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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.

Characterizing Science Classroom Discourse Across Scales

Sandoval, W. A., Kawasaki, J., & Clark, H. F. (2020). Characterizing science classroom discourse across scales. Research in Science Education.

Author/Presenter: 
William A. Sandoval
Jarod Kawasaki
Heather F. Clark
Year: 
2020
Short Description: 

This Research in Science Education article focuses on characterizing classroom discourse in science.

Resource Type: 
Publication

Engaging Students with Non-routine Geometry Proof Tasks

Students who earned high marks during the proof semester of a geometry course were interviewed to understand what high-achieving students actually took away from the treatment of proof in geometry. The findings suggest that students had turned proving into a rote task, whereby they expected to mark a diagram and prove two triangles congruent.

Author/Presenter: 
Michelle Cirillo
Lead Organization(s): 
Year: 
2018
Short Description: 

Students who earned high marks during the proof semester of a geometry course were interviewed to understand what high-achieving students actually took away from the treatment of proof in geometry. The findings suggest that students had turned proving into a rote task, whereby they expected to mark a diagram and prove two triangles congruent.

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.

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.

Supporting Students' Pathways through the Cycle of Inquiry and Justification

The Cycle of Inquiry and Justification was delineated as an essential concept for High School Mathematics (NCTM, 2018). After spending three years observing this cycle in classrooms, we identified the transition from conjecturing to proving as a key site for conceptual obstacles. These obstacles and strategies for overcoming them are explored. This presentation was part of the NCTM 100 Days of Professional Learning.
 
Author/Presenter: 
Michelle Cirillo
Jenifer Hummer
Lead Organization(s): 
Year: 
2020
Short Description: 

This NCTM 100 Days of Professional Learning webinar explores the cycle of inquiry and justification, conceptual obstacles, and strategies for overcoming these obstacles.

Investigating Immigration to the U.S.: Module Overview and Sample Lessons

The Investigating Immigration to the U.S. module focuses on describing, comparing, and making sense of categorical variables. Students investigate questions such as: Are there more immigrants in the U.S. today than in previous years? Where have immigrants to the U.S. come from, now and in the past? Are immigrants as likely as the U.S. born to be participating in the labor force, after adjusting for education?

Author/Presenter: 
SDLC Project Team
Year: 
2020
Short Description: 

This sample document contains 1) an overview of the module lessons and learning objectives and 2) the team data investigation for the module Investigating Immigration to the U.S.

Investigating Income Inequality in the U.S.: Module Overview and Sample Lessons

The Investigating Income Inequality in the U.S. module focuses on describing, comparing, and making sense of quantitative variables. Students deepen their understanding of this content by investigating questions such as: How have incomes for higher- and lower-income individuals in the U.S. changed over time? How much income inequality exists between males and females in the U.S.? Does education explain the wage gap between males and females?

Author/Presenter: 
SDLC Project Team
Year: 
2019
Short Description: 

This sample document contains 1) an overview of the module lessons and learning objectives, 2) the teacher guide for Lesson 6, titled How much income inequality exists between males and females in the U.S.?, and 3) the team data investigation for the module Investigating Income Inequality in the U.S.

Webinar Resources: Analyzing Teacher Learning in a Community of Practice Centered on Video Cases of Mathematics Teaching

In this webinar, presenters 

Author/Presenter: 
Joseph DiNapoli
Eileen Murray
Doug O'Roark
John Russell
Year: 
2020
Short Description: 

In this webinar, presenters Joseph DiNapoliEileen MurrayDoug O'Roark, and John Russell, shared the evolution of an analytic method that aims to reveal how secondary mathematics teachers build knowledge while collectively analyzing and discussing video of mathematics teaching, and engaged webinar participants with that analytic method to gather feedback on the approach developed through the DRK-12 projects, Building a Teacher Knowledge Base for the Implementation of High-Quality Instructional Resources through the Collaborative Investigation of Video Cases

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