DRK-12 Research and Products
- Publication | Authors describe an alternative model of online math videos that feature unscripted dialogue of secondary school students, who convey sources of confusion and resolve the dilemmas that arise during problem solving.
Integrating a Space for Teacher Interaction into an Educative Curriculum: Design Principles and Teachers' Use of the iPlan ToolPublication | Authors describe the design principles of iPlan, a web-based tool provides access to educative curriculum materials in an online interactive learning platform, and discuss implications for designing educative and online systems for teacher learning.
The Effect of Automated Feedback on Revision Behavior and Learning Gains in Formative Assessment of Scientific Argument WritingPublication | This study investigates a formative feedback system integrated into an online science curriculum module teaching climate change.
- Tool | A compilation of resources on potential conferences, presentation tips, and poster advice.
Beyond Classroom Academics: A School-Wide and Multi-Contextual Perspective on Student Engagement in SchoolPublication | A school-wide and multi-contextual perspective on student engagement in school.
- Publication | The purpose of this study was to identify affordances and limitations of using order and value comparison tasks versus number placement tasks to infer students’ negative integer understanding and growth in understanding.
The Impact of Multimedia Educative Curriculum Materials (MECMs) on Teachers' Beliefs about Scientific ArgumentationPublication | Authors discuss how teachers used MECMs and whether that use impacted their beliefs about the practice of scientific argumentation.
- Publication | This study analyzes the engineering design behaviors of 108 ninth-grade U.S. students using principal component analysis and cluster analysis.
- Tool | Planning to create a website to feature your project's work? Here are some tips and things to think about.
Growth in children’s understanding of generalizing and representing mathematical structure and relationshipsPublication | Authors share results from a quasi-experimental study that examines growth in students’ algebraic thinking practices of generalizing and representing generalizations, particularly with variable notation, as a result of an early algebra instructional sequence implemented...
- Publication | This mixed-method study was designed to examine whether middle school students’ in-game actions are likely to promote certain types of learning engagement (i.e., content and cognitive engagement).
Mathematical content knowledge and knowledge for teaching: exploring their distinguishability and contribution to student learningPublication | In this replication and extension study, we explore these issues, drawing on evidence from a multi-year study of over 200 fourth- and fifth-grade US teachers. Exploratory and confirmatory factor analyses of these data suggested a single dimension for teacher knowledge.
An Examination of Credit Recovery Students’ Use of Computer-Based Scaffolding in a Problem-Based, Scientific Inquiry UnitPublication | In this study, we investigated how high school credit recovery students worked in small groups and used computer-based scaffolds to conduct scientific inquiry in a problem-based learning unit centered on water quality.
- Publication | This study uses a mixed-method sequential exploratory design to examine influences on urban adolescents’ engagement and disengagement in school.
Validating a Model for Assessing Science Teacher’s Adaptive Expertise with Computer-Supported Complex Systems Curricula and Its Relationship to Student Learning OutcomesPublication | In this study, the authors propose and validate a model of adaptive expertise needed for teachers to successfully deliver NGSS-informed computer-supported complex systems curricula in high school science classrooms.