Cadre-Admin

This project aims to meet this need by developing PreK-5, equity-oriented, field-based, interdisciplinary curricular materials that support students' socioecological reasoning and sustainable decision making. The science learning experiences will be integrated across disciplines from literacy to civic and social studies lessons. The curricular materials will be part of a science education model that facilitates family engagement in ways that transform relations between educators, families, and students' science learning. The curricular activities will be co-designed with teachers while using local nature and culture as a resource.

This project aims to meet this need by developing PreK-5, equity-oriented, field-based, interdisciplinary curricular materials that support students' socioecological reasoning and sustainable decision making. The science learning experiences will be integrated across disciplines from literacy to civic and social studies lessons. The curricular materials will be part of a science education model that facilitates family engagement in ways that transform relations between educators, families, and students' science learning. The curricular activities will be co-designed with teachers while using local nature and culture as a resource.

This project aims to meet this need by developing PreK-5, equity-oriented, field-based, interdisciplinary curricular materials that support students' socioecological reasoning and sustainable decision making. The science learning experiences will be integrated across disciplines from literacy to civic and social studies lessons. The curricular materials will be part of a science education model that facilitates family engagement in ways that transform relations between educators, families, and students' science learning. The curricular activities will be co-designed with teachers while using local nature and culture as a resource.

This project aims to meet this need by developing PreK-5, equity-oriented, field-based, interdisciplinary curricular materials that support students' socioecological reasoning and sustainable decision making. The science learning experiences will be integrated across disciplines from literacy to civic and social studies lessons. The curricular materials will be part of a science education model that facilitates family engagement in ways that transform relations between educators, families, and students' science learning. The curricular activities will be co-designed with teachers while using local nature and culture as a resource.

This project will develop and study two sets of instructional materials for K-2 teacher professional development in mathematics and science that are aligned with the CCSS and NGSS. Teachers will be able to review the materials online, watch video of exemplary teaching practice, and then upload their own examples and students' work to be critiqued by other teachers enrolled in professional learning communities as well as expert coaches.

In this project, researchers will collaborate to enhance understanding of influences on learning, and improve teaching and learning in high school and middle school STEM classes. They will leverage the latest tools for data processing and many different streams of data that can be collected in technology-rich classrooms to (1) identify classroom factors that affect learning and (2) explore how to use that data to automatically track development of students' understanding and capabilities over time.

This project is developing teaching modules that engage high school students in learning and using mathematics. Using geo-spatial technologies, students explore their city with the purpose of collecting data they bring back to the formal classroom and use as part of their mathematics lessons. This place-based orientation helps students connect their everyday and school mathematical thinking. Researchers are investigating the impact of place-based learning on students' attitudes, beliefs, and self-concepts about mathematics in urban schools.

Understanding probability is essential for daily life. Probabilistic reasoning is critical in decision making not only for people but also for artificial intelligence (AI). AI sets a modern context to connect probability concepts to real-life situations. It also provides unique opportunities for reciprocal learning that can advance student understanding of both AI systems and probabilistic reasoning. This project aims to improve the current practice of high school probability education and to design AI problem-solving to connect probability and AI concepts. Set in a game-based environment, students learn and practice applying probability theory while exploring the world of probability-based AI algorithms to solve problems that are meaningful and relevant to them.

Understanding probability is essential for daily life. Probabilistic reasoning is critical in decision making not only for people but also for artificial intelligence (AI). AI sets a modern context to connect probability concepts to real-life situations. It also provides unique opportunities for reciprocal learning that can advance student understanding of both AI systems and probabilistic reasoning. This project aims to improve the current practice of high school probability education and to design AI problem-solving to connect probability and AI concepts. Set in a game-based environment, students learn and practice applying probability theory while exploring the world of probability-based AI algorithms to solve problems that are meaningful and relevant to them.

Understanding probability is essential for daily life. Probabilistic reasoning is critical in decision making not only for people but also for artificial intelligence (AI). AI sets a modern context to connect probability concepts to real-life situations. It also provides unique opportunities for reciprocal learning that can advance student understanding of both AI systems and probabilistic reasoning. This project aims to improve the current practice of high school probability education and to design AI problem-solving to connect probability and AI concepts. Set in a game-based environment, students learn and practice applying probability theory while exploring the world of probability-based AI algorithms to solve problems that are meaningful and relevant to them.

Understanding probability is essential for daily life. Probabilistic reasoning is critical in decision making not only for people but also for artificial intelligence (AI). AI sets a modern context to connect probability concepts to real-life situations. It also provides unique opportunities for reciprocal learning that can advance student understanding of both AI systems and probabilistic reasoning. This project aims to improve the current practice of high school probability education and to design AI problem-solving to connect probability and AI concepts. Set in a game-based environment, students learn and practice applying probability theory while exploring the world of probability-based AI algorithms to solve problems that are meaningful and relevant to them.

The project has had three major areas of focus:  (1) Offering professional development to help elementary and 6th grade teachers become more responsive teachers, attending and responding to their students' ideas and reasoning; (2)  Developing web-based resources (both curriculum and case studies) to promote responsive teaching in science; and (3) research how both teachers and students progress in their ability to engage in science inquiry. 

Through this project, researchers will develop internet-based assessments designed to capture learning outcomes that (a) measure the higher order cognitive skills that are essential to current reform efforts, and (b) that report results in ways that are readily accessible and interpretable.

This project hypothesizes that learners must have access to the real work of scientists if they are to learn both about the nature of science and to do inquiry themselves. It explores the question "How can informal science education institutions best design resources to support teachers, school administrators, and families in the teaching and learning of students to conduct scientific investigations and better understand the nature of science?"

This project will investigate the role of collaborative design in supporting teachers' professional growth around productive epistemic discourse in high school science classrooms. The project will examine an activity that is often used for the generation of curricular materials, collaborative design, and explore its promise in fostering biology teachers' professional growth as part of a larger professional development experience focused on epistemic practice.

This project produced and is testing a website with tools to help teachers identify when students’ science learning may be limited by how they construe the underlying causal structure of the concepts. It demonstrates students’ difficulties and a pedagogical approach to help them recast their explanations to align them with the causal structure in the scientifically accepted explanations. The site focuses on middle school with in-depth examples in density and ecosystems.

The COVID-19 pandemic has significantly disrupted the ability of teacher education programs to place their teacher candidates in typical K-12 teaching settings as a part of learning to teach. This project examines how simulated classroom field experiences for preservice teachers can be implemented in online and emergency remote teacher education courses.

The purpose of this project is to test the efficacy of the Learning and Teaching with Learning Trajectories (LT2) program with the goal of improving mathematics teaching and thereby increasing young students' math learning. LT2 is a professional development tool and a curriculum resource intended for teachers to be used to support early math instruction and includes the mathematical learning goal, the developmental progression, and relevant instructional activities.

This project will use classroom-based research to teach children about important algebraic concepts and to carefully explore how children come to understand these concepts. The primary goal is to identify levels of sophistication in children's thinking as it develops through instruction. Understanding how children's thinking develops will provide a critical foundation for designing curricula, developing content standards, and informing educational policies.

This project is studying measurement practices from pre-K to Grade 8, as a coordination of the STEM disciplines of mathematics and science. This research project tests, revises and extends learning trajectories for children's knowledge of geometric measurement across a ten-year span of human development. The goal will be to validate all components of each learning trajectory, goal, developmental progression, and instruction tasks, as well as revising each LT to reflect the outcomes of the experiments.