STELAR is hosting NSF Program Officers for a webinar to share information about Maker initiatives and NSF funded work in the Maker field.
Learn more about our porfolio of work and join in discussion with colleagues and practitioners in this year's Video Showcase.
Join us in a discussion about the impacts of education research at the 2018 STEM for All Video Showcase!
May 14-21, watch our video, join the conversation, and add your comments.
The Impact of Education Research
On May 2, CADRE hosted a webinar on conducting legislative visits. The purpose of this webinar was to help NSF awardees prepare for effective informational meetings with congressional staff and craft appropriate messages for conversations with them about preK-12 STEM education.
Do you plan to attend the STEM+C gathering at the DRK-12 PI Meeting on Wednesday, June 6, from 2:45-3:45pm?
Visit your colleagues’ posters to learn about their research and discuss approaches, challenges, successes, and emerging findings.
Visit your colleagues’ posters to learn about their research and discuss approaches, challenges, successes, and emerging findings.
Visit your colleagues’ posters to learn about their research and discuss approaches, challenges, successes, and emerging findings.
Noticing important aspects of student work (e.g. Professional Noticing (van Es & Sherin, 2002)), interpreting and evaluating student thinking and providing high-quality feedback are seen as high leverage practices and are “likely to lead to large advances in student learning” (Ball, Sleep, Boerst, & Bass, 2009, p.461). However, improving the quality and efficiency of these noticing practices often proves to be challenging (Ball, 2001).
Noticing important aspects of student work (e.g. Professional Noticing (van Es & Sherin, 2002)), interpreting and evaluating student thinking and providing high-quality feedback are seen as high leverage practices and are “likely to lead to large advances in student learning” (Ball, Sleep, Boerst, & Bass, 2009, p.461). However, improving the quality and efficiency of these noticing practices often proves to be challenging (Ball, 2001).
