Pre-K

STEM Smart Brief: Improving STEM Curriculum and Instruction: Engaging Students and Raising Standards

Author/Presenter: 
CADRE
Year: 
2012
Short Description: 

“For effective K–12 STEM instruction to become the norm, schools and districts must be transformed.” Read this brief to learn more about curriculum and instructional methods that engage students in the learning process.

Resource Type: 
Publication

STEM Smart Brief: Preparing and Supporting STEM Educators

Author/Presenter: 
CADRE
Year: 
2012
Short Description: 

“Recent research emphasizes that teacher quality alone cannot improve student achievement at scale. School leadership, staff collaboration, and a positive climate are among essential organizational elements that contribute to meaningful change.” Read this brief to learn more about suggested methods for properly supporting STEM educators.

Resource Type: 
Publication

Descriptive Overview of the DR K-12 Portfolio: Projects funded 2007-2012

The Discovery Research K-12 (DR K-12) program, funded by the National Science Foundation’s (NSF) Division of Research on Learning in Formal and Informal Settings (DRL), supports research and development in science, technology, engineering, and mathematics (STEM) education. Specifically, the program seeks to enhance the learning and teaching of STEM by funding “research projects that study the development, testing, deployment, effectiveness, and/or scale-up of innovative resources, models and tools.”

Author/Presenter: 
Alina Martinez
Brian Freeman
Daphne Minner
Laurie Bozzi
Caroline Callahan
Lead Organization(s): 
Year: 
2013
Short Description: 

This report, the fifth and final portfolio overview to be prepared by CADRE, describes important characteristics of the first six cohorts of DR K-12 projects that received their initial funding from 2007 to 2012. It characterizes the development and research in STEM education—on resources, models, and technologies—funded by the DR K-12 program.

Powering Up for the Head Start on Science Program: Using Power Analysis to Plan the Sample Size Required for a Multi-Site Cluster Randomized Trial

This intermediate session demonstrated how we conducted an a priori power analysis for a longitudinal,multisite cluster randomized trial of an early childhood science education program, then later revised it to accommodate budget changes suggested by the funder without compromising the viability of the study. We covered how the research questions, design, and analysis plan informed the power analysis approach; the software we used; and what the input parameters required actually represent.

Author/Presenter: 
Steven J. Pierce
Laurie A. Van Egeren
David Reyes-Gastelum
Lead Organization(s): 
Year: 
2012
Short Description: 

This intermediate session demonstrated how we conducted an a priori power analysis for a longitudinal,multisite cluster randomized trial of an early childhood science education program, then later revised it to accommodate budget changes suggested by the funder without compromising the viability of the study.

The Inquiry Project: Seeing Weight, Grasping Density (Doubler, Carraher, Asbell-Clarke)

⁃What does it look like to begin reasoning early about density before definitions and formulas?

⁃What sorts of classroom activities and teaching approaches might support this?

Author/Presenter: 
Susan Doubler
David Carraher
Jodi Asbell-Clarke
Year: 
2009

SGER: Assessing the Educational, Career and Social Impacts of the XO Laptop Program in Birmingham, AL City Schools (Cotten)

Author/Presenter: 
Shelia Cotten
Year: 
2009
Short Description: 

The goal of this study is to assess the educational, career, and social impacts of disseminating an innovative technology, the XO laptop computer, to minority 4th and 5th grade students in Birmingham City Schools (BCS) in Alabama. This is the largest XO dissemination in the U.S. and the first XO dissemination project to distribute XO laptops to all 1st – 5th grade students in a U.S. school district.

Evaluation of a Learning Trajectory for Length in the Early Years

Author/Presenter: 
Clements, D.
Sarama, J.
Barrett, J.
Van Dine, D.
McDonel, J.
Year: 
2011
Short Description: 

Measurement is a critical component of mathematics education, but research on the learning and teaching of measurement is limited, especially compared to topics such as number and operations. To contribute to the establishment of a research base for instruction in measurement, we evaluated and refined a previously developed learning trajectory in early length measurement, focusing on the developmental progressions that provide cognitive accounts of the development of children’s strategic and conceptual knowledge of measure. Findings generally supported the developmental progression, in that children reliably moved through the levels of thinking in that progression. For example, they passed through a level in which they measured length by placing multiple units or attempting to iterate a unit, sometimes leaving gaps between units. However, findings also suggested several refinements to the developmental progression, including the nature and placement of indirect length comparison in the developmental progression and the role of vocabulary, which was an important facilitator of learning for some, but not all, children.

Pages

Subscribe to Pre-K