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EarthX is a design-based research project that supports the integration of Earth science into high school biology, chemistry, and physics courses in Baltimore City Public Schools, while also supporting the district’s transition to three-dimensional (3D), ambitious and equitable science teaching aligned with the Next Generation Science Standards (NGSS). EarthX builds on the success of the Integrating Chemistry and Earth Science (ICE) DRK-12 project, which developed innovative chemistry course curriculum materials and PD strategies, to support Earth science integration into biology and physics course curriculum development and 3D teaching. EarthX will develop, test, and refine embedded and unit assessments for all three courses, along with providing an online system for assessment administration; real-time reporting to teachers and students; and provision of data to PD leaders, administrators, and researchers for multiple purposes. Assessments will be 3D, featuring core concepts from both Earth science and the course discipline combined with a science or engineering practice and a crosscutting concept.

EarthX is a design-based research project that supports the integration of Earth science into high school biology, chemistry, and physics courses in Baltimore City Public Schools, while also supporting the district’s transition to three-dimensional (3D), ambitious and equitable science teaching aligned with the Next Generation Science Standards (NGSS). EarthX builds on the success of the Integrating Chemistry and Earth Science (ICE) DRK-12 project, which developed innovative chemistry course curriculum materials and PD strategies, to support Earth science integration into biology and physics course curriculum development and 3D teaching. EarthX will develop, test, and refine embedded and unit assessments for all three courses, along with providing an online system for assessment administration; real-time reporting to teachers and students; and provision of data to PD leaders, administrators, and researchers for multiple purposes. Assessments will be 3D, featuring core concepts from both Earth science and the course discipline combined with a science or engineering practice and a crosscutting concept.

Advancing Equity and Strengthening Teaching with Elementary Mathematical Modeling is a teacher PD project focused on strengthening K-5 teaching with mathematics modeling. Building on previous foundational work around mathematics modeling and equity, this project will bring together equity oriented teaching practices and mathematical modeling to design and research the impact of a blended PD program on teacher practice. The project will include video-enhanced reflection and online mentoring in addition to face-to-face components of PD. Using five pivotal spaces for elementary mathematics modeling as a framework, the project will explore the ways in which tools and structures that support practices aligned with pivotal spaces in mathematics modeling lessons can help teachers advance equitable participation and develop student competencies in mathematics modeling. The project will engage in cycles of design-based implementation research (DBIR) to study the relationships between features of the PD and changes in teacher practice, understandings, and dispositions.

Advancing Equity and Strengthening Teaching with Elementary Mathematical Modeling is a teacher PD project focused on strengthening K-5 teaching with mathematics modeling. Building on previous foundational work around mathematics modeling and equity, this project will bring together equity oriented teaching practices and mathematical modeling to design and research the impact of a blended PD program on teacher practice. The project will include video-enhanced reflection and online mentoring in addition to face-to-face components of PD. Using five pivotal spaces for elementary mathematics modeling as a framework, the project will explore the ways in which tools and structures that support practices aligned with pivotal spaces in mathematics modeling lessons can help teachers advance equitable participation and develop student competencies in mathematics modeling. The project will engage in cycles of design-based implementation research (DBIR) to study the relationships between features of the PD and changes in teacher practice, understandings, and dispositions.

Advancing Equity and Strengthening Teaching with Elementary Mathematical Modeling is a teacher PD project focused on strengthening K-5 teaching with mathematics modeling. Building on previous foundational work around mathematics modeling and equity, this project will bring together equity oriented teaching practices and mathematical modeling to design and research the impact of a blended PD program on teacher practice. The project will include video-enhanced reflection and online mentoring in addition to face-to-face components of PD. Using five pivotal spaces for elementary mathematics modeling as a framework, the project will explore the ways in which tools and structures that support practices aligned with pivotal spaces in mathematics modeling lessons can help teachers advance equitable participation and develop student competencies in mathematics modeling. The project will engage in cycles of design-based implementation research (DBIR) to study the relationships between features of the PD and changes in teacher practice, understandings, and dispositions.

Advancing Equity and Strengthening Teaching with Elementary Mathematical Modeling is a teacher PD project focused on strengthening K-5 teaching with mathematics modeling. Building on previous foundational work around mathematics modeling and equity, this project will bring together equity oriented teaching practices and mathematical modeling to design and research the impact of a blended PD program on teacher practice. The project will include video-enhanced reflection and online mentoring in addition to face-to-face components of PD. Using five pivotal spaces for elementary mathematics modeling as a framework, the project will explore the ways in which tools and structures that support practices aligned with pivotal spaces in mathematics modeling lessons can help teachers advance equitable participation and develop student competencies in mathematics modeling. The project will engage in cycles of design-based implementation research (DBIR) to study the relationships between features of the PD and changes in teacher practice, understandings, and dispositions.

This project leverages the role of mentor teachers to support novices’ development of pedagogical reasoning and increase the likelihood that they will be prepared to engage in responsive mathematics teaching. Mentor teachers in three differently structured teacher education programs will receive professional development aimed at making their pedagogical reasoning visible and supporting them in engaging collaboratively with novices in this type of teacher thinking. The researchers will study mentor teachers’ development of collaborative pedagogical reasoning (Co-PR) and its relationship to responsive teaching.

This project leverages the role of mentor teachers to support novices’ development of pedagogical reasoning and increase the likelihood that they will be prepared to engage in responsive mathematics teaching. Mentor teachers in three differently structured teacher education programs will receive professional development aimed at making their pedagogical reasoning visible and supporting them in engaging collaboratively with novices in this type of teacher thinking. The researchers will study mentor teachers’ development of collaborative pedagogical reasoning (Co-PR) and its relationship to responsive teaching.

This project leverages the role of mentor teachers to support novices’ development of pedagogical reasoning and increase the likelihood that they will be prepared to engage in responsive mathematics teaching. Mentor teachers in three differently structured teacher education programs will receive professional development aimed at making their pedagogical reasoning visible and supporting them in engaging collaboratively with novices in this type of teacher thinking. The researchers will study mentor teachers’ development of collaborative pedagogical reasoning (Co-PR) and its relationship to responsive teaching.

This project leverages the role of mentor teachers to support novices’ development of pedagogical reasoning and increase the likelihood that they will be prepared to engage in responsive mathematics teaching. Mentor teachers in three differently structured teacher education programs will receive professional development aimed at making their pedagogical reasoning visible and supporting them in engaging collaboratively with novices in this type of teacher thinking. The researchers will study mentor teachers’ development of collaborative pedagogical reasoning (Co-PR) and its relationship to responsive teaching.

This project leverages the role of mentor teachers to support novices’ development of pedagogical reasoning and increase the likelihood that they will be prepared to engage in responsive mathematics teaching. Mentor teachers in three differently structured teacher education programs will receive professional development aimed at making their pedagogical reasoning visible and supporting them in engaging collaboratively with novices in this type of teacher thinking. The researchers will study mentor teachers’ development of collaborative pedagogical reasoning (Co-PR) and its relationship to responsive teaching.

This project leverages the role of mentor teachers to support novices’ development of pedagogical reasoning and increase the likelihood that they will be prepared to engage in responsive mathematics teaching. Mentor teachers in three differently structured teacher education programs will receive professional development aimed at making their pedagogical reasoning visible and supporting them in engaging collaboratively with novices in this type of teacher thinking. The researchers will study mentor teachers’ development of collaborative pedagogical reasoning (Co-PR) and its relationship to responsive teaching.

This project will address two critical opportunities to improve the translation and connection of innovations and evidence across federally funded STEM education projects. First, the project will aim to build capacity and learning opportunities for STEM education research and development. Second, the project will synthesize evidence of discovery and innovation across NSF-funded work.

This project combines Unity (a cross-platform game engine and integrated development environment) with cutting-edge haptic technology to provide upper elementary students with a new way of accessing core science content. The core research question that undergirds this exploratory project is: How does the addition of haptic feedback influence users' understandings of core, often invisible, science content?

This project will develop and iteratively refine a practical framework and a suite of teacher education materials that support early career teachers—from preservice teacher education through their third year of classroom teaching—in teaching that recognizes and nurtures the scientific knowledge and practices of children and supports meaningful participation of historically marginalized children in science.

This project will develop and iteratively refine a practical framework and a suite of teacher education materials that support early career teachers—from preservice teacher education through their third year of classroom teaching—in teaching that recognizes and nurtures the scientific knowledge and practices of children and supports meaningful participation of historically marginalized children in science.

This research and development project develops and tests in the classroom three fifth-grade and two second-grade science units that combine both socio-cultural and socio-cognitive perspectives in order to more fully engage both students and teachers in authentic inquiry and tests the units in second- and fifth-grade classrooms.

The Framework for K-12 Science Education has set forth an ambitious vision for science learning by integrating disciplinary science ideas, scientific and engineering practices, and crosscutting concepts, so that students could develop competence to meet the STEM challenges of the 21st century. Achieving this vision requires transformation of assessment practices from relying on multiple-choice items to performance-based knowledge-in-use tasks. However, these performance-based constructed-response items often prohibit timely feedback, which, in turn, has hindered science teachers from using these assessments. Artificial Intelligence (AI) has demonstrated great potential to meet this assessment challenge. To tackle this challenge, experts in assessment, AI, and science education will gather for a two-day conference at University of Georgia to generate knowledge of integrating AI in science assessment.

This project will scale up, implement, and assess the efficacy of interventions in K-12 mathematics education based on the well-established Algebra Project (AP) pedagogical framework, which seeks to improve performance and participation in mathematics of students in distressed school districts, particularly low-income students from underserved populations.

This project is reviewing and analyzing policy documents and studies related to Algebra I learning and teaching, in order to (1) gain a better understanding of algebra education in the United States; and (2) conduct an accounting of research questions that have and have not been taken up by policy documents to date. The results are to be disseminated to both the mathematics education research community and to the education policy community.