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This project seeks to identify teaching practices that can be linked to students' early algebra learning in grades three, four and five. The goal of the project is to use assessment data and videos of classroom teaching in order to create a tool that can be used to document effective instructional practices. This observation tool can then be used to support teacher professional development in early algebra and research about how teachers' actions can be linked to students' learning.

This project supports teachers in improving classroom discourse and reasoning by identifying key teaching strategies for building scientific concepts in successful discussions. It links these strategies together with the use of visual displays in classroom instruction with a particular emphasis on simulations. The teacher video-based workbooks that result from this study provide such a resource that is open-source and available to a larger population of teachers than just those in the project.

This project uses learning analytics and educational data mining methods to examine how elementary students learn in an online game designed to teach fractions using the splitting model. The project uses data to examine the following questions: 1) Is splitting an effective way to learn fractions?; 2) How do students learn by splitting?; 3) Are there common pathways students follow as they learn by splitting?; and 4) Are there optimal pathways for diverse learners?

This project explores how teachers can use activities with young children to develop their knowledge of numbers and patterns. Part of the study examines how much guidance teachers should provide to students. The project also explores the design of resources that are the most likely to be used by preschool teachers and that can be easily incorporated into their teaching of young children.

This conference is to develop a strategy for increasing the import of teaching Earth and Space Sciences in schools to make students ready for college and careers. The summit brings together key members of the Earth and Space Sciences (ESS) community to identify and devise ways in which they can work together to help states and school districts implement college and career readiness standards.

This is a four-year project that is producing materials designed to help teachers see how the mathematical practices described in the Common Core State Standards for mathematics can be implemented in mathematics instruction. The goal of the improved instruction is to help students adopt and value these critical mathematical practices.

This workshop addresses the need to connect a range of experts involved in game development and research to develop and disseminate best practices. The workshop will also establish a network hub where educators and developers can find tools for implementing game-based curricula. The project will bring together approximately 100 early contributors, including researchers, teachers, game designers and publishers, to inform the next phases of research, development, and production in the field of games and learning.

This project provides elementary teachers, grades 3-5 with a pedagogical framework and related resources for distinguishing quality science teaching. The study focuses on developing and testing a framework, the Quality Science Teaching Continuum (QSTC), to determine its capacity to serve as a potent formative and collaborative tool with which teachers can reflect on their science teaching practices and recognize student behaviors that are indicators of engagement and science learning.

The primary goal of this set of workshops is to provide STEM education researchers with the framework, skills, and community they need to implement new developments in causal inference methods into their research.

This study seeks to further understanding of the STEM learning environment by 1) examining the extent to which mathematics and science achievement varies across students, teachers, schools, and districts, and 2) examining the extent to which student, teacher, school, and district characteristics that are found in state administrative databases can be used to explain this variation at each level. This work will support advances in research and evaluation methodologies that will enable researchers to design more rigorous and comprehensive evaluations of STEM interventions and improve the accuracy of statistical power calculations.

The overarching goal of this project is to develop innovative instructional resources and professional development to support middle grades teachers in meeting the challenges set by college- and career-ready standards for students' learning of algebra.

This project will provide structured and meaningful scaffolds for teachers in examining two research-based teaching strategies hypothesized to positively impact mathematics achievement in the areas of mathematical modeling and problem solving. The project investigates whether the order in which teachers apply these practices within the teaching of mathematics content has an impact on student learning.

The main goal of this project is to better understand how to build and sustain the capacity of elementary science teachers in grades 3-5 to instruct and formatively assess students in ways that are aligned with contemporary science education frameworks and standards. To achieve this goal, the project will use classroom-based science assessment as a focus around which to build teacher capacity in science instruction and three-dimensional learning in science.

The main goal of this project is to better understand how to build and sustain the capacity of elementary science teachers in grades 3-5 to instruct and formatively assess students in ways that are aligned with contemporary science education frameworks and standards. To achieve this goal, the project will use classroom-based science assessment as a focus around which to build teacher capacity in science instruction and three-dimensional learning in science.

This project explores the mechanisms by which teachers translate what they learn from professional development into their teaching practice. The goal of this project is to study how the knowledge and skills teachers acquire during professional development (PD) translate into more conceptually oriented mathematics teaching and, in turn, into increased student learning.

This project establishes a statewide teacher-researcher alliance of mathematics teachers and teacher leaders in Idaho, who will work with teacher educators at two universities with expertise in professional development and school-based research. The research focuses on two research-based strategies for improving students’ mathematics achievement. The first, Explicit Attention to Concepts, draws students’ attention specifically to the meaning of mathematical ideas while making connections between different ways to represent the content. The second, Students’ Opportunities to Struggle, helps students make sense of graspable new concepts through supported problem solving with peers, highlighting ways to overcome confusion, stimulate personal sense-making, build perseverance, and promote openness to challenge.

This project establishes a statewide teacher-researcher alliance of mathematics teachers and teacher leaders in Idaho, who will work with teacher educators at two universities with expertise in professional development and school-based research. The research focuses on two research-based strategies for improving students’ mathematics achievement. The first, Explicit Attention to Concepts, draws students’ attention specifically to the meaning of mathematical ideas while making connections between different ways to represent the content. The second, Students’ Opportunities to Struggle, helps students make sense of graspable new concepts through supported problem solving with peers, highlighting ways to overcome confusion, stimulate personal sense-making, build perseverance, and promote openness to challenge.

The overarching goal of this RAPID project is to contribute to the national goal of improving students' mathematical proficiency by providing information and guidance to mathematics education practitioners and scholars to support a sharpened focus on formative assessment. The project produces, analyzes, and makes available to the field timely information regarding the views and practices of mathematics teacher educators and professional development specialists regarding formative assessment early in the enactment of ambitious standards in mathematics.

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.

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.