James Dietz

University of Connecticut (UConn)

This project covers participants' costs to attend a national conference series focusing upon supporting incipient science education research projects. A primary objective is to provide a venue in which researchers can describe their lines of inquiry and to then receive guidance and input about refining those ambitions. The other primary objective is to promote an innovative conference design in which a structured presentation format serves as an incubator for scholarly work.

Rutgers University (RU)

This project is developing an 8th-grade assessment for proportional reasoning from a cognitive diagnosis model (CDM) framework. CDMs are psychometric models developed specifically for diagnosing the presence or absence of fine-grained skills or processes required in solving problems on a test. Assessments based on CDMs can provide information deemed more diagnostic and descriptive, and therefore, more relevant in applied instructional settings.

TERC, Inc.

This project  will develop a video recording and analysis system called VideoReView (VRV) that allows grade four science teachers to record, tag, and analyze video in their classroom in real time. The investigators will then study and enhance the system in the context of professional learning communities of teachers. 

University of Illinois at Chicago (UIC)

This project’s overarching goal is to evaluate the assessment components embedded within two NSF-supported mathematics curricula: Everyday Mathematics and Math Trailblazers. The investigators will apply a comprehensive validity perspective that integrates a variety of empirical evidence regarding the cognitive, psychometric, and instructional affordances of multiple assessments embedded in these curricula as part of their overall instructional design.

Harvard University

The investigators propose to characterize the multitude of approaches currently employed in the professional development of K-12 teachers of science, and to measure the effectiveness of such approaches in increasing teacher knowledge in the sciences. The project will result in a website, conference presentations, and scholarly and professional publications.

University of Alabama (UA)

This project focuses on critical needs in the preparation and long-term development of pre-service, undergraduate, K-6 teachers of science. The project investigates the impact on these students of undergraduate, standards-based, reform entry level science courses developed by faculty based on their participation in the NASA Opportunities for Visionary Academics processional development program to identify: short-term impacts on undergraduate students and long-term effects on graduated teachers; characteristics of reform courses and characteristics of effective development efforts.