DRK-12 Research and Products

Publication | In this study, authors examine the consequences of within-school churn for the pedagogical content knowledge of elementary teacher participants in an NSF-funded science PD program.
Tool | A collection shares resources to help researchers, parents, and teachers navigate changes to education and education research brought about by the COVID-19 pandemic.
Presentation | Amy Brodesky, Jessica Hunt, Karen Mutch-Jones and Judy Storeygard shared key components, successes, and challenges of asset-based PD in mathematics. The webinar focused on the pressing question: What are ways to support educators...
Presentation | On May 19, 2020, Beth Herbel-Eisenmann, Rob Ochsendorf, Laura O'Dwyer, and Alan Stockdale led online discussion about the implications of COVID-19 on DRK-12 research, including approaches to adapting your current projects and...
Presentation | NSF grants and program officers led a session on NSF grant policies and grant management procedures. Topics covered included personnel, budgets, notifications and requests, and preparing high quality annual and final reports.
Publication | Three 18-session design experiments were conducted, each with 6–9 7th and 8th grade students, to investigate relationships between students’ rational number knowledge and algebraic reasoning. Implications for teaching are explored in this article.
Publication | In this article, we describe an example of differentiating instruction (DI) involving middle school students from a five-year project funded by the National Science Foundation.
Tool | This teaching tool focused on an alternative approach to science investigation that emphasizes productive uncertainty.
Publication | In this paper, using written responses of 37 PSTs preparing to teach grades 1-8 mathematics, authors examined explanations they constructed to support their problem solutions and explanations they provided in support of their critiques of student-...
Publication | This article describes an identity-based curriculum, Mathematics for Justice, Identity, and meta-Cognition (or MaJIC), that provides a form of mathematics therapy through a restorative justice framework.
Publication | This column provides ideas and techniques to enhance your science teaching.
Presentation | Presentation slides from the 42nd Conference of the International Group for the Psychology of Mathematics Education.
Presentation | Presentation slides from the 41st annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education.
Presentation | Presentation slides and handout from the 2019 NCTM Regional Conference in Nashville, TN.
Publication | Use these ideas to diagnose and address common conceptual obstacles that inhibit students’ success.
Presentation | NSF program directors Rob Ochsendorf and Mike Steele presented on the revised DRK-12 Solicitation (20-572), giving an overview of the revisions and sharing important information and key takeaways from the solicitation.
Presentation | Building on the work of Ball and Cohen and that of Davis and Krajcik, as well as more recent research related to K12 teacher learning from and about curriculum materials, we seek to answer the question, How can educative curriculum materials be...
Presentation | This study explores how 79 elementary pre-service teachers evaluate the importance and pertinence of assessment tasks, designed to elicit information about content knowledge for teaching (CKT) about matter—a foundational topic for physical science....
Presentation | This study explores how teachers across the United States answer and reason on “teacher assessment tasks” designed to elicit content knowledge for teaching (CKT) about matter and its interactions. It leverages a think aloud approach, where...
Presentation | The context for this study was an intervention that provided professional development (PD) for preschool (pre-K) and kindergarten (K) teachers and science engagement activities for families. The research sought to determine the impact of the...
Presentation, Publication | Strategies and strategic processing within science education are designed to help students learn not only what scientists have come to understand about the world but also how they learn it. Although many domain-general strategies can be...
Presentation, Publication | In this paper we describe a qualitative study in which we examine individual student engagement during implementation of an instructional scaffold for critical evaluation of scientific models during Earth and space science lessons. We...
Presentation | Critique and evaluation are considered essential to deeper science learning. Furthermore, critical evaluation may influence plausibility judgments about explanations through re-appraisal. We developed the YIS-activity (blinded for peer review) to...
Publication | This study compares web usage data with interviews from 41 participants, who are members of an online professional development site called the Everyday Mathematics Virtual Learning Community (VLC), to explore how elementary school teachers learn from...
Presentation | This poster shares data from a Grades K–2 cross sectional study that examined how students' thinking about equations and the meaning of the equal sign were shaped by their experiences exploring equations with pan balances and number balances. The...
Publication | In this article, authors propose a framework that centers the investigation as a key locus for constructing alignments among phenomena, data, and explanatory models and makes visible the work that scientists engage in as they develop and stabilize...
Publication | This article investigates whether teachers’ subject matter knowledge (SMK) and knowledge of students’ misconceptions (KOSM) in high school life science are associated with students’ posttest performance on multiple-choice test items designed to...
Publication | In this paper, authors offer a framework for teacher monitoring routines—a consequential yet understudied aspect of instruction when teachers oversee students’ working together.
Publication | This study is a case of using second-order models of students’ mathematical thinking to differentiate instruction, and it reveals that inquiring into research-based knowledge and inquiring responsively into students’ thinking are at the heart of...
Publication | In this paper we use practice theory, with its focus on the interplay of structure and agency, to theorize about teacher engagement in professional learning and teacher enactment of pedagogical practices as an alternative to framing implementation...
Publication | Informed by Systemic Functional Linguistics and Latent Dirichlet Allocation analyses, this study utilizes an innovative bilingual (Spanish–English) constructed response assessment of science and language practices for middle and high school students...
Publication | Using findings from a 4‐year research and development effort, we propose an updated model of sheltered instruction for science classrooms that leverages the opportunities provided by the Next Generation Science Standards (NGSS) to better support...
Publication | Authors report on the use of bilingual constructed response science assessments in the context of a research and development partnership with secondary school science teachers.
Presentation | Paper presented at the Society for Research on Child Development Conference.
Presentation | Paper presented at the Global Conference on Education and Research.
Presentation | Paper presented at the European Science Education Research Association.
Presentation | A poster to be presented at the Association of Science Teacher Educators International Conference.
Presentation | A workshop to be presented at the Association of Science Teacher Educators International Conference.
Publication | In this study, analyzing lesson plans using the rubrics provided opportunities for suggestions and feedback for improvement to developers and it informs the development of new lessons by the project team.
Publication | This paper describes how the design canvas of Kline et al. was adopted and implemented in our workshop and investigates its benefits.
Publication | This paper analyzes teaching practices that successfully integrate robotics in middle school science and math classrooms.
Publication | This paper describes a program to engage teachers to learn about mechatronics, robotics, and Next Generation Science Standards (NGSS) through hands-on activities and collaborative research.
Publication | This paper will describe the process and result of developing a LEGO robotics, NGSS, and 5E aligned middle school curriculum during a three-week summer PD program for teachers who teach urban students-of-color.
Publication | This paper investigates classroom-related factors such as pedagogical strategies and management of robotics-based educational content that contribute to the formation of student perceptions in robotics-enhanced classes.
Publication | Drawing upon a social practice theory analytical lens with a focus on power and using critical participatory ethnography methods, this study investigated the ways middle school students restructured power hierarchies as they worked to complete the...
Publication | In this paper, authors focus on the design of assessments of mathematics teachers’ knowledge by emphasising the importance of identifying the purpose for the assessment, defining the specific construct to be measured, and considering the affordances...
Publication | In this report, authors describe the results of a rigorous two-year study of the impacts of a mathematics initiative called Ongoing Assessment Project (OGAP) on teacher and student learning in grades 3-5 in two Philadelphia area school districts.
Publication | This study explored how teachers interpreted and responded to their own student work during the process of formative assessment.
Publication | In this chapter, the authors present the design rationale for and empirical results from a predominantly synchronous three-part online model for the professional development of mathematics teachers in rural contexts.
Publication | This article describes online video coaching model used with middle-grades, rural mathematics teachers.

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