Elementary School

Project Delta: Digital Environments for the Learning and Teaching of Algebra

The purpose of Project Delta is two-fold: (1) to extend an existing library of 17 interacting CD-ROM digital learning environments on numbers and operations by adding an algebra strand, and (2) to evaluate the impact of the new algebra materials on teacher development. Each of the digital environments features classroom sessions that allow for exploration of a mathematics topic, children learning over time, and teachers? instructional techniques.

Lead Organization(s): 
Partner Organization(s): 
Award Number: 
0822034
Funding Period: 
Fri, 08/15/2008 to Sat, 07/31/2010

Connecting Science and Literacy Program: Professional Development Resources for Elementary Teachers

This project is developing multi-media professional development resources that will enhance PreK-8 teachers' understanding of how to employ instructional strategies from the field of literacy in developing students' scientific understanding. Four modules are resources on specific uses of science literacy; four are case studies offering examples of best practices, including video components. The 9th module provides an introduction to the theoretical underpinnings and research studies that support linking science and literacy.

Award Number: 
0353368
Funding Period: 
Thu, 07/01/2004 to Wed, 06/30/2010

Coherent Implementation of Mathematics Instructional Materials: A Study of the Variations and Effects of District Supports for Implementation

This project is a four-year, longitudinal, mixed-methods study of 12 school districts’ implementation of elementary mathematics instructional materials. It investigates the relationships among the district level of coherence of implementation, the school level of support for implementation, the school level of use of materials, and the effects on student outcomes.

Award Number: 
0918109
Funding Period: 
Thu, 10/01/2009 to Mon, 09/30/2013
Project Evaluator: 
Cynthia Char

Supporting Staff Developers in the Implementation of Professional Development Programs to Improve Mathematics Education for Students with Disabilities

This project is (1) conducting a qualitative study on the way facilitators use Math for All (MFA), an NSF-supported set of professional development materials for teachers who teach elementary school students with disabilities; (2) developing resources based on that study for teacher leaders and other facilitators of professional development; and (3) conducting fieldtests of the resources to examine their usefulness and impact.

Award Number: 
0822313
Funding Period: 
Mon, 09/01/2008 to Fri, 08/31/2012
Project Evaluator: 
Teresa Duncan
Full Description: 

 

The Coaching Cycle: An Interactive Online Course for Mathematics Coaches

The Coaching Cycle project is creating an online course for K–8 mathematics instructional coaches. The project targets coaches in rural areas and small schools who do not have access to regular district-wide professional development. It provides training in the skills needed for effective instructional coaching in mathematics by using artifacts collected by practicing coaches to engage course participants in the practice of coaching skills.

Award Number: 
0732495
Funding Period: 
Mon, 10/01/2007 to Fri, 09/30/2011
Project Evaluator: 
Eduation Alliance at Brown University

Materials Research Science and Engineering Center (MRSEC): The Georgia Tech Laboratory for New Electronic Materials

This project addresses the need for new electronic materials and associated processes for applications in microelectronics, optics and sensors. Materials growth methods, electrical, chemical and physical characterization, pattern generation, device fabrication, and theory/modeling are invoked to ensure holistic and interdisciplinary approaches to the development and investigation of novel materials and devices.

Award Number: 
0820382
Funding Period: 
Mon, 09/01/2008 to Sun, 08/31/2014

Mathematics Attainment and African-American Students: Discourse from Multiple Perspectives (Collaborative Research: Stinson)

This project convenes two professional mini-conferences and one professional summit to address issues related to the mathematical education of African American students. Research suggests that there is a negative relationship between African American students and mathematics. This relationship is exacerbated by the underrepresentation of African American students in advanced mathematics classes, even when they are the majority of school populations, and the overrepresentation of African American students in lower-track mathematics courses and special education.

Lead Organization(s): 
Partner Organization(s): 
Award Number: 
0910672
Funding Period: 
Thu, 10/01/2009 to Sun, 09/30/2012

Antarctic Penguins, Teaching the Science of Climate Change: A Celebration of IPY

This project uses Antarctic pack-ice penguins to hook students into exploring how science investigates changes in Earths biota and climate. The project builds on a pilot effort, called Penguin Science, and will develop PowerPoint presentations, short video \"webisodes,\" background reading material, and live and interactive website components to engage students in ongoing field research. Students, K-14, will be involved in climate-change research that will include ecology, sedimentology, paleontology, glaciology and oceanography.

Lead Organization(s): 
Award Number: 
0732502
Funding Period: 
Sat, 09/15/2007 to Mon, 08/31/2009

Investigating the Effect of Professional Development, Mathematical Knowledge for Teaching, and Instruction on Student Outcomes

To meet College and Career-Ready standards in mathematics, classroom instruction must change dramatically.  As in past reform efforts, many look to professional development as a major force to propel this transformation, yet not enough is known about mathematics professional development programs that operate at scale in the United States. In this project, we evaluated one such program.

Lead Organization(s): 
Award Number: 
0918383
Funding Period: 
Tue, 09/01/2009 to Fri, 08/31/2012
Full Description: 

To meet College and Career-Ready standards in mathematics, classroom instruction must change dramatically.  As in past reform efforts, many look to professional development as a major force to propel this transformation, yet not enough is known about mathematics professional development programs that operate at scale in the United States. In this project, we evaluated one such program by randomly assigning 105 teachers to either an “as is” control group or to receive professional development designed to a) improve mathematical knowledge for teaching and b) help teachers revise their instruction to be more cognitively demanding and student-centered. We found positive impacts on teachers’ mathematical knowledge for teaching, but no effects on teaching or student outcomes, suggesting that a modest increment in mathematical knowledge may not by itself be sufficient to improve instruction or student outcomes.

Creation and Dissemination of Upper-elementary Mathematics Assessment Modules

This project has constructed, pilot tested, validated, and is now disseminating assessments of student achievement for use in upper elementary grades.
Lead Organization(s): 
Award Number: 
0831450
Funding Period: 
Fri, 05/01/2009 to Mon, 04/30/2012
Full Description: 
This project has constructed, pilot tested, validated, and is now disseminating assessments of student achievement for use in upper elementary grades. There are four equivalent forms for each of the fourth and fifth grades, with each form covering (1) number and operations, (2) pre-algebra and algebra, and (3) geometry and measurement. Items are based in the literature on student's cognitive growth and are meant to:
  • Represent central ideas in the subject matter;
  • Focus on the meaning of facts and procedures; and
  • Require more complex responses than traditional multiple-choice problems. 
These forms and associated technical materials can be accessed at: http://cepr.harvard.edu/ncte-student-assessments

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