This project investigates how hearing multi-digit number names during teachers’ place value instruction can guide K-1 students’ attention, build robust memories, and enhance learning. It combines rigorously controlled experiments with technological advancements in wearable sensors (e.g., eye trackers) during naturalistic human interactions, as well as time-series and individual differences analyses. It aims to provide a mechanistic understanding of how early (before school entry) knowledge bridges into later learning of precise mathematical principles.

This project builds on a successful introductory computer science curriculum, called Scratch Encore, to explore ways to support teachers in bringing together—or harmonizing—existing Scratch Encore instructional materials with themes that reflect the interests, cultures, and experiences of their students, schools, and communities. In designing these harmonized lessons, teachers create customized activities that resonate with their students while retaining the structure and content of the original Scratch Encore lesson.

This project builds on a successful introductory computer science curriculum, called Scratch Encore, to explore ways to support teachers in bringing together—or harmonizing—existing Scratch Encore instructional materials with themes that reflect the interests, cultures, and experiences of their students, schools, and communities. In designing these harmonized lessons, teachers create customized activities that resonate with their students while retaining the structure and content of the original Scratch Encore lesson.

Rural educators often have limited access to professional development, especially in science education aligned with three-dimensional standards. This research evaluates technology-mediated lesson study (TMLS), where small groups of rural science teachers collaborate to improve instruction. Teachers responded positively to group work, using technology to observe teaching, and co-designing lessons. TMLS offers an effective, collaborative method for lesson planning and is adaptable for any group of educators aiming to enhance instructional practices.

This project explores the development of a shared vision for high-quality and equitable mathematics (HQEMI) at a state-wide level. This includes studying the visions of HQEMI of educators in different roles across the system, as well as the co-design efforts of over 80 mathematics educators and leaders working to foster a common vision of HQEMI through the development of resources for educators and leaders at multiple levels of a state education system.

This project explores the development of a shared vision for high-quality and equitable mathematics (HQEMI) at a state-wide level. This includes studying the visions of HQEMI of educators in different roles across the system, as well as the co-design efforts of over 80 mathematics educators and leaders working to foster a common vision of HQEMI through the development of resources for educators and leaders at multiple levels of a state education system.

This project explores the development of a shared vision for high-quality and equitable mathematics (HQEMI) at a state-wide level. This includes studying the visions of HQEMI of educators in different roles across the system, as well as the co-design efforts of over 80 mathematics educators and leaders working to foster a common vision of HQEMI through the development of resources for educators and leaders at multiple levels of a state education system.

This project explores the development of a shared vision for high-quality and equitable mathematics (HQEMI) at a state-wide level. This includes studying the visions of HQEMI of educators in different roles across the system, as well as the co-design efforts of over 80 mathematics educators and leaders working to foster a common vision of HQEMI through the development of resources for educators and leaders at multiple levels of a state education system.

This study uses an RCT design to test the effectiveness of a Grades K-2 early algebra intervention. 

Although most teachers recognize the importance of taking investigative, open-ended approaches to students’ learning experiences, implementing them in high school classes can be challenging for teachers.