This project aims to support the mathematics learning of students with disabilities through the development and use of mixed reality simulations for elementary mathematics teacher preparation. These simulations represent low-stakes opportunities for preservice teachers to practice research-based instructional strategies to support mathematics learning, and to receive feedback on their practices.
Projects
This project aims to support the mathematics learning of students with disabilities through the development and use of mixed reality simulations for elementary mathematics teacher preparation. These simulations represent low-stakes opportunities for preservice teachers to practice research-based instructional strategies to support mathematics learning, and to receive feedback on their practices.
This project will support a national research study on how teachers are helping students respond to COVID-19. The findings will inform the development of curriculum materials for teaching about COVID-19 and help science teachers to adapt their instruction as they help to fulfill a critical public health function. This study will enable a better understanding of the role that science teachers can play in a national response, both now and in future crises.
This award will support teacher practitioners from the U.S. to attend the 2020 International Mind, Brain, and Education Society (IMBES) conference. The IMBES conference is an opportunity for scholars and educators to come together to engage in reciprocal dialogue about research and practice in biology, education, and the cognitive and developmental sciences.
This research project will produce curricular materials designed to help students learn about viral epidemics as both a scientific and social issue. It will engage students in scientific modeling of the epidemic and in critical analyses of media and public health information about the virus. This approach helps students connect their classroom learning experiences with their lives beyond school, a key characteristic of science literacy.
This project will develop a professional development model that allows rural secondary teachers to learn and develop computational thinking related teaching skills with long-term support and scaffolds in place to both build their knowledge and the long-term capacity of their school districts.
This project will design opportunities for mathematics and science teachers to coordinate their instruction to support a more coherent approach to teaching statistical model-based inference in middle school. It will prepare teachers to help more students develop a deeper understanding of ideas and practices related to measurement, data, variability, and inference and to use these tools to generate knowledge about the natural world.
This project focuses on fostering equitable and inclusive STEM contexts with attention to documenting and reducing adolescents' experiences of harassment, bias, prejudice and stereotyping. This research will contribute to understanding of the current STEM educational climates in high schools and will help to identify factors that promote resilience in the STEM contexts, documenting how K-12 educators can structure their classrooms and schools to foster success of all students in STEM classes.
This project will study ways to improve classroom instruction grounded in science practices to address inequities in science education for emerging bilingual students. The project will create research-based resources for teacher educators that focus on developing preservice elementary teachers' understanding and abilities to support emerging bilingual students' engagement in science practices.
This project will develop a research-practice partnership to plan and pilot a linguistically and culturally relevant computer science curriculum in middle school with the goal of broadening the participation of emergent bilingual (or English learner) students and Latino/a students in computer science education.
This project will capitalize on the STEM for All Video Showcase and extend its impact by creating a STEM for All Multiplex. The Multiplex will draw on past and future Video Showcase videos to create a multimedia environment for professional and public exchange, as well as to provide a way for anyone to search the growing database of videos, create thematic playlists, and re-use the content in new educational and research contexts.
This project proposes to study the teaching and learning of algebra in grades 7-9, with a specific focus on the ways in which classroom language explicitly describes properties of and relationships among algebraic objects. The project seeks to investigate the bi-directional relationship between reasoning-rich algebraic discourse and the mathematical meanings students hold for core algebraic concepts such as equations, the equation-solving process, and functions.
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.
This project will develop, evaluate, and compare the effectiveness of newly-designed online learning platform with traditional face-to-face PD in supporting rural high school science teachers' implementation of an existing biology curriculum aligned with the Next Generation Science Standards (NGSS).
The focus of this conference is to carefully examine past and current research with an eye toward improving its impact on practice and to create concrete steps that could shape the nature and impact of mathematics education research.
This project will use an alternative model for online videos to develop video units that feature the unscripted dialogue of pairs of students. The project team will create a repository of 6 dialogic mathematics video units that target important Algebra 1 and 2 topics for high school and upper middle school students, though the approach can be applied to any STEM topic, for any age level.
This project will study the Developing Leaders Transforming Practice (DLTP) intervention, which aims to improve teachers' instructional practices, increase student mathematics understanding and achievement.
In this project, over 500 elementary education majors will team with engineering majors to teach engineering design to over 1,600 students from underrepresented groups. These standards-based lessons will emphasize student questioning, constructive student-to-student interactions, and engineering design processes, and they will be tailored to build from students' interests and strengths.
In this project, Student Reporting Labs will develop an online curriculum delivery platform called StoryMaker and a unique set of tools called Storymaker:STEM that will supply in-demand interdisciplinary, multi-modal, STEM-infused teaching and learning tools to classrooms across the country. The project aims to produce unique STEM stories from a teen perspective and partners with local public media stations to provide mentorship and amplify the voices of young people.
This project will study the Developing Leaders Transforming Practice (DLTP) intervention, which aims to improve teachers' instructional practices, increase student mathematics understanding and achievement.
This project will explore how a nationally implemented professional development model is applied in two distinct Indigenous communities, the impact the model has on teacher practice in Native-serving classrooms, and the model's capacity to promote the integration of culturally responsive approaches to STEM teaching.
The conference will attract thought leaders, policy makers, supervisors of practice and scholars of measurement science to be informed of emerging thought and developments and to discuss selected models for the implementation of new ways of generating and utilizing data from education tests.
The project will establish a sustained community of practice for high school teachers skilled in the VisChem Approach and a group of new teaching and research scholars with expertise in building conceptual understanding through the effective use of visualization. The project will help students move from describing phenomena to explaining their causes from a molecular-level perspectives (e.g., carbon dioxide in climate change, DNA changes in genetically modified organisms).
This project will address the potential positive and negative impacts of using 360-degree video for bridging the gap between theory and practice in mathematics instruction by investigating how preservice teachers' tacit and explicit professional knowledge are facilitated using immersive video technology and annotations.
The primary goal of this set of workshops is to provide STEM education researchers with the framework, skills, and community they need to implement new developments in causal inference methods into their research.