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Researchers from Georgia Tech have developed a three-year middle school Engineering and Technology course sequence that introduces students to advanced manufacturing tools such as computer aided design (CAD) and 3D printing, incorporates engineering concepts such as pneumatics, robotics and aeronautics, increases student awareness of career paths, and addresses the concerns of technical employers wanting workers with problem solving, teamwork, and communication skills. This impact study project will investigate the effectiveness of STEM-Innovation and Design (STEM-ID) curricula and determine whether STEM-ID courses are equally effective across different demographic groups and school environments under normal implementation conditions and whether the courses have the potential to positively impact a vast number of students around the country, particularly students who have struggled to stay engaged with their STEM education.

This project is designing and implementing a professional development model that uses data from the Surveys of Enacted Curriculum (SEC) to improve mathematics instruction at the high school level.

Through this project, the North Carolina State University Data Science Academy will identify the key success components of a model for the recruitment and mentoring of a diverse cohort of postdoctoral fellows who will enter their professions with expertise in data science education research. This model is intended to train and support scholars who have differing levels of experience and strengths in STEM, STEM education, education research, or data science.

Through this project, the North Carolina State University Data Science Academy will identify the key success components of a model for the recruitment and mentoring of a diverse cohort of postdoctoral fellows who will enter their professions with expertise in data science education research. This model is intended to train and support scholars who have differing levels of experience and strengths in STEM, STEM education, education research, or data science.

This research synthesis systematically reviews and meta-analyzes the evidence on relationships between teacher support, student engagement, and mathematics achievement in the instructional–relational model framework. The researchers rigorously examine the consistency and variability of the relationships between the domains and constructs across studies.

This research synthesis systematically reviews and meta-analyzes the evidence on relationships between teacher support, student engagement, and mathematics achievement in the instructional–relational model framework. The researchers rigorously examine the consistency and variability of the relationships between the domains and constructs across studies.

The goal of this project is to formalize subjective ideas about the important concept of replication, provide statistical analyses for evaluating replication studies, provide properties for evaluating the conclusiveness of replication studies, and provide principles for designing conclusive and efficient programs of replication studies.

In this project, we examine middle-school students’ understandings of coordinate systems and frames of reference prior to examining their graph construction and interpretation. This focus allows us to design instructional materials that can support students’ graphing understandings in ways that avoid or mitigate how persistent challenges in students’ graphing understandings identified in the research literature.

In this project, we examine middle-school students’ understandings of coordinate systems and frames of reference prior to examining their graph construction and interpretation. This focus allows us to design instructional materials that can support students’ graphing understandings in ways that avoid or mitigate how persistent challenges in students’ graphing understandings identified in the research literature.

In this project, we examine middle-school students’ understandings of coordinate systems and frames of reference prior to examining their graph construction and interpretation. This focus allows us to design instructional materials that can support students’ graphing understandings in ways that avoid or mitigate how persistent challenges in students’ graphing understandings identified in the research literature.

In this project, we examine middle-school students’ understandings of coordinate systems and frames of reference prior to examining their graph construction and interpretation. This focus allows us to design instructional materials that can support students’ graphing understandings in ways that avoid or mitigate how persistent challenges in students’ graphing understandings identified in the research literature.

High school and first-year college mathematics courses sometimes act as gatekeepers, ‘weeding out’ students who struggle with the subject matter and narrowing students’ opportunities for advanced STEM education and employment. Acknowledging opportunity gaps for students of color and those experiencing poverty, this partnership development project brings together Milwaukee Public Schools (MPS), Milwaukee Area Technical College (MATC), and WestEd to establish dual enrollment math courses that function as a lever for equity.

In this project, investigators will convene a group of 15 African American science educators, scientists, and doctoral student scholars and assign them to small work groups to design and conduct multi-site micro-research studies on learning activities that promote science learning and teaching. Work groups will investigate different learning and teaching approaches used in K-12 rural and urban school settings to identify effects on student science learning using quantitative, qualitative, or mixed design studies.

This project is developing and validating an assessment instrument that addresses the life sciences for students and teachers in grades 9 through 12 based on the Misconception Oriented Standards-based Assessment Resource for Teachers (MOSART).

This project builds upon the widely used K-12 Misconception Oriented Standards-based Assessment Resource for Teachers (MOSART). The project is developing 500 new test items that are intended to assess disciplinary core ideas in chemistry and physics aligned to Next Generation Science Standards. The new measures will be used to measure the knowledge acquired in a year of study by 10,000 students and 200 teachers in chemistry and physics.

The project addresses the historic marginalization of women and minoritized racial/ethnic (MRE) groups in physics. The aim of the project is to co-design, test, and disseminate professional learning for high school physics teachers, specifically targeting the implementation of inclusive and equitable practices that support physics identity development and persistence of women and MRE groups.

The project addresses the historic marginalization of women and minoritized racial/ethnic (MRE) groups in physics. The aim of the project is to co-design, test, and disseminate professional learning for high school physics teachers, specifically targeting the implementation of inclusive and equitable practices that support physics identity development and persistence of women and MRE groups.

The project addresses the historic marginalization of women and minoritized racial/ethnic (MRE) groups in physics. The aim of the project is to co-design, test, and disseminate professional learning for high school physics teachers, specifically targeting the implementation of inclusive and equitable practices that support physics identity development and persistence of women and MRE groups.

The project addresses the historic marginalization of women and minoritized racial/ethnic (MRE) groups in physics. The aim of the project is to co-design, test, and disseminate professional learning for high school physics teachers, specifically targeting the implementation of inclusive and equitable practices that support physics identity development and persistence of women and MRE groups.

The project addresses the historic marginalization of women and minoritized racial/ethnic (MRE) groups in physics. The aim of the project is to co-design, test, and disseminate professional learning for high school physics teachers, specifically targeting the implementation of inclusive and equitable practices that support physics identity development and persistence of women and MRE groups.