Edith Gummer

People

Professional Title: 
Program Manager
Organization/Institution: 
Rutgers University (RU)
09/01/2012

This project develops an instrument to measure the content knowledge that teachers need to teach about energy in high school classroom instruction that focuses on mechanical energy. The project uses a framework that includes tasks based on instructional practices in the classroom that can identify the extent to which the teacher understands both the disciplinary knowledge and the appropriate teaching processes that support student learning.

FACET Innovations, LLC.
09/01/2012

This project develops an instrument to measure the content knowledge that teachers need to teach about energy in high school classroom instruction that focuses on mechanical energy. The project uses a framework that includes tasks based on instructional practices in the classroom that can identify the extent to which the teacher understands both the disciplinary knowledge and the appropriate teaching processes that support student learning.

Seattle Pacific University (SPU)
09/01/2012

This project develops an instrument to measure the content knowledge that teachers need to teach about energy in high school classroom instruction that focuses on mechanical energy. The project uses a framework that includes tasks based on instructional practices in the classroom that can identify the extent to which the teacher understands both the disciplinary knowledge and the appropriate teaching processes that support student learning.

University of Maine (UMaine)
09/01/2012

This project develops an instrument to measure the content knowledge that teachers need to teach about energy in high school classroom instruction that focuses on mechanical energy. The project uses a framework that includes tasks based on instructional practices in the classroom that can identify the extent to which the teacher understands both the disciplinary knowledge and the appropriate teaching processes that support student learning.

University of Georgia Research Foundation, Inc. (UGARF)
07/30/2012

This research study expands on the characteristics of mathematical discourse and examines and specifies relationships between descriptive elements across multiple content foci in mathematics. The micro-genetic study is based on examination of video data from multiple routine classroom settings with teachers who demonstrate varying levels of discourse across three curricular topics in mathematics. The resulting framework and redesigned teacher education courses will provide models on which other teacher education programs might build.

University of Virginia (UVA)
07/01/2013

The development of six curricular projects that integrate mathematics based on the Common Core Mathematics Standards with science concepts from the Next Generation Science Standards combined with an engineering design pedagogy is the focus of this CAREER project.

Auburn University
07/15/2012

The project at Spelman College includes activities that develop computational thinking and encourage middle school, African-American girls to consider careers in computer science. Over a three-year period, the girls attend summer camp sessions of two weeks where they learn to design interactive games. Experts in Computational Algorithmic Thinking as well as undergraduate, computer science majors at Spelman College guide the middle-school students in their design of games and exploration of related STEM careers.

Florida State University (FSU)
12/15/2012

This CAREER proposal has four objectives: 1) examine the nature of mathematics teachers' learning opportunities for instructional improvement, 2) examine how work contexts influence the quality of teacher learning opportunities, 3) examine the impact of teacher learning opportunities on changes in student mathematics achievement over four years, and 4) work with district and school administrators to promote instructional improvement and student achievement by effectively providing learning opportunities to mathematics teachers.

North Carolina State University (NCSU)
08/01/2011

This project will build and validate learning trajectories (LTs) in mathematics for fraction, ratio, and for decimal and percent to represent learning by grades 3-7 students. A system will be developed to automate data collection for field testing assessment items to determine students' attainment of proficiency levels. Three LTs will be produced and validated along with over 125 assessment items for each of these three trajectories. These assessment items will be useful for diagnosing student learning.

University of Denver (DU)
09/01/2012

This curriculum project is using empirically-tested mathematics and science programs and research-based approaches to develop a six module interdisciplinary curriculum for pre-K students. Mathematics and science content is included with literacy/language and social-emotional development. The curriculum is being designed to counter the frequent situation of devoting most pre-school instructional time to literacy by having activities that join literacy with mathematics and science.

Teachers Development Group
09/15/2012

This project is working with all teachers in grades three through five in the Portland, OR Public Schools in order to test the feasibility and efficacy of the Mathematics Studio Model of professional development. The model requires professional development to occur at the school level involving both teachers and principals. The goal of the project is to improve students' engagement and learning in mathematics by fostering effective instruction.

University of Washington (UW), George Washington University (GW)
09/15/2012

This study examines the impact of the newly revised Advanced Placement (AP) Biology and Chemistry courses on students' understanding of and ability to utilize scientific inquiry, on students' confidence in engaging in college-level material, and on students’ enrollment and persistence in college STEM majors. The project provides estimates of the impact of students' AP-course taking on their progress into postsecondary educational experiences and their intent to continue to prepare to be future engineers and scientists.

Harvard Graduate School of Education (HGSE)
12/01/2012

In this project, researchers are working with 4th and 5th grade teachers to improve their mathematics instruction by experimenting with different ways to implement the MQI model of professional development. The professional development experiences are intentionally aligned with the Mathematical Quality of Instruction (MQI) observation instrument. This research can inform models of professional development by providing more information about various ways that the same model of professional development can be implemented.

Museum of Science, Boston
09/15/2012

This project is developing evidence about the efficacy of the Engineering is Elementary curriculum under ideal conditions by studying the student and teacher-level effects of implementation. The project seeks to determine the core elements of the curriculum that support successful use. The findings from this study have broad implications for how engineering design curricular can be developed and implemented at the elementary level.

Michigan State University (MSU)
09/15/2013

This study investigates the sustainability of the College Ambition Program (CAP) that has demonstrated promise in increasing the number of students who attend postsecondary colleges or universities. The CAP is a whole school high school intervention that promotes a college-going culture in which all students are provided resources that encourage postsecondary attendance with a special emphasis on STEM.

Concord Consortium
10/01/2012

This project examines the design principles by which computer-based science learning experiences for students designed for classroom use can be integrated into virtual worlds that leverage students' learning of science in an informal and collaborative online environment. GeniVille is the integration of Geniverse, a education based game that develops middle school students' understanding of genetics with Whyville, an educational virtual word in which students can engage in a wide variety of science activities and games.

University of Massachusetts Amherst (UMass Amherst)
09/15/2012

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.

Digital Promise
09/01/2013

This is a quasi-experimental study of the effects of attending an inclusive STEM high school in three key geographic regions and comparing outcomes for students in these schools with those of their counterparts attending other types of schools in the same states. The study's focus is on the extent to which inclusive STEM high schools contribute to improved academic outcomes, interests in STEM careers, and expectations for post secondary study.

Consortium For Mathematics and Its Applications, Inc. (COMAP)
05/01/2012

Developers and researchers from the Consortium for Mathematics and Its Applications (COMAP) and Teachers College are developing a Mathematical Modeling Handbook to assist high school mathematics teachers in integrating modeling into their curricula. The development team is also investigating how the lessons are used and working with the National Council of Teachers of Mathematics, the National Council of Supervisors of Mathematics, and the Association of State Supervisors to ensure a broad dissemination.

Harvard University
09/01/2013

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).

Purdue University
10/01/2012

This exploratory project examines how teachers of second grade students scaffold the development of student conceptual models and their understanding of the nature of scientific models and modeling processes in physical science conceptual areas associated with the particulate nature of matter. This foundational research provides descriptive exemplars that can be shared in both the research literature and in practitioner publications as examples of what cognitively rich pedagogy can achieve.

California State University, Chico
09/01/2010

This project is initiating an innovative approach to pre-K students' development of quantitative reasoning through measurement. This quantitative approach builds on measurement concepts and algebraic design of the pre-numeric stage of instruction found in the Elkonin-Davydov (E-D) elementary mathematics curriculum from Russia. The project team is adapting and refocusing the conceptual framework and learning tasks of the E-D pre-numeric stage for use with four-year-olds.

University of Massachusetts, Boston (UMass Boston)
09/15/2012

This proposal leverages the re-design of the Advanced Placement (AP) curricula currently under way to study the impact of teacher professional development on student achievement in a natural experiment at scale. In addition to supporting the improvement of professional development of AP teachers by the College Board, the findings contribute to a better understanding of the relationship between professional development and student achievement more generally.

Temple University
09/01/2012

This collaborative project is developing an online, professional teaching community that addresses issues of assessment in mathematics classes. The developers are building on the success of the NSF-supported Math Forum's Problem of the Week program to create a community that works to increase students' mathematics learning by helping teachers stimulate student thinking, assess that thinking, and provide useful feedback to students.

Drexel University
09/01/2012

This collaborative project is developing an online, professional teaching community that addresses issues of assessment in mathematics classes. The developers are building on the success of the NSF-supported Math Forum's Problem of the Week program to create a community that works to increase students' mathematics learning by helping teachers stimulate student thinking, assess that thinking, and provide useful feedback to students.

BSCS
09/15/2013

This project tests the efficacy of an intensive, three year professional development program, the BSCS National Academy for Curriculum Leadership (NACL) on student science achievement in the state of Washington. The goal of the NACL is to develop the capacity of district-based secondary science leadership teams to sustain the implementation of research-based science instructional materials that promote improvement in teaching and learning.

National Academy of Sciences (NAS)
05/15/2012

This project provides support for the U.S. National Commission on Mathematics Instruction, a primary means for ensuring U.S. participation in mathematics education at the international level. The project will facilitate interaction with mathematicians and mathematics educators from around the world as issues about instructional practices are addressed. The participation of representatives of USNC/MI on the international stage opens venues for collaborative research and opportunities to learn about successful practices from other countries.

University of Pennsylvania (Penn)
10/01/2012

This project supports the development of technological fluency and understanding of STEM concepts through the implementation of design collaboratives that use eCrafting Collabs as the medium within which to work with middle and high school students, parents and the community. The examine how youth at ages 10-16 and families in schools, clubs, museums and community groups learn together how to create e-textile artifacts that incorporate embedded computers, sensors and actuators.

University of Denver (DU)
09/01/2012

This project will develop a new assessment for children ages 3-7 to provide teachers with diagnostic information on a child's development of mathematics facility on ten domains such as counting, sequencing, adding/subtracting, and measurement. The Comprehensive Research-based Mathematics Ability (CREMAT) is being developed using innovative psychometric models to reveal information about children on specific attributes for each of the 10 domains.