Elementary

Creating Inclusive PreK–12 STEM Learning Environments

Brief CoverBroadening participation in PreK–12 STEM provides ALL students with STEM learning experiences that can prepare them for civic life and the workforce.

Author/Presenter: 
Malcom Butler
Cory Buxton
Odis Johnson Jr.
Leanne Ketterlin-Geller
Catherine McCulloch
Natalie Nielsen
Arthur Powell
Year: 
2018
Short Description: 

This brief offers insights from National Science Foundation-supported research for education leaders and policymakers who are broadening participation in science, technology, engineering, and/or mathematics (STEM). Many of these insights confirm knowledge that has been reported in research literature; however, some offer a different perspective on familiar challenges.

The Role of Balance Scales in Supporting Productive Thinking about Equations Among Diverse Learners

This research focuses on ways in which balance scales mediate students’ relational understandings of the equal sign. Participants included 21 Kindergarten–Grade 2 students who took part in an early algebra classroom intervention focused in part on developing a relational understanding of the equal sign through the use of balance scales. Students participated in pre-, mid- and post-intervention interviews in which they were asked to evaluate true-false equations and solve open number sentences. Students often worked with balance scales while solving these tasks.

Author/Presenter: 
Ana Stephens
Yewon Sung
Susanne Strachota
Ranza Veltri Torres
Karisma Morton
Angela Murphy Gardiner
Maria Blanton
Eric Knuth
Rena Stroud
Year: 
2020
Short Description: 

This research focuses on ways in which balance scales mediate students’ relational understandings of the equal sign.

Efficacy of a First-Grade Mathematics Intervention on Measurement and Data Analysis

Well-designed mathematics instruction focused on concepts and problem-solving skills associated with measurement and data analysis can build a foundational understanding for more advanced mathematics. This study investigated the efficacy of the Precision Mathematics Level 1 (PM-L1) intervention, a Tier 2 print- and technology-based mathematics intervention designed to increase first-grade students’ conceptual understanding and problem-solving skills around the areas of measurement and data analysis.

Author/Presenter: 
Christian T. Doabler
Ben Clarke
Derek Kosty
Jessica E. Turtura
Allison R. Firestone
Keith Smolkowski
Kathleen Jungjohann
Tasia L. Brafford
Nancy J. Nelson
Marah Sutherland
Hank Fien
Steven A. Maddox
Lead Organization(s): 
Year: 
2019
Short Description: 

This study investigated the efficacy of the Precision Mathematics Level 1 (PM-L1) intervention, a Tier 2 print- and technology-based mathematics intervention designed to increase first-grade students’ conceptual understanding and problem-solving skills around the areas of measurement and data analysis.

Applying the Curriculum Research Framework in the Design and Development of a Technology-Based Tier 2 Mathematics Intervention

Mathematics interventions aimed at accelerating the learning of students with mathematics difficulties (MD) should be developed through a design science approach such as the Curriculum Research Framework (CRF). Precision Mathematics is a National Science Foundation-funded DRK–12 Design and Development project focused on building mathematical proficiency with the critical concepts and problem-solving skills of early measurement and data analysis among first- and second-grade students with MD.

Author/Presenter: 
Christian T. Doabler
Ben Clarke
Allison R. Firestone
Jessica E. Turtura
Kathy J. Jungjohann
Tasia L. Brafford
Marah Sutherland
Nancy J. Nelson
Hank Fien
Lead Organization(s): 
Year: 
2019
Short Description: 

The production of the first-grade Precision Mathematics intervention was grounded in the Curriculum Research Framework (CRF), which involves a series of iterative cycles of development, implementation field-testing, analysis, and revision. Results from initial implementation studies suggest that teachers and students can feasibly implement the first-grade Precision Mathematics intervention in authentic education settings. Challenges faced in developing technology-based mathematics interventions are discussed.

The Price of Nice: How Good Intentions Maintain Educational Inequity

Being nice is difficult to critique. Niceness is almost always portrayed and felt as a positive quality. In schools, nice teachers are popular among students, parents, and administrators. And yet Niceness, as a distinct set of practices and discourses, is not actually good for individuals, institutions, or communities because of the way it maintains and reinforces educational inequity.

Author/Presenter: 
Angelina E. Castagno, Editor
Lead Organization(s): 
Year: 
2019
Short Description: 

In The Price of Nice, an interdisciplinary group of scholars explores Niceness in educational spaces from elementary schools through higher education to highlight how this seemingly benign quality reinforces structural inequalities.

The Anthropology of Educational Policy: Ethnographic Inquiries into Policy as Sociocultural Practice

Author/Presenter: 
Angelina E. Castagno
Teresa McCarty
Lead Organization(s): 
Year: 
2018
Short Description: 

This book provides a single "go to" source on the disciplinary history, theoretical framework, methodology, and empirical applications of the anthropology of education policy across a range of education topics, policy debates, and settings.

“You are Never too Little to Understand Your Culture”: Strengthening Early Childhood Teachers through the Diné Institute for Navajo Nation Educators

There is international and widespread recognition that early childhood education must be fully inclusive and based on the language, culture, and epistemology of local Indigenous communities (Kitson, 2010). Early childhood education (ECE) programs can only deliver on the promises ofculturally responsive schooling (Castagno & Brayboy, 2008; McCarty & Lee, 2014) when “staff members understand cultural expectations, relationships, and the subtleties of communication, including non-verbalcommunication” within the community (Kitson & Bowes, 2010, p.86).

Author/Presenter: 
Angelina E. Castagno
Tiffany Tracy
Desiree Denny
Breanna Davis
Hosava Kretzmann
Lead Organization(s): 
Year: 
2020
Short Description: 

This article describes one effort to strengthen early childhood teaching in schools on the Navajo Nation that centers the work of two teachers within a program attempting to support teachers in the development of academically rigorous, culturally responsive curriculum across the Navajo Nation.

Developing a Problem-Solving Measure for Grade 4

Problem solving is central to mathematics learning (NCTM, 2014). Assessments are needed that appropriately measure students’ problem-solving performance. More importantly, assessments must be grounded in robust validity evidence that justifies their interpretations and outcomes (AERAet al., 2014). Thus, measures that are grounded in validity evidence are warranted for use by practitioners and scholars. The purpose of this presentation is to convey validity evidence for a new measure titled Problem-Solving Measure for grade four (PSM4).

Author/Presenter: 
Jonathan Bostic
Gabriel Matney
Toni A. Sondergeld
Gregory E. Stone
Year: 
2019
Short Description: 

The purpose of this presentation is to convey validity evidence for a new measure titled Problem-Solving Measure for grade four (PSM4), an assessment within the previously published PSM series designed for elementary and middle grades students.

Does Early Algebra Matter? The Effectiveness of an Early Algebra Intervention in Grades 3 to 5

A cluster randomized trial design was used to examine the effectiveness of a Grades 3 to 5 early algebra intervention with a diverse student population. Forty-six schools in three school districts participated. Students in treatment schools were taught the intervention by classroom teachers during regular mathematics instruction. Students in control schools received only regular mathematics instruction.

Author/Presenter: 
Maria Blanton
Rena Stroud
Ana Stephens
Angela Murphy Gardiner
Despina A. Stylianou
Eric Knuth
Isil Isler-Baykal
Susanne Strachota
Lead Organization(s): 
Year: 
2019
Short Description: 

A cluster randomized trial design was used to examine the effectiveness of a Grades 3 to 5 early algebra intervention with a diverse student population.

The Joys of Teaching Ecology in K–12 and Informal Settings

Esposito, R. M. M, Harris, C., Berkowitz, A. R., & Pregnal, M. (2019). The joys of teaching ecology in K-12 and informal settings. Frontiers in Ecology and the Environment, 17(9), 538-539. https://doi.org/10.1002/fee.2122

Author/Presenter: 
Rhea M  M Esposito
Cornelia Harris
Alan R Berkowitz
Maribel Pregnall
Year: 
2019
Short Description: 

This article describes opportunities for primary and secondary ecology education in formal and informal settings.

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