DRK-12 Research and Products
Product for Educators | The Fraction Activities and Assessments for Conceptual Teaching (FAACT) instructional program is designed to support teachers’ insights into students’ conceptual understandings of fractions. The overall program goal is to…
Publication | In this study, we investigated how an experienced fourth-grade teacher responded to her students’ thinking as part of her teacher noticing practice in a formative assessment context. Our primary purpose in doing this work was to decompose the…
Publication | The work presented here focuses on student struggles in undergraduate general chemistry laboratory activities, the source of these struggles, and the actions students take to overcome them. Using an activity theoretical lens and multiple domains…
Publication | This study explores disciplinary literacy instruction integrated within an elementary engineering unit in an urban classroom.
Publication | This study used an exploratory case study design to investigate conceptions of 19 K-12 science teachers after participating in an integrated STEM-focused professional development and implementing integrated STEM lessons into their classrooms…
Publication | This study explored an innovative coaching model termed video-based online video coaching. As part of an NSF-funded project, we studied nine mathematics coaches over four years as they engaged in video-based coaching with teachers from…
Publication | Argumentation enables students to engage in real world scientific practices by rationalizing claims grounded in supporting evidence. Student engagement in scientific argumentation activates the negotiation process by which students develop and…
Publication | This article elaborates a theoretical, methodological, and analytical approach intended to highlight the materiality and reciprocity of noticing in mathematics classrooms.
Publication | Integrated STEM (science, technology, engineering, and mathematics) education is becoming increasingly common in K–12 classrooms. However, various definitions of STEM education exist that make it challenging for teachers to know what to…
Publication | The Visual Access to Mathematics (VAM) project developed and studied teacher professional development (PD) focused on linguistically-responsive teaching to facilitate ELs’ mathematical problem solving and discourse. This study examines whether…
Publication | Teacher education programs have a critical role in supporting prospective teachers’ connections between theory and practice. In this study, authors examined three prospective secondary mathematics teachers’ discourses regarding collective…
Publication | This paper puts forth a detailed conceptual framework for K-12 integrated STEM education that can be used by researchers, educators, and curriculum developers as a common vision
Publication | This paper focuses on three simulation-based scientific argumentation tasks called Trap, Aquifer, and Supply. These tasks were part of an online science curriculum module addressing groundwater systems for secondary school students.
Publication | The rapid and unexpected nature of the move to online instruction has meant that the content presented to students has been primarily static and linear. Thus, there is a need for creative pedagogical approaches that re-create some level of the…
Publication | We investigate the algebraic discourse of secondary mathematics teachers with respect to the topic of equation solving by analyzing five teachers’ responses to open-ended items on a questionnaire that asks respondents to analyze hypothetical…
Publication | The work presented here describes in detail the development of an integrated STEM observation instrument - the STEM Observation Protocol (STEM-OP) - that can be used for both research and practice. Over a period of approximately 18-months, a…
Publication | This study explored the verb clauses and thematic development evident in curriculum materials and in transcripts of teachers planning lessons using the materials.
Publication | This blog post looks at the role of simulations in teacher learning.
Publication | This study explored the potential impact of teaching outside of one’s field of expertise. This longitudinal cross-case study examined the development of enacted pedagogical content knowledge (ePCK) among a group of in-field and out-of-field (OOF…
Publication | This article focuses on discussion and preliminary findings from classroom testing of the prototype learning module: Investigating Income Inequality in the U.S.
Publication | The Responsive Math Teaching (RMT) project’s 3-year model for professional development introduces teachers to a new instructional model through a full year of monthly Math Circles, where they experience problem solving and productive struggle…
Publication | Drawing from published literature, as well as the experiences of a co-design team of motivation and science education researchers and middle school science teachers, we address the landscape of decision points for designing and implementing…
Publication | Professional development that privileges teachers’ voice, equity, and the investigation of high-quality instruction is essential to the mathematics education community. However, more research is needed to understand the process, content, and…
Product for Educators | The CKT packets contain tasks, suggested lesson plans, readings, and resources to support teacher educators’ efforts to help elementary teachers develop CKT– specialized knowledge at the intersection of specific content ideas and…
Publication | Echoing calls to expand environmental education research through design, this study explores the role of design in garden-based education and illustrate its contributions towards practical impact and theoretical insight.