DRK-12 Research and Products

Enhanced Earth System Teaching Through Regional and Local (ReaL) Earth Inquiry
Presentation | The Problem: How can we support teachers in using local and regional geology to teach Earth science in an inquiry-based way? In 2006, 24% of Earth science teachers were not Earth science certified (CCSSO, 2007) and many do not know regional…
A Longitudinal Analysis of Unit Iteration Concepts for Length, Area, and Volume (Grades 2-4) (Barrett et al.)
Supporting Children's Problem Solving
Publication | “Help! I’m stuck!” How many times have you heard a student make a similar plea? What do you consider when deciding how to respond? What reasoning is most productive? As part of a large research project, we explored these questions with 131…
CAREER: Teaching Practices That Support Fraction-Based Algorithmic Thinking
Learning to Teach Mathematics in Urban High Schools: Untangling the Threads of Interwoven Narratives
Publication |  In this article, the authors explore learning about equity pedagogy in mathematics by focusing on the experiences of a teacher and teacher educator within the Centering the Teaching of Mathematics on Urban Youth project. One…
The Use of Pictorial Supports as an Accommodation for Increasing Access to Test Items for Students with Limited Proficiency in the Language of Testing
Planting Science Research in Education 2010 Poster
Presentation | Project overview poster presented at 2010 DrK-12 PI meeting.
Supporting Grade 5-8 Students in Writing Scientific Explanations
Change Thinking for Global Science: Fostering and Evaluating Inquiry Thinking About the Ecological Impacts of Climate Change
Chemistry Facets 2010 DR-K12 PI Poster
Discovery Research K-12 (DR-K12):Descriptive Summary of Portfolio Analysis
Acquisition of mathematical language: Suggestions and activities for English language learners
Publication | In this article, we describe aspects of mathematical language that could be problematic to English-language learners, provide recommendations for teaching English-language learners, and suggest activities intended to foster language development…
How can coaching knowledge be measured?
Trying Very Hard to Make Games that Don't Stink: User Testing at the NMSU Learning Games Lab
Presentation | Barbara Chamberlin, with the NMSU Learning Games Lab, shares their user testing processes and strategies. The educational development studio involves content experts and game developers in their game design process, also employing a rigorous…
Wrapping Around - Understanding Fractions and "Super" Units (Witkowski et al.)
Evaluation of a Developmental Progression for Length Measurement using the Rasch Model (Clements, Sarama, Barrett, Cullen, van Dine)
Presentation | This is a research paper presentation.
How can coaching knowledge be measured?
Communities of Practice
Prepare and Inspire: K-12 Education in Science, Technology, Engineering, and Math (STEM) for America's Future
Evidence-Centered Design in Large Scale Science Assessment
SciJourner Volume 2, Issue 2
Publication | The second print edition from academic year 2010-11 of our student written science news publication, in pdf format. This is meant to be printed on large format paper, and folded, but it can be viewed online.
Analyzing Educational Policies as Designs for Supporting Learning
Computer-based Assessment (Horwitz)
Presentation | In this session, the presenters discuss findings and experiences regarding technology-embedded assessment and how to support teachers in using it effectively.
Understanding the Fidelity of Implementation and Scalability of Mathematics Professional Development Curricula (Moeller, Seago, Borko)
Presentation | Three DR-K12 projects investigating the implementation of mathematics professional development programs by district-based facilitators discuss with participants their approaches to assessing fidelity and preliminary findings.
Professional Learning Communities in STEM Teaching (Britton, Fulton)
Presentation | In this session, participants discuss knowledge synthesis in process regarding STEM teachers’ participation in professional learning communities: What have we learned and what are the implications for other NSF projects?