Other

Support materials for teaching about the particle model of matter and interdependent relationships in ecosystems at the upper elementary level.

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 science teaching practices. 

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 science teaching practices. 

Find general guidelines and information on preparing and justifying your proposal budget.

On July 7, 2021, National Science Foundation's (NSF) DRK-12 Program Lead, Dr. Mike Steele, gave an overview and answered questions about the Discovery Research PreK-12 Program's solicitation (20-572). Learn more about this STEM education research funding opportunity. Proposal deadline October 6, 2021.

VIEW: JULY 7 RECORDING | JULY 22 RECORDING

NSF is taking proactive steps to incrementally move the preparation and submission of all proposals from FastLane to Research.gov. On May 12, 2021, representatives from NSF's Division of Information Systems presented an overview of the Research.gov Proposal Submission System and the latest enhancements, including a demo site to explore the system before working on proposals. The session included a walk-through of how to quickly and easily create a proposal, upload proposal documents, manage senior personnel, and much more using NSF's user-friendly and intuitive Research.gov system. 

Selected response items and constructed response (CR) items are often found in the same test. Conventional psychometric models for these two types of items typically focus on using the scores for correctness of the responses. Recent research suggests, however, that more information may be available from the CR items than just scores for correctness. In this study, we describe an approach in which a statistical topic model along with a diagnostic classification model (DCM) was applied to a mixed item format formative test of English and Language Arts.

The use of video is commonplace for professional preparation in education and other fields. Research has provided evidence that the use of video in these contexts can lead to increased noticing and reflection. However, educators now have access to evolving forms of video such as 360 video. The purpose of this study was to adapt and validate an instrument for assessing immersive 360 video use in an undergraduate preservice teacher university training program.

Research has provided evidence of the value of producing multiple representationsof content for learners (e.g., verbal, visual, etc.). However, much of the research has acknowledged changes in visual technologies while not recognizing or utilizing related audio innovations. For instance, teacher education students who were once taught through two-dimensional video are now being presented with interactive, three-dimensional content (e.g., simulations or 360 video). Users in old and new formats, however, still typically receive monophonic sound.

Online collaborative and content-focused professional development (PD) is becoming an increasingly important setting for supporting mathematics teachers’ professional learning. The purpose of this study was to better understand the process by which a community emerges in such a PD setting by examining how the cohesiveness of 21 mathematics teachers’ social network evolves and associated shifts in the quality of mathematics teachers’ mathematical discourse.