The goal of this project is to improve the implementation of rigorous instructional materials in middle-grades mathematics at scale through a system of practical measures and routines for collecting and using data that both assesses and supports implementation.
Projects
The goal of this project is to improve the implementation of rigorous instructional materials in middle-grades mathematics at scale through a system of practical measures and routines for collecting and using data that both assesses and supports implementation.
This project will research the knowledge and supervision skills principals' and other instructional leaders' need to support teachers in successfully integrating scientific practices into their instruction, and develop innovative resources to support these leaders with a particular focus on high-minority, urban schools. The project will contribute to the emerging but limited literature on instructional leadership in science at the K-8 school level.
This project is supporting and investigating the implementation of reformed mathematics instruction at the middle school level in two large school districts. The primary goal of the project is to develop an empirically grounded theory of action for implementing reform at school and district levels. The researchers are investigating reform within a coherent system that focuses on leadership and school-based professional development.
This project assesses the impact of scaling-up the teaching of physics and engineering to women students in grade levels 11 and 12, particularly in reference to retention. The aim is to mobilize high school physics teachers to "attract and recruit" female students into physics and engineering careers. The project will advance physics identity research by testing research-based approaches/interventions with larger groups of teachers and connecting research to practice in ways that are both widely deployable and practical for teachers to implement.
The aim of this project is to examine opportunity structures provided to students by inclusive STEM-focused high schools, with an emphasis on studying schools that serve students from underrepresented groups. The project is studying inclusive STEM-focused high schools across the United States to determine what defines them. The research team initially identified ten candidate critical components that define STEM-focused high schools and is refining and further clarifying the critical components through the research study.
Following up on a special issue of Science (August 2013) that identified several Grand Challenges in Science Education, this project proposes a convocation to more deeply explore those challenges that are particularly relevant for K-12 teachers and highlights the roles teachers can play on issues vital to the improvement of K-12 STEM education.
This project will work with middle school mathematics teachers in San Francisco Unified School District to develop their capacity to conduct professional development for the teachers in their schools. A central goal of this project is to develop models and resources for effective professional development and preparation of professional development leaders in mathematics with special attention to students who are English language learners.
This project will document factors explaining variations in science achievement across schools enrolling ethnically and linguistically diverse students. The research question is: what leadership and organizational features at the school level are associated with mitigating science achievement gaps? At the conclusion of the five-year project, the findings will take the form of recommendations about leadership practices and school organization that can be implemented in other school settings.
This project will document factors explaining variations in science achievement across schools enrolling ethnically and linguistically diverse students. The research question is: what leadership and organizational features at the school level are associated with mitigating science achievement gaps? Researchers, in collaboration with school districts, will identify school leadership practices that can be connected with reductions in achievement gaps related to student ethnicity, English fluency, and social status.
This project will study implementation of an effective professional learning model for elementary science teachers that includes teacher leaders, administrators and university educators in a system perspective for improving science instruction in ways that make it sustainable.
This project focuses on developing anti-racist mathematics teaching and learning practices that have led to inequitable school experiences for Black, Indigenous, and Latinx students. This study is a partnership with school and central office leaders from one district and educational researchers from three universities with expertise in both educational leadership and mathematics education. Partnership activities include documenting how leaders learn and develop anti-racist leadership practices and then measuring the impact on teachers’ instruction and students’ experiences.
The fundamental purpose of this project is to support teacher practice and professional learning around oral scientific argumentation in order to improve the quality of this practice in classrooms. The key outcome of this work will be a research-informed and field-tested prototype to improve the quality of teaching and learning argumentation in middle school science classrooms usable in different learning environments.
This project builds on the study of the Ongoing Assessment Project's (OGAP) math assessment intervention on elementary teachers and students and combines the intervention with research-based understandings of systemic reform. This project will produce concrete tools, routines, and practices that can be applied to strengthen programs' implementation by ensuring the strategic support of school and district leaders.
The purpose of this project is to develop, implement and test a professional development program, SOAR for Math, to build capacity for mentors and teachers to improve English learner's academic language development and mathematical content understanding.
This project focuses on critical needs in the preparation and long-term development of pre-service, undergraduate, K-6 teachers of science. The project investigates the impact on these students of undergraduate, standards-based, reform entry level science courses developed by faculty based on their participation in the NASA Opportunities for Visionary Academics processional development program to identify: short-term impacts on undergraduate students and long-term effects on graduated teachers; characteristics of reform courses and characteristics of effective development efforts.