Quantitative

An Online STEM Career Exploration and Readiness Environment for Opportunity Youth

This project aims to create a web-based STEM Career Exploration and Readiness Environment (CEE-STEM) that will support opportunities for youth ages 16-24 who are neither in school nor are working, in rebuilding engagement in STEM learning and developing STEM skills and capacities relevant to diverse postsecondary education/training and employment pathways.

Award Number: 
1620904
Funding Period: 
Thu, 09/15/2016 to Mon, 08/31/2020
Full Description: 

CAST, the University of Massachusetts-Amherst, and YouthBuild USA aim to create a web-based STEM Career Exploration and Readiness Environment (CEE-STEM). This will support opportunities for youth ages 16-24 who are neither in school nor are working, in rebuilding engagement in STEM learning and developing STEM skills and capacities relevant to diverse postsecondary education/training and employment pathways. The program will provide opportunity youth with a personalized and portable tool to explore STEM careers, demonstrate their STEM learning, reflect on STEM career interests, and take actions to move ahead with STEM career pathways of interest.

The proposed program addresses two critical and interrelated aspects of STEM learning for opportunity youth: the development of STEM foundational knowledge; and STEM engagement, readiness and career pathways. These aspects of STEM learning are addressed through an integrated program model that includes classroom STEM instruction; hands-on job training in career pathways including green construction, health care, and technology.


Project Videos

2020 STEM for All Video Showcase

Title: STEMfolio: A Portfolio Builder & Career Exploration Tool

Presenter(s): Tracey Hall

2019 STEM for All Video Showcase

Title: Building a Diverse STEM Talent Pipeline: Finding What Works

Presenter(s): Tracey Hall

2018 STEM for All Video Showcase

Title: Bridging the Gap Between Ability and Opportunity in STEM

Presenter(s): Sam Johnston


Improving the Implementation of Rigorous Instructional Materials in Middle-Grades Mathematics: Developing a System of Practical Measures and Routines (Collaborative Research: Jackson)

The goal of this project is to improve the implementation of rigorous instructional materials in middle-grades mathematics at scale through a system of practical measures and routines for collecting and using data that both assesses and supports implementation.

Lead Organization(s): 
Award Number: 
1620851
Funding Period: 
Sat, 10/01/2016 to Thu, 09/30/2021
Full Description: 

The goal of this 5-year research project is to improve the implementation of rigorous instructional materials in middle-grades mathematics at scale. Many projects seek to improve mathematics instruction, but are not able to easily track their efforts at improvement. The primary product of this project will be a system of practical measures and routines for collecting and using data that both assesses and supports the implementation of rigorous instructional materials in middle-grades mathematics. In contrast to research and accountability measures, practical measures are assessments that require little time to administer and can thus be used frequently. The data can be analyzed rapidly so that teachers can receive prompt feedback on their progress, and instructional leaders can use the data to decide where to target resources to support improvement in the quality of instruction and student learning. The system of practical measures and routines will include 1) measures of high-leverage aspects of teachers' instructional practices that have been linked to student learning (e.g., rigor of tasks, quality of students' discourse) and attend to equitable student participation; and 2) measures of high-leverage aspects of key supports for improving the quality of teachers' practice (e.g., quality of professional development; coaching); and 3) a set of routines regarding how to use the resulting data to engage in rapid, improvement efforts. A key principle of the proposed project is that the system of measures and routines can be adapted to a wide range of school and district contexts. This project is supported by the Discovery Research preK-12 (DRK-12) program. The DRK-12 program supports research and development of STEM education innovations and approaches in assessment, learning, and teaching.

The project will establish three research-practice partnerships with five districts, in three different states, that are currently implementing rigorous instructional materials in middle-grades mathematics. Year 1 will focus on the development of a set of practical measures of classroom instruction. Year 2 will focus on testing the use of the classroom measures in the context of supports for teachers' learning, and the development of practical measures of key supports for teachers' learning. Years 3-4 will focus on how the project can "learn our way to scale" (Bryk et al., 2015), which requires strategically implementing measures and routines in increasingly diverse conditions. The project will engage in rapid improvement cycles in which researchers will work alongside district leaders and professional development (PD) facilitators to analyze the data from the measures of both classroom instruction and the quality of support for teacher learning to test the effectiveness of improvements in intended supports for teacher learning and to adjust the design of the support based on data. Across Years 1-4, the project will use recent developments in technology and information visualization to test and improve 1) the collection of practical measures in situ and 2) the design of data representations (or visualizations) that support teachers and leaders to make instructional improvement decisions. In Year 5, the project will conduct formal analyses of the relations between supports for teachers' learning; teachers' knowledge and classroom practices; and student learning.

Connected Biology: Three-Dimensional Learning from Molecules to Populations (Collaborative Research: White)

This project will design, develop, and examine the learning outcomes of a new curriculum unit for biology that embodies the conceptual framework of the Next Generation Science Standards (NGSS). The curriculum materials to be developed by this project will focus on two areas of study that are central to the life sciences: genetics and the processes of evolution by natural selection.

Lead Organization(s): 
Award Number: 
1620746
Funding Period: 
Sat, 10/01/2016 to Thu, 09/30/2021
Full Description: 

This project will contribute to this mission by designing, developing, and examining the learning outcomes of a new curriculum unit for biology that embodies the conceptual framework of the Next Generation Science Standards (NGSS). The curriculum materials to be developed by this project will focus on two areas of study that are central to the life sciences: genetics and the processes of evolution by natural selection. These traditionally separate topics will be interlinked and will be designed to engage students in the disciplinary core ideas, crosscutting concepts, and the science and engineering practices defined by the NGSS. Once developed, the curriculum materials will be available online for use in high school biology courses nationwide.

This project will be guided by two main research questions: 1) How does learning progress when students experience a set of coherent biology learning materials that employ the principles of three-dimensional learning?; and 2) How do students' abilities to transfer understanding about the relationships between molecules, cells, organisms, and evolution change over time and from one biological phenomenon to another? The project will follow an iterative development plan involving cycles of designing, developing, testing and refining elements of the new curricular model. The project team will work with master teachers to design learning sequences that use six case studies to provide examples of how genetic and evolutionary processes are interlinked. An online data exploration environment will extend learning by enabling students to simulate phenomena being studied and explore data from multiple experimental trials as they seek patterns and construct cause-and-effect explanations of phenomena. Student learning will be measured using a variety of assessment tools, including multiple-choice assessment of student understanding, surveys, classroom observations and interviews, and embedded assessments and log files from the online learning environment.


Project Videos

2020 STEM for All Video Showcase

Title: ConnectedBio: Interactive Evolution Across Biological Scales

Presenter(s): Kiley McElroy-Brown, Rebecca Ellis, & Frieda Reichsman


Developing A Discourse Observation Tool and Online Professional Development to Promote Science, Oral Language and Literacy Development from the Start of School

The goal of this project is to develop a classroom observation tool and an online professional development model to help early-elementary teachers improve science instruction among young learners by cultivating scientific discourse.

Lead Organization(s): 
Award Number: 
1620580
Funding Period: 
Thu, 09/15/2016 to Mon, 08/31/2020
Full Description: 

The goal of this project is to develop resources and a professional development model to help early-elementary teachers improve science instruction among young learners by cultivating scientific discourse. A central component of the Next Generation Science Standards (NGSS) is engaging students in discourse with a focus on formulating and communicating scientific explanations. This project will develop a classroom observation tool that will help teachers examine changes in the quantity and quality of science discourse in K-2 classrooms over time. The project will also develop an online professional development (PD) model that uses the new observation tool to help teachers analyze their own classroom practices and the practice of others to improve classroom efforts to foster improved scientific discourse.

This early stage design and development study will employ a Design-Based Implementation Research (DBIR) approach to develop the new classroom observation tool and online professional development model, and then seek answers to the following research questions: 1) How can a classroom observation measure be developed to effectively capture the range in quality of science discourse in early elementary classrooms?; 2) How can an online PD model be developed based on the new observation tool?; 3) How do teachers' knowledge and instructional practice change over the course of participation in the yearlong PD?; and 4) How does the quantity and quality of science discourse change in K-2 classrooms over the course of teachers' participation in a yearlong online PD experience that is built around the new observation tool? The project will engage 36 teachers and their 36 different classrooms in Michigan and use multiple data sources to understand whether and how teacher knowledge and instructional practices change during participation in the new PD model. Multiple iterations of design, data collection, and refinement will be used to understand how, when, and why features of the PD and observation tool might combine to transform science discourse in early elementary classrooms. In years 3 and 4, the project team will conduct two year-long implementation trials with cohorts of 15 teachers and 5 instructional coaches (experienced science teachers) who will use the PD and tool in order study their implementation and make iterative improvements. The project will also gather data to understand changes in teacher knowledge and practice as well as video data to document changes in classroom discourse.

Developing Preservice Elementary Teachers' Ability to Facilitate Goal-Oriented Discussions in Science and Mathematics via the Use of Simulated Classroom Interactions

The project will develop, pilot, and validate eight discussion-oriented performance tasks that will be embedded in an online simulated classroom environment. The resulting research and development products could be used nationwide in teacher preparation and professional development settings to assess and develop teachers' ability to support classroom discussion in science and mathematics.

Lead Organization(s): 
Award Number: 
1621344
Funding Period: 
Mon, 08/01/2016 to Fri, 07/31/2020
Full Description: 

There is widespread recognition in educational literatures that academic discourse is important for supporting students' developing understanding in the disciplines of science and mathematics. College and career-ready standards also call for attention to supporting students' learning of how to think and communicate like disciplinary experts. The teaching practice of orchestrating classroom discussion is intended to support students in obtaining higher levels of academic achievement but also to support students' participation in a democratic society. However, research has found that teachers--particularly novice teachers--struggle to orchestrate discussion effectively for science and mathematics. The investigators of this project hypothesize that opportunities to 1) practice orchestrating discussions in simulated classroom environments; 2) receive constructive feedback on their practice; and 3) reflect on that feedback and their experiences with peers and teacher educators, develops preservice teachers' abilities to lead productive classroom discussion. This may allow them to be more effective at orchestrating discussion when they begin teaching real students in science and mathematics classrooms. The project team, which includes investigators from Educational Testing Service (ETS) and software engineers at Mursion, will develop, pilot, and validate eight discussion-oriented performance tasks that will be embedded in an online simulated classroom environment. The resulting research and development products could be used nationwide in teacher preparation and professional development settings to assess and develop teachers' ability to support classroom discussion in science and mathematics.

The Discovery Research K-12 (DRK-12) program 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. This Early Stage Design and Development project will 1) iteratively develop, pilot, and refine eight science and mathematics discussion-oriented performance tasks (six formative, two summative), scoring rubrics, and rater training materials; 2) deploy the intervention in four university sites, collecting data from 240 prospective teachers in both treatment and business-as-usual courses; and 3) use data analyses and expert review to build a five-part argument for the validity of the assessment and scoring rubrics. Data sources include prospective teachers' background and demographic information, cognitive interviews, surveys, scores on content knowledge for teaching (CKT) instruments, performance and scores on the developed performance tasks, discussion scores on Danielson's Framework for Teaching observation protocol, and case study interviews with prospective teachers. The project team will also conduct interviews with teacher educators and observe classroom debrief sessions with prospective teachers and their teacher educators. The research will examine each teacher's scores on two summative performance tasks administered pre- and post-intervention and will look for evidence of growth across three formative tasks. Linear regression models will be used to understand relationships among teachers' CKT scores, pre-intervention performance task scores, group assignment, and post-intervention performance task scores. A grounded theory approach to coding qualitative data of 24 case study teachers, observations of debrief sessions, and interviews with teacher educators will generate descriptive use cases, illustrating how the tools can support prospective teachers in learning how to facilitate discussions focused on science and mathematics argumentation. Mursion will develop a webpage on its website dedicated to this project that will allow the team to post the new performance-based tasks, scoring rubrics, and examples of performance in the simulated environment for teacher educators, educational researchers, and policy makers and collect feedback from them that can be used as another information source for refining tools and their use. Research findings will also be disseminated by more traditional means, such as papers in peer-reviewed research and practitioner journals and conference presentations.


Project Videos

2021 STEM for All Video Showcase

Title: Project Results: PST Learning from Simulated Discussions

Presenter(s): Heather Howell & Jamie Mikeska

2020 STEM for All Video Showcase

Title: Tales from the Sandbox: Learning through Simulated Teaching

Presenter(s): Heather Howell, Jamie Mikeska, & Carrie Straub

2019 STEM for All Video Showcase

Title: Simulated Classrooms as Practice-Based Learning Spaces

Presenter(s): Jamie Mikeska, Heather Howell, & Carrie Straub

2018 STEM for All Video Showcase

Title: Leading Science/Math Discussions in a Simulated Classroom

Presenter(s): Heather Howell, Jamie Mikeska, & Carrie Straub

 2017 STEM for All Video Showcase
Title: Simulated Classroom Environments for Discussions

Presenter(s): Jamie Mikeska, Heather Howell, & Carrie Straub


CAREER: Multilevel Mediation Models to Study the Impact of Teacher Development on Student Achievement in Mathematics

This project will develop a comprehensive framework to inform and guide the analytic design of teacher professional development studies in mathematics. An essential goal of the research is to advance a science of teaching and learning in ways that traverse both research and education.

Lead Organization(s): 
Award Number: 
1552535
Funding Period: 
Thu, 09/01/2016 to Tue, 08/31/2021
Full Description: 

This is a Faculty Early Career Development Program (CAREER) project. The CAREER program is a National Science Foundation-wide activity that offers the most prestigious awards in support of junior faculty who exemplify the role of teacher-scholars through outstanding research, excellent education and the integration of education and research. The intellectual merit and broader impacts of this study lie in two complementary contributions of the project. First, the development of the statistical framework for the design of multilevel mediation studies has significant potential for broad impact because it develops a core platform that is transferable to other STEM (science, technology, engineering, and mathematics) education areas and STEM disciplines. Second, the development of software and curricular materials to implement this framework further capitalize on the promise of this work because it distributes the results in an accessible manner to diverse sets of research and practitioner groups across STEM education areas and STEM disciplines. Together, the components of this project will substantially expand the scope and quality of evidence generated through mathematics professional development and, more generally, multilevel mediation studies throughout STEM areas by increasing researchers' capacity to design valid and comprehensive studies of the theories of action and change that underlie research programs.

This project will develop a comprehensive framework to inform and guide the analytic design of teacher professional development studies in mathematics. The proposed framework incorporates four integrated research and education components: (1) develop statistical formulas and tools to guide the optimal design of experimental and non-experimental multilevel mediation studies in the presence of measurement error, (2) develop empirical estimates of the parameters needed to implement these formulas to design teacher development studies in mathematics, (3) develop free and accessible software to execute this framework, and (4) develop training materials and conduct workshops on the framework to improve the capacity of the field to design effective and efficient studies of teacher development. An essential goal of the research is to advance a science of teaching and learning in ways that traverse both research and education.

Science, Technology, Engineering and Mathematics Scholars Teacher Academy Resident System

This project will investigate the effectiveness of a teacher academy resident model to recruit, license, induct, employ, and retain middle school and secondary teachers for high-need schools in the South. It will prepare new, highly-qualified science and mathematics teachers from historically Black universities in high-needs urban and rural schools with the goal of increasing teacher retention and diversity rates.

Lead Organization(s): 
Award Number: 
1621325
Funding Period: 
Fri, 07/15/2016 to Wed, 06/30/2021
Full Description: 

This project at Jackson State University will investigate the effectiveness of a teacher academy resident model to recruit, license, induct, employ, and retain middle school and secondary science and mathematics teachers for high-need schools in the South. It will prepare new, highly-qualified science and mathematics teachers from historically Black universities in high-needs urban and rural schools. The project involves a partnership among three historically Black universities (Jackson, State University, Xavier University of Louisiana, and the University of Arkansas at Pine Bluff), and diverse urban and rural school districts in Jackson, Mississippi; New Orleans, Louisiana; and Pine Bluff Arkansas region that serve more than 175,000 students.

Participants will include 150 middle and secondary school teacher residents who will gain clinical mentored experience and develop familiarity with local schools. The 150 teacher residents supported by the program to National Board certification will obtain: state licensure/certification in science teaching, a master's degree, and initiation. The goal is to increase teacher retention and diversity rates. The research question guiding this focus is: Will training STEM graduates have a significant effect on the quality of K-12 instruction, teacher efficacy and satisfaction, STEM teacher retention, and students? Science and mathematics achievement? A quasi-experimental design will be used to evaluate project's effectiveness.

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 Tue, 05/31/2022
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.

Three-Dimensional Teaching and Learning: Rebuilding and Researching an Online Middle School Curriculum

This project will develop an online curriculum-based supported by a teacher professional development (PD) program by rebuilding an existing life science unit of Biological Sciences Curriculum Study (BSCS) Middle School Science. The project is designed to be an exemplar of fully digital Next Generation Science Standards (NGSS) aligned resources for teachers and students, creating an NGSS-aligned learning environment combining disciplinary core ideas with science and engineering practices and cross-cutting concepts.

Lead Organization(s): 
Award Number: 
1502571
Funding Period: 
Tue, 09/01/2015 to Sat, 08/31/2019
Full Description: 

This project was funded by 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, in collaboration with Oregon Public Broadcasting, will develop an online curriculum-based supported by a teacher professional development (PD) program by rebuilding an existing life science unit of Biological Sciences Curriculum Study (BSCS) Middle School Science. The materials will include strategically integrated multimedia elements including animations, interactive learning experiences, and enhanced readings for students, as well as classroom videos for teachers that will help all users gain a deeper understanding of three-dimensional learning. The project is designed to be an exemplar of fully digital Next Generation Science Standards (NGSS) aligned resources for teachers and students, creating an NGSS-aligned learning environment combining disciplinary core ideas with science and engineering practices and cross-cutting concepts. Using the powerful affordances of a digital environment, the project will invigorate and inspire learners and support teachers as only a media-rich environment can do.

The project will develop and research the project innovation, the combination of digital instructional materials for students and online teacher PD using a proven lesson-analysis framework. Although prior research has demonstrated the efficacy of the lesson analysis PD and curriculum elements independently, there has been little investigation of their joint ability to transform teaching and learning. The project will merge research and development in this project by incorporating a complex array of multi-component assessment activities, including classroom-based assessments, in a quasi-experimental study. Assessment activities will be designed using an evidence-centered design process that will involve the careful selection and development of assessment tasks, scoring rubrics, and criteria for scoring based on the performance expectations (PEs) and the best ways to elicit evidence about student proficiency with those PEs. The research, carried out by SRI International, will use multi-component tasks that will support inferences about student learning and advance understanding of how to assess NGSS learning. Project research and resources, which will include a digital, middle school life sciences unit, teacher PD and online digital resources, and related assessment tools, which will be widely disseminated to policy makers, researchers, and practitioners.


Project Videos

2020 STEM for All Video Showcase

Title: A Medical Mystery: Middle School Body Systems for the NGSS

Presenter(s): Susan Kowalski, Lindsey Mohan, Betty Stennett, Catherine Stimac, & Heather Young


Developing Integrated Elementary Science, Engineering, and Language Arts Curricula Aligned with Next Generation Science Standards

This project will conduct a study to develop and field-test curricula integrating science, engineering, and language arts at the elementary level which is aligned with the Next Generation Science Standards (NGSS).

Award Number: 
1551143
Funding Period: 
Tue, 09/01/2015 to Thu, 08/31/2017
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.

Developing Integrated Elementary Science, Engineering, and Language Arts Curricula Aligned with Next Generation Science Standards is an exploratory project to conduct a study to develop and field-test curricula integrating science, engineering, and language arts at the elementary level. Research and Curriculum Development team consisting of master elementary science teachers, university professors including science, engineering, and science teacher education faculty, and a science education post doc or graduate student will engage in developing the Next Generation Science Standards (NGSS) aligned curricula integrating science, engineering, and language arts, and publishing STEM education research. The importance of this project will be the development of curricula integrating science, engineering, and language arts at the elementary level. Lesson plans or teaching activities in the integrated curricula will be written in practitioner article format. In the NGSS the engineering design is raised to the same level as scientific inquiry and included as a vital element of science education. This integrated approach aims to provide three-dimensional learning experience as specified in the NGSS to elementary students while meaningfully integrating engineering, science, reading, and writing through real life engineering design problems. The NGSS aligned curricula that will be developed in this project can also be used in other states that adopted the NGSS.

An Integrated curriculum for grades 1-2 will be developed in year 1. In year 2, the project will develop a curriculum for grades 3-5. Each year, the project will develop and field-test a new curriculum, and provide professional development organized around the integrated curriculum to 20 elementary teachers at the Clark County School District in Las Vegas, Nevada.

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