DRK-12 Research and Products
Engineering for sustainable communities: Epistemic tools in support of equitable and consequential middle school engineeringPublication | This study is focused on engineering for sustainable communities (EfSC) in three middle school classrooms.
How to support secondary school students’ consideration of uncertainty in scientific argument writing: A case study of a High-Adventure Science curriculum modulePublication | In this article, authors discuss an online Earth science curriculum module called, “Will there be enough fresh water?” designed to engage students in thinking about uncertainty as part of writing scientific arguments.
Teachers' framing of argumentation goals: Working together to develop individual versus communal understandingPublication | This study explores how teachers describe, or frame, expectations for classroom discussions pertaining to the science practice of argumentation. Authors use the theoretical lens of a participation framework to examine how teachers emphasize particular actions and goals for...
- Publication | In this paper, the author theorizes reciprocal noticing as a relational practice through which teachers and students exchange roles as knowers by reciprocating each other’s noticing as they study mathematics concepts.
Instruments to Measure Elementary Student Mindsets about Smartness and Failure in General and with respect to EngineeringPublication | The aim of this study was to assess evidence for the validity of General Mindset (GM) and Engineering Mindset (EM) surveys that we developed for fifth-grade students (ages 10-11).
- Publication | This article describes how research-based learning progressions can be used to enhance the analysis and response to student work.
- Publication | Shifting people’s judgments toward the scientific involves teaching them to purposefully evaluate connections between evidence and alternative explanations.
Patterns Linking Interpreting and Deciding How to Respond During the Launch of a Lesson: Noticing from an Integrated PerspectivePublication | Authors describe a complementary way of studying the connections between different aspects of noticing, one that stresses the content of teachers noticing. They report on a study in which participants were shown depictions of students reacting to the launch of a complex...
Mentoring the Mentors: Hybridizing Professional Development to Support Cooperating Teachers’ Mentoring Practice in SciencePublication | This article describes key features of a hybrid professional development (PD) program that was designed to prepare elementary classroom teachers to mentor preservice teachers for effective science instruction.
- Publication | Preschoolers investigate force and motion with a digital journal.
Scaling up innovative learning in mathematics: exploring the effect of different professional development approaches on teacher knowledge, beliefs, and instructional practicePublication | The purpose of the current study was to explore different ways for teachers to engage in Professional learning experiences (PLEs) and how these approaches might enable the field to scale up these efforts in a sustainable manner.
- Tool | If you are developing a project communication plan, use these guiding questions to help you plan your approach and timeline for communicating about your work.
- Publication | This article focuses on the impacts of a program designed to prepare elementary classroom teachers to mentor preservice teachers for effective science instruction.
- Publication | This paper illustrates how the combination of teacher and computer guidance can strengthen collaborative revision and identifies opportunities for teacher guidance in a computer-supported collaborative learning environment.
- Tool | The INSPIRES project revised the RTOP rubric for use in engineering classrooms. The RTOP rubric was original developed for assessing lesson design and implementation, content-propositional knowledge, procedural knowledge, classroom culture, and student-teacher relationships.