Expectations and opportunities for student learning in science are expanding to involve students in making sense of and addressing real questions and problems in the world around them. At the same time, school districts are seeking innovative ways to support teachers in providing instruction that takes into account students’ perspectives and uses those perspectives to teach science.

This project provides rural middle school teachers and career counselors professional development, and the support needed to collaborate with each other and local community assets in designing, integrating, and implementing effective STEM content and career development activities. School teams co-develop project-based learning units that incorporate a place-based education perspective involving STEM assets, careers, and stakeholders from the local communities for middle school rural youth that intentionally infuse STEM careers in their area with STEM content.

This collaborative early-stage design and development project has three goals: (a) develop automatically generated student reports (AutoRs) for three-dimensional (3D) science assessments to assist middle-school teachers to notice, attend to, and interpret information in ongoing classroom teaching, and (b) develop effective instructional supports to improve teachers’ use of AutoRs to make effective decisions for instructional moves, and  (c) examine the effectiveness of AutoRs and instructional supports to aide teachers’ decision making and students’ 3D learning.

This collaborative early-stage design and development project has three goals: (a) develop automatically generated student reports (AutoRs) for three-dimensional (3D) science assessments to assist middle-school teachers to notice, attend to, and interpret information in ongoing classroom teaching, and (b) develop effective instructional supports to improve teachers’ use of AutoRs to make effective decisions for instructional moves, and  (c) examine the effectiveness of AutoRs and instructional supports to aide teachers’ decision making and students’ 3D learning.

This collaborative early-stage design and development project has three goals: (a) develop automatically generated student reports (AutoRs) for three-dimensional (3D) science assessments to assist middle-school teachers to notice, attend to, and interpret information in ongoing classroom teaching, and (b) develop effective instructional supports to improve teachers’ use of AutoRs to make effective decisions for instructional moves, and  (c) examine the effectiveness of AutoRs and instructional supports to aide teachers’ decision making and students’ 3D learning.

This collaborative early-stage design and development project has three goals: (a) develop automatically generated student reports (AutoRs) for three-dimensional (3D) science assessments to assist middle-school teachers to notice, attend to, and interpret information in ongoing classroom teaching, and (b) develop effective instructional supports to improve teachers’ use of AutoRs to make effective decisions for instructional moves, and  (c) examine the effectiveness of AutoRs and instructional supports to aide teachers’ decision making and students’ 3D learning.

The goal of TL4CS is to generate knowledge about teacher learning that enables elementary school-based citizen science (SBCs) to support students’ engagement with authentic science content and practices. The study addresses three research questions: (1) What kinds of supports foster teacher learning for enacting SBCS? (2) How do supports for teacher learning shape the way teachers enact SBCS? and (3) What is the potential of SBCS for positively influencing student learning and student attitudes?

The Science Communities of Practice Partnership (SCOPP), a four-year $3.4 million National Science Foundation grant. The project is developing and studying a comprehensive teacher professional development model to transform science teaching and learning in elementary schools serving predominantly minoritized students.

Although science is increasingly recognized as a key dimension of early learning, findings to date indicate that young children, especially those enrolled in public preschool programs serving historically excluded communities, have limited opportunities to engage in high quality science investigations. This four-year design and development project brings together public preschool teachers, families from culturally and linguistically diverse communities, early learning and STEM researchers, and designers of media to co-design a Professional Learning Hub for Early Science.

The Math Partners intervention is informed by the concepts of Funds of Knowledge and Community Cultural Wealth that inform our growing understanding of how to help teachers partner with families to support early math learning. Teachers receive Practice-Based Coaching in small groups with other teachers and will form design teams in each Math Partners classroom. The design teams of teachers and families will inform how the teachers provide math activities, materials, and instruction.