Low Socio-economic Status Students

Supporting Teacher Practice to Facilitate and Assess Oral Scientific Argumentation: Embedding a Real-Time Assessment of Speaking and Listening into an Argumentation-Rich Curriculum (Collaborative Research: Henderson)

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.

Lead Organization(s): 
Award Number: 
1621496
Funding Period: 
Thu, 09/01/2016 to Mon, 08/31/2020
Full Description: 

This is an early-stage design and development collaborative study submitted to the assessment strand of the Discovery Research PreK-12 (DRK-12) program, in response to Program Solicitation NSF 15-592. 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. To achieve this purpose, the project will examine the validity of a new technology-based formative assessment tool for classroom argumentation--"Diagnosing the Argumentation Levels of Groups" (DiALoG)--for which psychometric validation work has been conducted in a laboratory setting. The DiALoG assessment tool allows teachers to document classroom talk and display scores across multiple dimensions--both intrapersonal and interpersonal--for formative assessment purposes. The project will work with 6th-8th grade science teachers to monitor and support argumentation through real-time formative assessment data generated by the DiALoG instrument. DiALoG will be used in conjunction with "Amplify Science", a Lawrence Hall of Science-developed curriculum that incorporates the science practice of engaging in argument from evidence, and a suite of newly developed Responsive Mini-Lessons (RMLs), which consist of 20-30 minute instructional strategies designed to assist teachers to provide feedback to students' thinking and follow-up to argumentation episodes that the DiALoG tool identifies in need of further support. The study will allow the refinement and expansion of DiALoG and evaluation of its impact on teacher pedagogical content knowledge and formative assessment practices in widespread classroom use.

The project will address two specific research questions: (1) How can DiALoG be refined to provide a formative assessment tool for oral argumentation that is reliable, practical, and useful in middle school classrooms?; and (2) How does the use of DiALoG affect teacher formative assessment practices around evidence-based argumentation, when implementing science units designed to support oral argumentation? In order to answer these questions, the project will conduct a randomized control trial with 100 teachers: 50 will teach argumentation-focused curriculum with DiALoG, 50 will teach the same curriculum without DiALoG. Both control and treatment teachers will receive all digital and physical materials needed to teach three Amplify Science curriculum units. Treatment teachers will be provided also with the most recent version of DiALoG, including the linked RMLs, as well as support materials for using DiALoG with the Amplify curriculum. A subgroup of focus teachers (5 from the treatment group, and 5 from the control group) will be the subject of additional data collection and analysis. Three focus lessons, in which students are engaging in small-group or whole-class oral argumentation, will be selected from each of the three Amplify Science curricular units. Teacher measures for the randomized control trial will include validated instruments, such as (a) a pre- and post-assessment of teacher pedagogical content knowledge; (b) post-lesson and post-unit surveys in which teachers will self-report on their formative assessment practices; and (c) video recordings of selected lessons in the focus classrooms. In order to observe potential differences in formative assessment practices between treatment and control, protocols will be used to analyze the video recordings of focus classrooms, including (a) Reformed Teaching Observation Protocol; (b) Assessment of Scientific Argumentation inside the Classroom; and (c) Formative Assessment for Teachers and Students. 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.

CAREER: Making Science Visible: Using Visualization Technology to Support Linguistically Diverse Middle School Students' Learning in Physical and Life Sciences

Award Number: 
1552114
Funding Period: 
Wed, 06/01/2016 to Mon, 05/31/2021
Full Description: 

The growing diversity in public schools requires science educators to address the specific needs of English language learners (ELLs), students who speak a language other than English at home. Although ELLs are the fastest-growing demographic group in classrooms, many are historically underserved in mainstream science classrooms, particularly those from underrepresented minority groups. The significant increase of ELLs at public schools poses a challenge to science teachers in linguistically diverse classrooms as they try to support and engage all students in learning science. The proposed project will respond to this urgent need by investigating the potential benefits of interactive, dynamic visualization technologies, including simulations, animations, and visual models, in supporting science learning for all middle school students, including ELLs. This project will also identify design principles for developing such technology, develop additional ways to support student learning, and provide new guidelines for effective science teachers' professional development that can assist them to better serve students from diverse language backgrounds. The project has the potential to transform traditional science instruction for all students, including underserved ELLs, and to broaden their participation in science.

In collaboration with eighth grade science teachers from two low-income middle schools in North Carolina, the project will focus on three objectives: (1) develop, test, and refine four open-source, web-based inquiry units featuring dynamic visualizations on energy and matter concepts in physical and life sciences, aligned with the Next Generation Science Standards (NGSS); (2) investigate how dynamic visualizations can engage eighth-grade ELLs and native-English-speaking students in science practices and improve their understanding of energy and matter concepts; and (3) investigate which scaffolding approaches can help maximize ELLs' learning with visualizations. Research questions include: (1) Which kinds of dynamic visualizations (simulations, animations, visual models) lead to the best learning outcomes for all students within the four instructional science units?; (2) Do ELLs benefit more from visualizations (or particular kinds of visualizations) than do native-English-speaking students?; and (3) What kinds of additional scaffolding activities (e.g., critiquing arguments vs. generating arguments) are needed by ELLs in order to achieve the greatest benefit? The project will use design-based research and mixed-methods approaches to accomplish its research objectives and address these questions. Furthermore, it will help science teachers develop effective strategies to support students' learning with visualizations. Products from this project, including four NGSS-aligned web-based inquiry units, the visualizations created for the project, professional development materials, and scaffolding approaches for teachers to use with ELLs, will be freely available through a project website and multiple professional development networks. The PI will collaborate with an advisory board of experts to develop the four instructional units, visualizations, and scaffolds, as well as with the participating teachers to refine these materials in an iterative fashion. Evaluation of the materials and workshops will be provided each year by the advisory board members, and their feedback will be used to improve design and implementation for the next year. The advisory board will also provide summative evaluation of student learning outcomes and will assess the success of the teachers' professional development workshops.

Exploring Ways to Transform Teaching Practices to Increase Native Hawaiian Students' Interest in STEM

This project will integrate Native Hawaiian cross-cultural practices to explore ways to help teachers know about and know how to connect resources of students' familiar worlds to their science teaching. This project will transform the ways teachers orient their teaching at the upper elementary and middle grades through professional development courses offered at the University of Hawaii at Manoa.

Lead Organization(s): 
Award Number: 
1551502
Funding Period: 
Tue, 09/01/2015 to Fri, 08/31/2018
Full Description: 

This project will integrate Native Hawaiian cross-cultural practices to explore ways to help teachers know about and know how to connect resources of students' familiar worlds to their science teaching. This research is needed since Native Hawaiians are often stereotyped as poor learners; the available STEM workforce falls short of meeting the demands of STEM employers in the state; and as the largest group of public school enrollees, data show a greater decline in percent of students meeting or exceeding proficiency in science at higher grade levels. This project will address these issues by transforming the ways teachers orient their teaching at the upper elementary and middle grades through professional development courses offered at the University of Hawaii at Manoa.

The professional development model for teachers will be situated in the larger national and global contexts of an increasingly technology oriented, urbanized society with associated marginalization of indigenous people whose traditional ecological knowledge and indigenous languages are often overlooked. Guided by the cultural mental model theory and a mixed methods approach, data will be collected through document analysis, surveys, individual and focus group interviews, and pre-post assessments. This approach will capture initials findings about the influence of the professional development model on teaching and learning in science. The end products from this project will be an improved professional development model that is more sensitive to contexts that promote learning by Native Hawaiian students. It will also produce a survey instrument to assess student interest and engagement in science learning whose teachers will have participated in the professional development model being explored. Both outcomes will potentially be instrumental in changing the way approximately 2000 Native Hawaiian students learn about and become more interested in STEM fields through their natural world.

PlantingScience: Digging Deeper Together - A Model for Collaborative Teacher/Scientist Professional Development

This project will design, develop, and test a new professional development (PD) model for high school biology teachers that focuses on plant biology, an area of biology that teachers feel less prepared to teach. The new PD model will bring teachers and scientists together, in-person and online, to guide students in conducting authentic science investigations and to reflect on instructional practices and student learning.

Lead Organization(s): 
Award Number: 
1502892
Funding Period: 
Thu, 10/01/2015 to Mon, 09/30/2019
Full Description: 

This project will design, develop, and test a new professional development (PD) model for high school biology teachers that focuses on plant biology, an area of biology that teachers feel less prepared to teach. The new PD model will bring teachers and scientists together, in-person and online, to guide students in conducting authentic science investigations and to reflect on instructional practices and student learning. The project will also develop and test the outcomes of a summer institute for teachers and a website that will support the online mentoring of students and the professional development of teachers. Outcomes of the project will include the development of a facilitation guide for the teacher professional development model, a website to support student mentoring and teacher professional development, a series of resources for teachers and scientists to use in working with students, and empirical evidence of the success of the new professional development model.

This full research and development project will employ a pre-test/post-test control group design to test the efficacy of a professional development model for high school biology teachers. The professional development model is grounded in a theory of action based on the premise that when teachers are engaged with scientists and students in a technology-enabled learning community, students will demonstrate higher levels of achievement than those using more traditional instructional materials and methodologies. The means of post-intervention outcome measures will be compared across treatment and comparison groups in a cluster-randomized trial where teachers will be randomly assigned to treatment groups. The study will recruit a nation-wide sample to ensure that participants represent a wide array of geographic and demographic contexts, with preference given to Title 1 schools. The research questions are: a) To what extent does participation in the Digging Deeper community of teachers and scientists affect teacher knowledge and practices? b) To what extent does participation in the Digging Deeper community of teachers and scientists affect scientists? quality of mentorship and teaching? And c) To what extent does student use of the online program and participation in the learning community with scientist mentors affect student learning? Instruments will be developed or adapted to measure relevant student and teacher knowledge, student motivation, and teacher practices. Computer-mediated discourse analysis will be used over the course of the study to track online interactions among students, teachers, and science mentors.

Mathematical and Computational Methods for Planning a Sustainable Future II

The project will develop modules for grades 9-12 that integrate mathematics, computing and science in sustainability contexts. The project materials also include information about STEM careers in sustainability to increase the relevancy of the content for students and broaden their understanding of STEM workforce opportunities. It uses summer workshops to pilot test materials and online support and field testing in four states. 

Lead Organization(s): 
Award Number: 
1503414
Funding Period: 
Wed, 07/15/2015 to Sun, 06/30/2019
Full Description: 

The project will develop modules for grades 9-12 that integrate mathematics, computing and science in sustainability contexts. The project materials also include information about STEM careers in sustainability to increase the relevancy of the content for students and broaden their understanding of STEM workforce opportunities. It uses summer workshops to pilot test materials and online support and field testing in four states. Outcomes include the modules, tested and revised; strategies for transfer of learning embedded in the modules; and a compendium of green jobs, explicitly related to the modules. The Discovery Research K-12 program (DRK-12) seeks to significantly enhance the learning and teaching of science, technology, engineering and mathematics (STEM) by preK-12 students and teachers, through research and development of innovative resources, models and tools (RMTs). Projects in the DRK-12 program build on fundamental research in STEM education and prior research and development efforts that provide theoretical and empirical justification for proposed projects. The STEM+Computing Partnerships (STEM+C) Program is a joint effort between the Directorate for Education & Human Resources (EHR) and Directorate Computer & Information Science & Engineering (CISE). Reflecting the increasing role of computational approaches in learning across the STEM disciplines, STEM+C supports research and development efforts that integrate computing within one or more STEM disciplines and/or integrate STEM learning in computer science; 2) advance multidisciplinary, collaborative approaches for integrating computing in STEM in and out of school, and 3) build capacity in K-12 computing education through foundational research and focused teacher preparation

The project is a full design and development project in the learning strand of DRK-12. The goal is to enhance transfer of knowledge in mathematics and science via sustainability tasks with an emphasis on mathematical and scientific practices. The research questions focus on how conceptual representations and the modules support students' learning and especially transfer to novel problems. The project design integrates the research with the curriculum development. It includes a mixed methods data collection and analysis from teachers and students (e.g., interviews, content exams, focus groups, implementation logs). Assessment of student work includes both short, focused problems in the content area and longer project-based tasks providing a range of assessments of student learning. The investigators will develop a rubric for scoring student work on the tasks. The curriculum design process includes iterations of the modules over time with feedback from teachers and using data collected from the implementation.

Quality Urban Ecology Science Teaching for Diverse Learners

This project will examine the relationship between teacher professional development associated with newly developed modules in urban ecology and the achievement and engagement of long-term English learners (LTEL).  Existing Urban Ecology learning modules will be enhanced to accommodate the needs of LTELs, and teachers will participate in professional development aimed at using the new materials to effectively integrate academic science discourse and literacy development for LTELs.

Lead Organization(s): 
Award Number: 
1503519
Funding Period: 
Sat, 08/01/2015 to Tue, 07/31/2018
Full Description: 

The Discovery Research K-12 program (DRK-12) seeks to significantly enhance the learning and teaching of science, technology, engineering and mathematics (STEM) by preK-12 students and teachers, through research and development of innovative resources, models and tools (RMTs). Projects in the DRK-12 program build on fundamental research in STEM education and prior research and development efforts that provide theoretical and empirical justification for proposed projects. This exploratory research project will examine the relationship between teacher professional development associated with newly developed modules in urban ecology and the achievement and engagement of long-term English learners (LTEL). Participants in the project will include students in grades 4-8 in a large urban school district, elementary school teachers, middle school science teachers, and middle school teachers of English language arts. Existing Urban Ecology learning modules will be enhanced to accommodate the needs of LTELs, and teachers will participate in professional development aimed at using the new materials to effectively integrate academic science discourse and literacy development for LTELs.

The project will develop two enhanced urban ecology modules (47 lessons) for English learners in grades 4-8; science language and literacy assessments for English language learners (ELLs); an ELL STEM career awareness inventory; an urban ecology for ELLs teacher knowledge scale, and an urban ecology for ELLs pedagogy observation protocol. The materials will be tested with a stratified random sample of students identified by achievement level (low, medium, and high) and linguistic background (mainstream, LTEL, and "at risk" of becoming LTEL). A mixed-methods research design will be used to test the hypothesis that the quantity and quality of LTEL science language and literacy achievement will increase as a result of teacher participation in implementing the newly developed transdisciplinary framework for Urban Ecology for English Learners.

Collaborative Math: Creating Sustainable Excellence in Mathematics for Head Start Programs

This project will adapt and study a promising and replicable teacher professional development (PD) intervention, called Collaborative Math (CM), for use in early childhood programs. Prepared as generalists, preschool teachers typically acquire less math knowledge in pre-service training than their colleagues in upper grades, which reduces their effectiveness in teaching math. To address teacher PD needs, the project will simultaneously develop teacher content knowledge, confidence, and classroom practice by using a whole teacher approach.

Lead Organization(s): 
Award Number: 
1503486
Funding Period: 
Tue, 09/01/2015 to Sat, 08/31/2019
Full Description: 

This project was submitted to the Discovery Research K-12 (DRK-12) program that seeks to significantly enhance the learning and teaching of science, technology, engineering, and mathematics (STEM) by preK-12 students and teachers, through research and development of innovative resources, models, and tools. Projects in the DRK-12 program build on fundamental research in STEM education and prior research and development efforts that provide theoretical and empirical justification for proposed projects. The project will adapt and study a promising and replicable teacher professional development (PD) intervention, called Collaborative Math (CM), for use in early childhood programs. CM content will focus on nine topics emphasized in preschool mathematics, including sets, number sense, counting, number operations, pattern, measurement, data analysis, spatial relationships, and shape. These concepts are organized around Big Ideas familiar in early math, are developmentally appropriate and foundational to a young child's understanding of mathematics. The project addresses the urgent need for improving early math instruction for low-income children. Prepared as generalists, preschool teachers typically acquire less math knowledge in pre-service training than their colleagues in upper grades, which reduces their effectiveness in teaching math. To address teacher PD needs, the project will simultaneously develop teacher content knowledge, confidence, and classroom practice by using a whole teacher approach. Likewise, the project will involve teachers, teacher aides, and administrators through a whole school approach in PD, which research has shown is more effective than involving only lead teachers. Through several phases of development and research, the project will investigate the contributions of project components on increases in teacher knowledge and classroom practices, student math knowledge, and overall implementation. The project will impact approximately 200 Head Start (HS) teaching staff, better preparing them to provide quality early math experiences to more than 3,000 HS children during the project period. Upon the completion of the project, a range of well-tested CM materials such as resource books and teaching videos will be widely available for early math PD use. Assessment tools that look at math knowledge, attitudes, and teacher practice will also be available. 

The project builds on Erikson Institute research and development work in fields of early math PD and curriculum. Over a 4-year span, project development and research will be implemented in 4 phases: (1) adapting the existing CM and research measures for HS context; (2) conducting a limited field study of revised CM in terms of fidelity and director, teacher/aide, and student outcomes, and study of business as usual (BAU) comparison groups; (3) a study of the promise of the intervention promise with the phase 3 BAU group (who offered baseline in phase 2) and (4) a test of the 2nd year sustainability intervention with phase 3 treatment group. The teacher and student measures are all published, frequently used measures in early childhood education and will be piloted and refined prior to full implementation. The project is a partnership between Erikson, SRI, and Chicago Head Start programs. Project research and resources will be widely disseminated to policy makers, researchers, and practitioners.

TRUmath and Lesson Study: Supporting Fundamental and Sustainable Improvement in High School Mathematics Teaching (Collaborative Research: Schoenfeld)

Given the changes in instructional practices needed to support high quality mathematics teaching and learning based on college and career readiness standards, school districts need to provide professional learning opportunities for teachers that support those changes. The project is based on the TRUmath framework and will build a coherent and scalable plan for providing these opportunities in high school mathematics departments, a traditionally difficult unit of organizational change.

Award Number: 
1503454
Funding Period: 
Wed, 07/01/2015 to Sun, 06/30/2019
Full Description: 

Given the changes in instructional practices needed to support high quality mathematics teaching and learning based on college and career readiness standards, school districts need to provide professional learning opportunities for teachers that support those changes. The project will build a coherent and scalable plan for providing these opportunities in high school mathematics departments, a traditionally difficult unit of organizational change. Based on the TRUmath framework, characterizing the five essential dimensions of powerful mathematics classrooms, the project brings together a focus on curricular materials that support teaching, Lesson Study protocols and materials, and a professional learning community-based professional development model. The project will design and revise professional development and coaching guides and lesson study mathematical resources built around the curricular materials. The project will study changes in instructional practice and impact on student learning. By documenting the supports used in the Oakland Unified School District where the research and development will be conducted, the resources can be used by other districts and in similar work by other research-practice partnerships.

This project hypothesizes that the quality of classroom instruction can be defined by five dimensions - quality of the mathematics; cognitive demand of the tasks; access to mathematics content in the classroom; student agency, authority, and identity; and uses of assessment. The project will use an iterative design process to develop and refine a suite of tool, including a conversation guide to support productive dialogue between teachers and coaches, support materials for building site-based professional learning materials, and formative assessment lessons using Lesson Study as a mechanism to enact reforms of these dimensions. The study will use a pre-post design and natural variation to student the relationships between these dimensions, changes in teachers' instructional practice, and student learning using hierarchical linear modeling with random intercept models with covariates. Qualitative of the changes in teachers' instructional practices will be based on coding of observations based on the TRUmath framework. The study will also use qualitative analysis techniques to identify themes from surveys and interviews on factors that promote or hinder the effectiveness of the intervention.

TRUmath and Lesson Study: Supporting Fundamental and Sustainable Improvement in High School Mathematics Teaching (Collaborative Research: Donovan)

Given the changes in instructional practices needed to support high quality mathematics teaching and learning based on college and career readiness standards, school districts need to provide professional learning opportunities for teachers that support those changes. The project is based on the TRUmath framework and will build a coherent and scalable plan for providing these opportunities in high school mathematics departments, a traditionally difficult unit of organizational change.

Award Number: 
1503342
Funding Period: 
Wed, 07/01/2015 to Sun, 06/30/2019
Full Description: 

Given the changes in instructional practices needed to support high quality mathematics teaching and learning based on college and career readiness standards, school districts need to provide professional learning opportunities for teachers that support those changes. The project will build a coherent and scalable plan for providing these opportunities in high school mathematics departments, a traditionally difficult unit of organizational change. Based on the TRUmath framework, characterizing the five essential dimensions of powerful mathematics classrooms, the project brings together a focus on curricular materials that support teaching, Lesson Study protocols and materials, and a professional learning community-based professional development model. The project will design and revise professional development and coaching guides and lesson study mathematical resources built around the curricular materials. The project will study changes in instructional practice and impact on student learning. By documenting the supports used in the Oakland Unified School District where the research and development will be conducted, the resources can be used by other districts and in similar work by other research-practice partnerships.

This project hypothesizes that the quality of classroom instruction can be defined by five dimensions - quality of the mathematics; cognitive demand of the tasks; access to mathematics content in the classroom; student agency, authority, and identity; and uses of assessment. The project will use an iterative design process to develop and refine a suite of tool, including a conversation guide to support productive dialogue between teachers and coaches, support materials for building site-based professional learning materials, and formative assessment lessons using Lesson Study as a mechanism to enact reforms of these dimensions. The study will use a pre-post design and natural variation to student the relationships between these dimensions, changes in teachers' instructional practice, and student learning using hierarchical linear modeling with random intercept models with covariates. Qualitative of the changes in teachers' instructional practices will be based on coding of observations based on the TRUmath framework. The study will also use qualitative analysis techniques to identify themes from surveys and interviews on factors that promote or hinder the effectiveness of the intervention.

PBS NewsHour STEM Student Reporting Labs: Broad Expansion of Youth Journalism to Support Increased STEM Literacy Among Underserved Student Populations and Their Communities

The production of news stories and student-oriented instruction in the classroom are designed to increase student learning of STEM content through student-centered inquiry and reflections on metacognition. This project scales up the PBS NewsHour Student Reporting Labs (SRL), a model that trains teens to produce video reports on important STEM issues from a youth perspective.

Award Number: 
1503315
Funding Period: 
Sat, 08/01/2015 to Wed, 07/31/2019
Full Description: 

The Discovery Research K-12 program (DR-K12) seeks to significantly enhance the learning and teaching of science, technology, engineering and mathematics (STEM) by preK-12 students and teachers, through research and development of innovative resources, models and tools (RMTs). Projects in the DRK-12 program build on fundamental research in STEM education and prior research and development efforts that provide theoretical and empirical justification for proposed projects. This project scales up the PBS NewsHour Student Reporting Labs (SRL), a model that trains teens to produce video reports on important STEM issues from a youth perspective. Participating schools receive a SRL journalism and digital media literacy curriculum, a mentor for students from a local PBS affiliate, professional development for educators, and support from the PBS NewsHour team. The production of news stories and student-oriented instruction in the classroom are designed to increase student learning of STEM content through student-centered inquiry and reflections on metacognition. Students will develop a deep understanding of the material to choose the best strategy to teach or tell the STEM story to others through digital media. Over the 4 years of the project, the model will be expanded from the current 70 schools to 150 in 40 states targeting schools with high populations of underrepresented youth. New components will be added to the model including STEM professional mentors and a social media and media analytics component. Project partners include local PBS stations, Project Lead the Way, and Share My Lesson educators.

The research study conducted by New Knowledge, LLC will add new knowledge about the growing field of youth science journalism and digital media. Front-end evaluation will assess students' understanding of contemporary STEM issues by deploying a web-based survey to crowd-source youth reactions, interest, questions, and thoughts about current science issues. A subset of questions will explore students' tendencies to pass newly-acquired information to members of the larger social networks. Formative evaluation will include qualitative and quantitative studies of multiple stakeholders at the Student Reporting Labs to refine the implementation of the program. Summative evaluation will track learning outcomes/changes such as: How does student reporting on STEM news increase their STEM literacy competencies? How does it affect their interest in STEM careers? Which strategies are most effective with underrepresented students? How do youth communicate with each other about science content, informing news media best practices? The research team will use data from pre/post and post-delayed surveys taken by 1700 students in the STEM Student Reporting Labs and 1700 from control groups. In addition, interviews with teachers will assess the curriculum and impressions of student engagement.


Project Videos

2019 STEM for All Video Showcase

Title: How Video Storytelling Reengages Teenagers in STEM Learning

Presenter(s): Leah Clapman & William Swift

2018 STEM for All Video Showcase

Title: PBS NewsHour's STEM SRL Transforms Classrooms into Newsrooms

Presenter(s): Leah Clapman & William Swift

2017 STEM for All Video Showcase

Title: PBS is Building the Next Generation of STEM Communicators

Presenter(s): Leah Clapman, John Fraser, Su-Jen Roberts, & Bill Swift


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