Projects

This study will provide foundational knowledge about the activities and interactions in the home environment that drive the early emergence of math skills disparities related to SES.

Focusing on the Southwest Desert ecoregion, this conference addresses the need for research on effective instructional methods that can be used to support students' science learning in school gardens. The conference will lead to the development of an ecoregional model for garden-based science teaching (GBST) that builds on regional ecological and cultural resources to engage teachers and students in richer and more relevant science learning experiences.

This project investigates how to use new touch technologies, like touchscreens, to create graphics and simulations that can be felt, heard, and seen. Using readily available, low-cost systems, the principal investigator will investigate how to map visual information to touch and sound for students with visual impairments.

This project will investigate the development and emergence of spatial gender stereotypes (and their relation to math gender stereotypes) in elementary school-aged children and their impact on parent-child interactions in the pre-school period.

This project's approach uses two types of embodied performances: experiential performances that engage learners in using their bodies to physically experience scientific phenomena (e.g., the increase of heart rate during exercise), and dramatic performances where learners act out science ideas (e.g., the sources and impact of air pollution) with gestures, body movement, dances, role-plays, or theater productions. The project is adding to the limited science education literature on the use, value, and impact of embodied performances in science classrooms, and on the brilliance, ingenuity, and science knowledge that all youth, and particularly historically marginalized young people, have and can further develop in urban school classrooms.

This project will develop a cloud-based platform that enables high school students, teachers, and scientists to conduct original neuroscience research in school classrooms.

This project will examine how partnerships among state science leaders, education researchers and education practitioners cultivate vertical coherence and equity in state science education.

This project will plan, implement, and evaluate the outcomes of an invitational conference on the role of equity in whole-school STEM education models, particularly Inclusive STEM Schools (ISS), at the high school level.

The main goal of this project is to validate a set of rubrics that attend to the existence and the quality of instructional practices that support equity and access in mathematics classes. The project team will clarify the relationships between the practices outlined in the rubrics and aspects of teachers' perspectives and knowledge as well as student learning outcomes.

This project will address the pressing national need to generate shared, practice-based knowledge about how to implement freely available, high-quality instructional resources (mathematics formative assessment lessons) that have been shown to produce significant gains in student learning outcomes. It will expand a professional development model (Analyzing Instruction in Mathematics using the Teaching for Robust Understanding Framework (AIM-TRU)) that supports teacher learning about effective lesson implementation.

The purpose of this project is to test the efficacy of the Learning and Teaching with Learning Trajectories (LT2) program with the goal of improving mathematics teaching and thereby increasing young students' math learning. LT2 is a professional development tool and a curriculum resource intended for teachers to be used to support early math instruction and includes the mathematical learning goal, the developmental progression, and relevant instructional activities.

This project will research and develop instructional materials and conduct professional development for teachers to help students understand energy flow. The project will create a model for secondary science teacher professional development that integrates science concepts with equity education. This model promotes a key epistemological issue: that science concepts are not culture-free or socially neutral ideas, but rather are concepts created and sustained by people in specific times and places for the purposes of addressing specific social needs and empowering people or groups of people.

The aim of this project is to enact and study a process in which middle school teachers of mathematics and visual arts co-design and teach activities that combine math and art to teach data science.

This project will address the pressing national need to generate shared, practice-based knowledge about how to implement freely available, high-quality instructional resources (mathematics formative assessment lessons) that have been shown to produce significant gains in student learning outcomes. It will expand a professional development model (Analyzing Instruction in Mathematics using the Teaching for Robust Understanding Framework (AIM-TRU)) that supports teacher learning about effective lesson implementation.

This project will study the activities of a Networked Improvement Community (NIC) as a vehicle to bridge gaps across four identified steps along the science teacher training and development pathways within local contexts of 8 participating universities. The overarching goal of the project is to strengthen the capacity of universities and school districts to reliably produce teachers of science who are knowledgeable about and can effectively enact the Next Generation Science Standards (NGSS), although prepared in varied organizational contexts.

This project will aim to investigate how to increase equitable and active participation of diverse students' science learning in middle schools. The central premise of this study will be that building upon and integrating diverse students' funds of knowledge into their learning opportunities would contribute to create equitable access to effective participation.

This project will research and develop instructional materials and conduct professional development for teachers to help students understand energy flow. The project will create a model for secondary science teacher professional development that integrates science concepts with equity education. This model promotes a key epistemological issue: that science concepts are not culture-free or socially neutral ideas, but rather are concepts created and sustained by people in specific times and places for the purposes of addressing specific social needs and empowering people or groups of people.

This project project is designed to enhance the capacity of elementary teachers in high-poverty urban communities for enacting Next Generation Science Standards (NGSS)-aligned science approaches using the outdoors as part of their classroom. The goal of the project is to advance elementary teachers' pedagogical practices and determine how this affects cognitive and non-cognitive learning outcomes of their students, particularly those who are traditionally marginalized in science classrooms.

The aim of this project is to enact and study a process in which middle school teachers of mathematics and visual arts co-design and teach activities that combine math and art to teach data science.

This project will address the pressing national need to generate shared, practice-based knowledge about how to implement freely available, high-quality instructional resources (mathematics formative assessment lessons) that have been shown to produce significant gains in student learning outcomes. It will expand a professional development model (Analyzing Instruction in Mathematics using the Teaching for Robust Understanding Framework (AIM-TRU)) that supports teacher learning about effective lesson implementation.

This project addresses a gap between vision and implementation of state science standards by designing a coordinated suite of instructional, assessment and teacher professional learning materials that attempt to enact the vision behind the Next Generation Science Standards. The study focuses on using state-of-the-art technology to create an 8-week long, immersive, life science field experience organized around three investigations.

This project will address the need to educate teachers and students to engage in asking questions, collecting and interpreting data, making claims, and constructing explanations about real-world problems that matter to them. The study will explore ways to enhance youths' learning experiences in secondary school classrooms (grades 6-12) by building a sustainable partnership between researchers and practitioners.

The goal of this design and development project is to address the critical need for innovative resources that transform the mathematics learning environments of preschool children from under-resourced communities by creating a cross-context school-home intervention.

This project aims to enact and study the co-design of classroom activities by mathematics and visual arts teachers to promote middle school students' data literacy.

This study seeks to describe trajectories that describe the ways in which Black learners develop as particular kinds of mathematical learners. The study takes place in the context of an established, multi-year college bridge program that has as its goals to increase the representation of historically marginalized groups in the university community.