service (Project: Science Educational Testing Service Investigating How to Enhance Scientific Argumentation through Automated Feedback in the Context of Two High School Earth Science Curriculum Units)
Janine Firmender, St. Joseph’s University (Project: A Task Force on Conceptualizing Elementary Mathematical Writing: Implications for Mathematics Education Stakeholders)
William Zahner and Lynda Wynn, San Diego State University (Project: CAREER: Designing Learning Environments to Foster Productive and Powerful Discussions among Linguistically Diverse Students in Secondary Mathematics)
Min Sun, University of Washington (Project: CAREER: Exploring Beginning Mathematics Teachers' Career Patterns)
Jessica Hunt, North Carolina State University (Project: CAREER: Fraction Activities and Assessments for Conceptual Teaching (FAACT) for Students with Learning Disabilities)
Marta Magiera, Marquette University (Project: CAREER: L-MAP: Pre-service Middle School Teachers' Knowledge of Mathematical Argumentation and Proving)
Emily Toutkoushian, Amanda Swearingen, Kihyun "Kelly" Ryoo, and Kristin Bedell, University of North Carolina at Chapel Hill (Project: CAREER: Making Science Visible: Using Visualization Technology to Support Linguistically Diverse Middle School Students' Learning in Physical and Life Sciences)
Ben Kelcey and Kyle Cox, University of Cincinnati; Nianbo Dong, University of Missouri; Jessaca Spybrook, Western Michigan University (Project: CAREER: Multilevel Mediation Models to Study the Impact of Teacher Development on Student Achievement in Mathematics)
Gloriana Gonzalez, University of Illinois at Urbana-Champaign (Project: CAREER: Noticing and Using Students' Prior Knowledge in Problem-Based Instruction)
Catherine McCulloch, Education Development Center, Inc. (Project: Community for Advancing Discovery Research in Education (CADRE) 2017)
Rebecca Callahan, Andrew Hurie, and Desiree Pallais, University of Texas at Austin (Project: Design Technology and Engineering Education for English Learner Students: Project DTEEL)
Hebbah El-Moslimany and Kimberly Brenneman, Rutgers University; Alissa Lange, East Tennessee State University (Project: Developing a Discourse Observation Tool and Online Professional Development to Promote Science; Oral Language and Literacy Development from the Start of School)
Alec Kennedy, University of Washington (Project: Evaluation of the Sustainability and Effectiveness of Inquiry-Based Advanced Placement Science Courses: Evidence From an In-Depth Formative Evaluation and Randomized Controlled Study)
Cathy Lachapelle, Museum of Science, Boston (Project: Exploring the Efficacy of Engineering is Elementary (E4))
Pauline Chinn, University of Hawai'i at Manoa (Project: Exploring Ways to Transform Teaching Practices to Increase Native Hawaiian Students' Interest in STEM)
Leema Berland and Rosemary Russ, University of Wisconsin (Project: Fostering Pedagogical Argumentation: Pedagogical Reasoning with and about Student Science Ideas)
Gillian Puttick and Brian Drayton, TERC (Project: Innovate to Mitigate: A Crowdsourced Carbon Challenge)
Lynsey Gibbons, Boston University; Adrian Larbi-Cherif, Vanderbilt University; Christine Chew, University of Washington (Project: Investigating and Supporting the Development of Ambitious and Equitable Mathematics Instruction at Scale)
Hee-Sun Lee and Amy Pallant, The Concord Consortium; Ting Wang and Lydia Liu, Educational Testing Service (Project: Investigating How to Enhance Scientific Argumentation through Automated Feedback in the Context of Two High School Earth Science Curriculum Units)
Ann House, Emi Iwatani, and Vanessa Peters, SRI International (Project: iSTEM: A Multi-state Longitudinal Study of the Effectiveness of Inclusive STEM High Schools)
Chris Dede, Tina Grotzer, Shari J. Metcalf, Amy M. Kamarainen, and M. Shane Tutwiler, Harvard Graduate School of Education (Project: Learning about Ecosystems Science and Complex Causality through Experimentation in a Virtual World)
Jennifer Richards, University of Washington (Project: Learning Labs: Using Videos, Exemplary STEM Instruction and Online Teacher Collaboration to Enhance K-2 Mathematics and Science Practice and Classroom Discourse)
Sharon Lynch, Michael Ford, and Shari Matray, George Washington University (Project: Multiple Instrumental Case Studies of Inclusive STEM-focused High Schools: Opportunity Structures for Preparation and Inspiration (OSPrl))
Anita Wager, University of Wisconsin-Madison; Anne Karabon, University of Nebraska Omaha (Project: Professional Development for Culturally Relevant Teaching and Learning in Pre-K Mathematics)
Lorena Llosa, Okhee Lee, Christopher D. Van Booven, and Alison Haas, New York University (Project: Promoting Science among English Language Learners (P-SELL) Scale-Up)
Deborah Hanuscin, Zandra de Araujo, Mark W. Ehlert, and Kelsey Lipsitz University of Missouri; Jamie N. Mikeska, Educational Testing Service; Dante Cisterna, Michigan State University; Hilda Borko, Evan J. Fishman, Florencia Gomez Zaccarelli, and Jonathan F. Osborne, Stanford University; Craig Strang, University of California, Berkeley; Emily Weiss, Exploratorium; Christine R. Lotter, University of South Carolina; Jonathan E. Singer, University of Maryland - Baltimore County (Project: QuEST: Quality Elementary Science Teaching)
Joanne Lobato, Carren Walker, and C. David Walters, San Diego State University (Project: Re-Imagining Video-Based Online Learning)
Dilafruz Williams, Sybil Kelley, Heather Brule, Ellen Skinner, and Claire Lagerwey, Portland State University (Project: Science in the Learning Gardens: Factors that Support Racial and Ethnic Minority Students' Success in Low-Income Middle Schools)
Jorge Solis and Karmin San Martin, University of Texas at San Antonio (Project: Secondary Science Teaching with English Language and Literacy Acquisition (SSTELLA))
Sara Heredia, University of North Carolina at Greensboro (Project: STEM Practice-rich Investigations for NGSS Teaching (SPRINT))
Daniel Damelin, The Concord Consortium (Project: Supporting Secondary Students in Building External Models (Collaborative Research: Damelin))
Nanette Marcum-Dietrich, Millersville University; Carolyn Staudt The Concord Consortium; Steve Kerlin, Stroud Water Research Center (Project: Teaching Environmental Sustainability - Model My Watershed (Collaborative Research))
Susan Empson, University of Missouri; Vicki Jacobs, Naomi Jessup, and Amy Hewitt, University of North Carolina at Greensboro; Gladys Krause and D'Anna Pynes, University of Texas at Austin (Project: Theorizing and Advancing Teachers' Responsive Decision Making in the Domain of Rational Numbers)
Angela Calabrese Barton, Kathleen Schenkel, Christina Restrepo Nazar, and Marcos Gonzalez, Michigan State University; Edna Tan, University of North Carolina at Greensboro (Project: Tools for Teaching and Learning Engineering Practices: Pathways Towards Productive Identity Work in Engineering)
Ting Wang, Vinetha Belur, and Lydia Liu, Educational Testing Service (Project: Science Educational Testing Service Investigating How to Enhance Scientific Argumentation through Automated Feedback in the Context of Two High School Earth Science Curriculum Units)
Janine Firmender, St. Joseph’s University (Project: A Task Force on Conceptualizing Elementary Mathematical Writing: Implications for Mathematics Education Stakeholders)
William Zahner and Lynda Wynn, San Diego State University (Project: CAREER: Designing Learning Environments to Foster Productive and Powerful Discussions among Linguistically Diverse Students in Secondary Mathematics)
Min Sun, University of Washington (Project: CAREER: Exploring Beginning Mathematics Teachers' Career Patterns)
Jessica Hunt, North Carolina State University (Project: CAREER: Fraction Activities and Assessments for Conceptual Teaching (FAACT) for Students with Learning Disabilities)
Marta Magiera, Marquette University (Project: CAREER: L-MAP: Pre-service Middle School Teachers' Knowledge of Mathematical Argumentation and Proving)
Emily Toutkoushian, Amanda Swearingen, Kihyun "Kelly" Ryoo, and Kristin Bedell, University of North Carolina at Chapel Hill (Project: CAREER: Making Science Visible: Using Visualization Technology to Support Linguistically Diverse Middle School Students' Learning in Physical and Life Sciences)
Ben Kelcey and Kyle Cox, University of Cincinnati; Nianbo Dong, University of Missouri; Jessaca Spybrook, Western Michigan University (Project: CAREER: Multilevel Mediation Models to Study the Impact of Teacher Development on Student Achievement in Mathematics)
Gloriana Gonzalez, University of Illinois at Urbana-Champaign (Project: CAREER: Noticing and Using Students' Prior Knowledge in Problem-Based Instruction)
Catherine McCulloch, Education Development Center, Inc. (Project: Community for Advancing Discovery Research in Education (CADRE) 2017)
Rebecca Callahan, Andrew Hurie, and Desiree Pallais, University of Texas at Austin (Project: Design Technology and Engineering Education for English Learner Students: Project DTEEL)
Hebbah El-Moslimany and Kimberly Brenneman, Rutgers University; Alissa Lange, East Tennessee State University (Project: Developing a Discourse Observation Tool and Online Professional Development to Promote Science; Oral Language and Literacy Development from the Start of School)
Alec Kennedy, University of Washington (Project: Evaluation of the Sustainability and Effectiveness of Inquiry-Based Advanced Placement Science Courses: Evidence From an In-Depth Formative Evaluation and Randomized Controlled Study)
Cathy Lachapelle, Museum of Science, Boston (Project: Exploring the Efficacy of Engineering is Elementary (E4))
Pauline Chinn, University of Hawai'i at Manoa (Project: Exploring Ways to Transform Teaching Practices to Increase Native Hawaiian Students' Interest in STEM)
Leema Berland and Rosemary Russ, University of Wisconsin (Project: Fostering Pedagogical Argumentation: Pedagogical Reasoning with and about Student Science Ideas)
Gillian Puttick and Brian Drayton, TERC (Project: Innovate to Mitigate: A Crowdsourced Carbon Challenge)
Lynsey Gibbons, Boston University; Adrian Larbi-Cherif, Vanderbilt University; Christine Chew, University of Washington (Project: Investigating and Supporting the Development of Ambitious and Equitable Mathematics Instruction at Scale)
Hee-Sun Lee and Amy Pallant, The Concord Consortium; Ting Wang and Lydia Liu, Educational Testing Service (Project: Investigating How to Enhance Scientific Argumentation through Automated Feedback in the Context of Two High School Earth Science Curriculum Units)
Ann House, Emi Iwatani, and Vanessa Peters, SRI International (Project: iSTEM: A Multi-state Longitudinal Study of the Effectiveness of Inclusive STEM High Schools)
Chris Dede, Tina Grotzer, Shari J. Metcalf, Amy M. Kamarainen, and M. Shane Tutwiler, Harvard Graduate School of Education (Project: Learning about Ecosystems Science and Complex Causality through Experimentation in a Virtual World)
Jennifer Richards, University of Washington (Project: Learning Labs: Using Videos, Exemplary STEM Instruction and Online Teacher Collaboration to Enhance K-2 Mathematics and Science Practice and Classroom Discourse)
Sharon Lynch, Michael Ford, and Shari Matray, George Washington University (Project: Multiple Instrumental Case Studies of Inclusive STEM-focused High Schools: Opportunity Structures for Preparation and Inspiration (OSPrl))
Anita Wager, University of Wisconsin-Madison; Anne Karabon, University of Nebraska Omaha (Project: Professional Development for Culturally Relevant Teaching and Learning in Pre-K Mathematics)
Lorena Llosa, Okhee Lee, Christopher D. Van Booven, and Alison Haas, New York University (Project: Promoting Science among English Language Learners (P-SELL) Scale-Up)
Deborah Hanuscin, Zandra de Araujo, Mark W. Ehlert, and Kelsey Lipsitz University of Missouri; Jamie N. Mikeska, Educational Testing Service; Dante Cisterna, Michigan State University; Hilda Borko, Evan J. Fishman, Florencia Gomez Zaccarelli, and Jonathan F. Osborne, Stanford University; Craig Strang, University of California, Berkeley; Emily Weiss, Exploratorium; Christine R. Lotter, University of South Carolina; Jonathan E. Singer, University of Maryland - Baltimore County (Project: QuEST: Quality Elementary Science Teaching)
Joanne Lobato, Carren Walker, and C. David Walters, San Diego State University (Project: Re-Imagining Video-Based Online Learning)
Dilafruz Williams, Sybil Kelley, Heather Brule, Ellen Skinner, and Claire Lagerwey, Portland State University (Project: Science in the Learning Gardens: Factors that Support Racial and Ethnic Minority Students' Success in Low-Income Middle Schools)
Jorge Solis and Karmin San Martin, University of Texas at San Antonio (Project: Secondary Science Teaching with English Language and Literacy Acquisition (SSTELLA))
Sara Heredia, University of North Carolina at Greensboro (Project: STEM Practice-rich Investigations for NGSS Teaching (SPRINT))
Daniel Damelin, The Concord Consortium (Project: Supporting Secondary Students in Building External Models (Collaborative Research: Damelin))
Nanette Marcum-Dietrich, Millersville University; Carolyn Staudt The Concord Consortium; Steve Kerlin, Stroud Water Research Center (Project: Teaching Environmental Sustainability - Model My Watershed (Collaborative Research))
Susan Empson, University of Missouri; Vicki Jacobs, Naomi Jessup, and Amy Hewitt, University of North Carolina at Greensboro; Gladys Krause and D'Anna Pynes, University of Texas at Austin (Project: Theorizing and Advancing Teachers' Responsive Decision Making in the Domain of Rational Numbers)
Angela Calabrese Barton, Kathleen Schenkel, Christina Restrepo Nazar, and Marcos Gonzalez, Michigan State University; Edna Tan, University of North Carolina at Greensboro (Project: Tools for Teaching and Learning Engineering Practices: Pathways Towards Productive Identity Work in Engineering)
Ting Wang, Vinetha Belur, and Lydia Liu, Educational Testing Service (Project: Science Educational Testing Service Investigating How to Enhance Scientific Argumentation through Automated Feedback in the Context of Two High School Earth Science Curriculum Units)
