Elementary

Experimental Impacts of the Ongoing Assessment Project on Teachers and Students

In this report, we describe the results of a rigorous two-year study of the impacts of a mathematics initiative called Ongoing Assessment Project (OGAP) on teacher and student learning in grades 3-5 in two Philadelphia area school districts. OGAP is a mathematics program which combines teacher formative assessment practices with knowledge of student developmental progressions to build deeper student understanding of mathematics content. OGAP includes teacher professional development, classroom resources, school-based routines for regular practice, and ongoing school-based supports.
Author/Presenter

Jonathan A. Supovitz

Caroline B. Ebby

Janine Remillard

Robert A. Nathenson

Lead Organization(s)
Year
2018
Short Description

In this report, authors describe the results of a rigorous two-year study of the impacts of a mathematics initiative called Ongoing Assessment Project (OGAP) on teacher and student learning in grades 3-5 in two Philadelphia area school districts.

Pathways for Analyzing and Responding to Student Work for Formative Assessment: The Role of Teachers’ Goals for Student Learning

This study explored how teachers interpreted and responded to their own student work during the process of formative assessment. The study involved a purposefully selected sample of 32 teachers in grades K-5 who had been trained by the Ongoing Assessment Project (OGAP) to use learning progressions to analyze and respond to evidence in student work.

Author/Presenter

Caroline Brayer Ebby

Janine Remillard

Jordan H. D'Olier

Lead Organization(s)
Year
2019
Short Description

This study explored how teachers interpreted and responded to their own student work during the process of formative assessment.

Families’ Capacity to Engage in Science Inquiry at Home Through Structured Activities

The role that caregivers can play in their child’s science education is often overlooked within science education research. Few studies have focused on the capacity and abilities of caregivers to guide science activities. The purpose of this study was to describe how families utilize science activity packs at home. Data indicate that the adults encouraged their children to observe, predict, compare and contrast, draw conclusions, and articulate explanations (inquiry behaviors). Families were also observed utilizing provided questions and talk moves (techniques to encourage conversation).

Author/Presenter

Lacey Strickler-Eppard

Charlene M. Czerniak

Joan Kaderavek

Lead Organization(s)
Year
2019
Short Description

The purpose of this study was to describe how families utilize science activity packs at home.

Maximizing the Quality of Learning Opportunities for Every Student

For five decades, JRME has sought to publish high-quality mathematics education research that advances the field’s knowledge and has a positive impact on the teaching and learning of mathematics in the classroom. The journal’s 50th anniversary represents an opportune time for the research community to take a step back, assess what progress has been made on the major problems of the field, and consider the most important problems that could orient research in the future.

Author/Presenter

Jinfa Cai

Anne Morris

Charles Hohensee

Stephen Hwang

Victoria Robison

Michelle Cirillo

Steven L. Kramer

James Hiebert

Arthur Bakker

Lead Organization(s)
Year
2020
Short Description

In this editorial, authors discuss the first of the five overarching problems: defining and measuring learning opportunities precisely enough to study how to maximize the quality of the opportunities experienced by every student.

Resource(s)

Addressing the Problem of Always Starting Over: Identifying, Valuing, and Sharing Professional Knowledge for Teaching

Cai, J., Morris, A., Hohensee, C., Hwang, S., Robison, V., Cirillo, M., Kramer, S. L., Hiebert, J., & Bakker, A. (2020). Addressing the problem of always starting over: Identifying, valuing, and sharing professional knowledge for teaching. Journal for Research in Mathematics Education, 51(2).

Author/Presenter

Jinfa Cai

Anne Morris

Charles Hohensee

Stephen Hwang

Victoria Robison

Michelle Cirillo

Steven L. Kramer

James Hiebert

Arthur Bakker

Lead Organization(s)
Year
2020
Short Description

Authors discuss the possibilities of retaining and sharing professional knowledge as a way of addressing the problem of always starting over.

Analysis of the e-TEN Calibration Data

The present report summarizes the analyses of the calibration data for the electronic Test of Early Numeracy (e-TEN), an adaptive, iPad-based test of early numeracy achievement. A total of 794 children age 3 years to 8 years-11months from two states were tested.Items were designed to map ontoseven theoretical domains: verbal counting, numbering, numerical relations, numeral literacy, single-digit calculation, multi-digit calculation and base-ten place-value.

Author/Presenter

Ying Liu

Elizabeth M. McCarthy

Arthur J. Baroody

Michael D. Eiland

Year
2019
Short Description

The present report summarizes the analyses of the calibration data for the electronic Test of Early Numeracy (e-TEN), an adaptive, iPad-based test of early numeracy achievement.

Urban Ecology Curriculum for English Learners Module 2 : Patterns of Urban Land Use (2nd Edition)

The Urban Ecology Curriculum for English Learners is an interdisciplinary, standards-based, upper elementary/middle school curriculum designed to bolster English language and literacy learning for Long Term English Learners (LTELs)1, or students “at risk” of becoming LTELs by providing access to rigorous, STEM content. The curriculum emphasizes locally-relevant field studies focused on engaging students in scientific study through the “four ways of knowing science”: understanding science, talking science, doing science, and acting on science.

Author/Presenter

The Urban Ecology Curriculum Team

Lead Organization(s)
Year
2017
Short Description

The Urban Ecology Curriculum for English Learners is an interdisciplinary, standards-based, upper elementary/middle school curriculum designed to bolster English language and literacy learning for Long Term English Learners (LTELs)1, or students “at risk” of becoming LTELs by providing access to rigorous, STEM content. Module 2 explores patterns in urban land use.

Urban Ecology Curriculum for English Learners Module 1: Introduction to Urban Ecology (2nd Ed.)

The Urban Ecology Curriculum for English Learners is an interdisciplinary, standards-based, upper elementary/middle school curriculum designed to bolster English language and literacy learning for Long Term English Learners (LTELs)1, or students “at risk” of becoming LTELs, by providing access to rigorous, STEM content. The curriculum emphasizes locally-relevant field studies focused on engaging students in scientific study through the “four ways of knowing science”: understanding science, talking science, doing science, and acting on science.

Author/Presenter

The Urban Ecology Curriculum Team

Lead Organization(s)
Year
2016
Short Description

The Urban Ecology Curriculum for English Learners is an interdisciplinary, standards-based, upper elementary/middle school curriculum designed to bolster English language and literacy learning for Long Term English Learners (LTELs)1, or students “at risk” of becoming LTELs, by providing access to rigorous, STEM content. Module 1 provides foundational knowledge and experiences for students, as well as a through description of urban ecology as a science.

QUEST Project - EL STEM Career Awareness Inventory

This survey is designed to gather information about how interests in Urban Ecology and STEM careers have changed after participating in the Urban Ecology course.

Author/Presenter

Magaly Lavadenz

Lead Organization(s)
Year
2017
Short Description

This survey is designed to gather information about how interests in Urban Ecology and STEM careers have changed after participating in the Urban Ecology course.