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2015 Annual International NARST Conference; Chicago, IL
2015 Annual International NARST Conference; Chicago, IL
Event Date:
to
To learn more, visit http://www.narst.org/annualconference/2015conference.cfm
DR K-12 Presenters:
- Zandra de Araujo, University of Missouri (Project: QuEST: Quality Elementary Science Teaching)
- Annie Arnone, University of Missouri (Project: QuEST: Quality Elementary Science Teaching)
- Courtney Behrle, North Carolina State University (Project: The Leonardo Project: An Intelligent Cyberlearning System for Interactive Scientific Modeling in Elementary Science Education)
- Brian Belland, Utah State University (Project: CAREER: Supporting Middle School Students' Construction of Evidence-Based Arguments)
- Hilda Borko, Stanford University (Project: Researching the Efficacy of the Science and Literacy Academy Model (Collaborative Research: Osborne))
- Lynn Bryan, Purdue University (Project: Modeling in Primary Grades (MPG): Science Learning Through Content Rich Inquiry)
- Christopher Dede, Harvard University (Project: EcoMobile: Blended Real and Virtual Immersive Experiences for Learning Complex Causality and Ecosystems Science)
- Susan Gill, Stroud Water Research Center (Project: Teaching Environmental Sustainability - Model My Watershed (Collaborative Research: Gill))
- Kelsey Gillstrom, University of Missouri (Project: QuEST: Quality Elementary Science Teaching)
- Tina Grotzer, Harvard University (Project: EcoMobile: Blended Real and Virtual Immersive Experiences for Learning Complex Causality and Ecosystems Science)
- Deborah Hanuscin, University of Missouri (Project: QuEST: Quality Elementary Science Teaching)
- Deborah Herrington, Grand Valley State University (Project: Further Development and Testing of the Target Inquiry Model for Middle and High School Science Teacher Professional Development (Collaborative Research: Herrington)
- Alycia Hund, Illinois State University (Project: Promoting Students' Spatial Thinking in Upper Elementary Grades using Geographic Information Systems (GIS))
- May Jadallah, Illinois State University (Project: Promoting Students' Spatial Thinking in Upper Elementary Grades using Geographic Information Systems (GIS))
- Amy Kamarainen, Harvard University (Project: EcoMobile: Blended Real and Virtual Immersive Experiences for Learning Complex Causality and Ecosystems Science)
- Eun Ju Lee, University of Missouri (Project: QuEST: Quality Elementary Science Teaching)
- Tzu-Jung Lin, The Ohio State University (Project: Promoting Students' Spatial Thinking in Upper Elementary Grades using Geographic Information Systems (GIS))
- Nanette Marcum-Dietrich, Millersville University (Project: Teaching Environmental Sustainability - Model My Watershed (Collaborative Research: Marcum-Dietrich))
- Shari Metcalf, Harvard University (Project: EcoMobile: Blended Real and Virtual Immersive Experiences for Learning Complex Causality and Ecosystems Science)
- Sean Mullins, Illinois State University (Project: Promoting Students' Spatial Thinking in Upper Elementary Grades using Geographic Information Systems (GIS))
- Jonathan Osborne, Stanford University (Project: Researching the Efficacy of the Science and Literacy Academy Model (Collaborative Research: Osborne))
- Annemarie Palinscar, University of Michigan (Project: An Integrated Instructional Model for Accelerating Student Achievement in Science and Literacy in Grades 1-2)
- Stephanie Philipp, Miami University (Project: Further Development and Testing of the Target Inquiry Model for Middle and High School Science Teacher Professional Development (Collaborative Research: Yezierski))
- Nancy Romance, Florida Atlantic University (Project: An Integrated Instructional Model for Accelerating Student Achievement in Science and Literacy in Grades 1-2)
- Ala Samarapungavan, Purdue University (Project: Modeling in Primary Grades (MPG): Science Learning Through Content Rich Inquiry)
- Angela Shelton, North Carolina State University (Project: The Leonardo Project: An Intelligent Cyberlearning System for Interactive Scientific Modeling in Elementary Science Education)
- Andy Smith, North Carolina State University (Project: The Leonardo Project: An Intelligent Cyberlearning System for Interactive Scientific Modeling in Elementary Science Education)
- Carolyn Staudt, Conconrd Consortium (Project: Model My Watershed - Teaching Environmental Sustainability (Collaborative Research: Staudt)
- Joal Studebaker, Illinois State University (Project: Promoting Students' Spatial Thinking in Upper Elementary Grades using Geographic Information Systems (GIS))
- Jonathan Thayn, Illinois State University (Project: Promoting Students' Spatial Thinking in Upper Elementary Grades using Geographic Information Systems (GIS))
- Michael Vitale, East Carolina University (Project: An Integrated Instructional Model for Accelerating Student Achievement in Science and Literacy in Grades 1-2)
- Eric Wiebe, North Carolina State University (Project: The Leonardo Project: An Intelligent Cyberlearning System for Interactive Scientific Modeling in Elementary Science Education)
- Ellen Yezierski, Miami University (Project: Further Development and Testing of the Target Inquiry Model for Middle and High School Science Teacher Professional Development (Collaborative Research: Yezierski))
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2015 Annual International NARST Conference; Chicago, IL
2015 Annual International NARST Conference; Chicago, IL
Event Date:
to
To learn more, visit http://www.narst.org/annualconference/2015conference.cfm
DR K-12 Presenters:
- Zandra de Araujo, University of Missouri (Project: QuEST: Quality Elementary Science Teaching)
- Annie Arnone, University of Missouri (Project: QuEST: Quality Elementary Science Teaching)
- Courtney Behrle, North Carolina State University (Project: The Leonardo Project: An Intelligent Cyberlearning System for Interactive Scientific Modeling in Elementary Science Education)
- Brian Belland, Utah State University (Project: CAREER: Supporting Middle School Students' Construction of Evidence-Based Arguments)
- Hilda Borko, Stanford University (Project: Researching the Efficacy of the Science and Literacy Academy Model (Collaborative Research: Osborne))
- Lynn Bryan, Purdue University (Project: Modeling in Primary Grades (MPG): Science Learning Through Content Rich Inquiry)
- Christopher Dede, Harvard University (Project: EcoMobile: Blended Real and Virtual Immersive Experiences for Learning Complex Causality and Ecosystems Science)
- Susan Gill, Stroud Water Research Center (Project: Teaching Environmental Sustainability - Model My Watershed (Collaborative Research: Gill))
- Kelsey Gillstrom, University of Missouri (Project: QuEST: Quality Elementary Science Teaching)
- Tina Grotzer, Harvard University (Project: EcoMobile: Blended Real and Virtual Immersive Experiences for Learning Complex Causality and Ecosystems Science)
- Deborah Hanuscin, University of Missouri (Project: QuEST: Quality Elementary Science Teaching)
- Deborah Herrington, Grand Valley State University (Project: Further Development and Testing of the Target Inquiry Model for Middle and High School Science Teacher Professional Development (Collaborative Research: Herrington)
- Alycia Hund, Illinois State University (Project: Promoting Students' Spatial Thinking in Upper Elementary Grades using Geographic Information Systems (GIS))
- May Jadallah, Illinois State University (Project: Promoting Students' Spatial Thinking in Upper Elementary Grades using Geographic Information Systems (GIS))
- Amy Kamarainen, Harvard University (Project: EcoMobile: Blended Real and Virtual Immersive Experiences for Learning Complex Causality and Ecosystems Science)
- Eun Ju Lee, University of Missouri (Project: QuEST: Quality Elementary Science Teaching)
- Tzu-Jung Lin, The Ohio State University (Project: Promoting Students' Spatial Thinking in Upper Elementary Grades using Geographic Information Systems (GIS))
- Nanette Marcum-Dietrich, Millersville University (Project: Teaching Environmental Sustainability - Model My Watershed (Collaborative Research: Marcum-Dietrich))
- Shari Metcalf, Harvard University (Project: EcoMobile: Blended Real and Virtual Immersive Experiences for Learning Complex Causality and Ecosystems Science)
- Sean Mullins, Illinois State University (Project: Promoting Students' Spatial Thinking in Upper Elementary Grades using Geographic Information Systems (GIS))
- Jonathan Osborne, Stanford University (Project: Researching the Efficacy of the Science and Literacy Academy Model (Collaborative Research: Osborne))
- Annemarie Palinscar, University of Michigan (Project: An Integrated Instructional Model for Accelerating Student Achievement in Science and Literacy in Grades 1-2)
- Stephanie Philipp, Miami University (Project: Further Development and Testing of the Target Inquiry Model for Middle and High School Science Teacher Professional Development (Collaborative Research: Yezierski))
- Nancy Romance, Florida Atlantic University (Project: An Integrated Instructional Model for Accelerating Student Achievement in Science and Literacy in Grades 1-2)
- Ala Samarapungavan, Purdue University (Project: Modeling in Primary Grades (MPG): Science Learning Through Content Rich Inquiry)
- Angela Shelton, North Carolina State University (Project: The Leonardo Project: An Intelligent Cyberlearning System for Interactive Scientific Modeling in Elementary Science Education)
- Andy Smith, North Carolina State University (Project: The Leonardo Project: An Intelligent Cyberlearning System for Interactive Scientific Modeling in Elementary Science Education)
- Carolyn Staudt, Conconrd Consortium (Project: Model My Watershed - Teaching Environmental Sustainability (Collaborative Research: Staudt)
- Joal Studebaker, Illinois State University (Project: Promoting Students' Spatial Thinking in Upper Elementary Grades using Geographic Information Systems (GIS))
- Jonathan Thayn, Illinois State University (Project: Promoting Students' Spatial Thinking in Upper Elementary Grades using Geographic Information Systems (GIS))
- Michael Vitale, East Carolina University (Project: An Integrated Instructional Model for Accelerating Student Achievement in Science and Literacy in Grades 1-2)
- Eric Wiebe, North Carolina State University (Project: The Leonardo Project: An Intelligent Cyberlearning System for Interactive Scientific Modeling in Elementary Science Education)
- Ellen Yezierski, Miami University (Project: Further Development and Testing of the Target Inquiry Model for Middle and High School Science Teacher Professional Development (Collaborative Research: Yezierski))
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2015 Annual International NARST Conference; Chicago, IL
2015 Annual International NARST Conference; Chicago, IL
Event Date:
to
To learn more, visit http://www.narst.org/annualconference/2015conference.cfm
DR K-12 Presenters:
- Zandra de Araujo, University of Missouri (Project: QuEST: Quality Elementary Science Teaching)
- Annie Arnone, University of Missouri (Project: QuEST: Quality Elementary Science Teaching)
- Courtney Behrle, North Carolina State University (Project: The Leonardo Project: An Intelligent Cyberlearning System for Interactive Scientific Modeling in Elementary Science Education)
- Brian Belland, Utah State University (Project: CAREER: Supporting Middle School Students' Construction of Evidence-Based Arguments)
- Hilda Borko, Stanford University (Project: Researching the Efficacy of the Science and Literacy Academy Model (Collaborative Research: Osborne))
- Lynn Bryan, Purdue University (Project: Modeling in Primary Grades (MPG): Science Learning Through Content Rich Inquiry)
- Christopher Dede, Harvard University (Project: EcoMobile: Blended Real and Virtual Immersive Experiences for Learning Complex Causality and Ecosystems Science)
- Susan Gill, Stroud Water Research Center (Project: Teaching Environmental Sustainability - Model My Watershed (Collaborative Research: Gill))
- Kelsey Gillstrom, University of Missouri (Project: QuEST: Quality Elementary Science Teaching)
- Tina Grotzer, Harvard University (Project: EcoMobile: Blended Real and Virtual Immersive Experiences for Learning Complex Causality and Ecosystems Science)
- Deborah Hanuscin, University of Missouri (Project: QuEST: Quality Elementary Science Teaching)
- Deborah Herrington, Grand Valley State University (Project: Further Development and Testing of the Target Inquiry Model for Middle and High School Science Teacher Professional Development (Collaborative Research: Herrington)
- Alycia Hund, Illinois State University (Project: Promoting Students' Spatial Thinking in Upper Elementary Grades using Geographic Information Systems (GIS))
- May Jadallah, Illinois State University (Project: Promoting Students' Spatial Thinking in Upper Elementary Grades using Geographic Information Systems (GIS))
- Amy Kamarainen, Harvard University (Project: EcoMobile: Blended Real and Virtual Immersive Experiences for Learning Complex Causality and Ecosystems Science)
- Eun Ju Lee, University of Missouri (Project: QuEST: Quality Elementary Science Teaching)
- Tzu-Jung Lin, The Ohio State University (Project: Promoting Students' Spatial Thinking in Upper Elementary Grades using Geographic Information Systems (GIS))
- Nanette Marcum-Dietrich, Millersville University (Project: Teaching Environmental Sustainability - Model My Watershed (Collaborative Research: Marcum-Dietrich))
- Shari Metcalf, Harvard University (Project: EcoMobile: Blended Real and Virtual Immersive Experiences for Learning Complex Causality and Ecosystems Science)
- Sean Mullins, Illinois State University (Project: Promoting Students' Spatial Thinking in Upper Elementary Grades using Geographic Information Systems (GIS))
- Jonathan Osborne, Stanford University (Project: Researching the Efficacy of the Science and Literacy Academy Model (Collaborative Research: Osborne))
- Annemarie Palinscar, University of Michigan (Project: An Integrated Instructional Model for Accelerating Student Achievement in Science and Literacy in Grades 1-2)
- Stephanie Philipp, Miami University (Project: Further Development and Testing of the Target Inquiry Model for Middle and High School Science Teacher Professional Development (Collaborative Research: Yezierski))
- Nancy Romance, Florida Atlantic University (Project: An Integrated Instructional Model for Accelerating Student Achievement in Science and Literacy in Grades 1-2)
- Ala Samarapungavan, Purdue University (Project: Modeling in Primary Grades (MPG): Science Learning Through Content Rich Inquiry)
- Angela Shelton, North Carolina State University (Project: The Leonardo Project: An Intelligent Cyberlearning System for Interactive Scientific Modeling in Elementary Science Education)
- Andy Smith, North Carolina State University (Project: The Leonardo Project: An Intelligent Cyberlearning System for Interactive Scientific Modeling in Elementary Science Education)
- Carolyn Staudt, Conconrd Consortium (Project: Model My Watershed - Teaching Environmental Sustainability (Collaborative Research: Staudt)
- Joal Studebaker, Illinois State University (Project: Promoting Students' Spatial Thinking in Upper Elementary Grades using Geographic Information Systems (GIS))
- Jonathan Thayn, Illinois State University (Project: Promoting Students' Spatial Thinking in Upper Elementary Grades using Geographic Information Systems (GIS))
- Michael Vitale, East Carolina University (Project: An Integrated Instructional Model for Accelerating Student Achievement in Science and Literacy in Grades 1-2)
- Eric Wiebe, North Carolina State University (Project: The Leonardo Project: An Intelligent Cyberlearning System for Interactive Scientific Modeling in Elementary Science Education)
- Ellen Yezierski, Miami University (Project: Further Development and Testing of the Target Inquiry Model for Middle and High School Science Teacher Professional Development (Collaborative Research: Yezierski))
More
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2015 Annual International NARST Conference; Chicago, IL
2015 Annual International NARST Conference; Chicago, IL
Event Date:
to
To learn more, visit http://www.narst.org/annualconference/2015conference.cfm
DR K-12 Presenters:
- Zandra de Araujo, University of Missouri (Project: QuEST: Quality Elementary Science Teaching)
- Annie Arnone, University of Missouri (Project: QuEST: Quality Elementary Science Teaching)
- Courtney Behrle, North Carolina State University (Project: The Leonardo Project: An Intelligent Cyberlearning System for Interactive Scientific Modeling in Elementary Science Education)
- Brian Belland, Utah State University (Project: CAREER: Supporting Middle School Students' Construction of Evidence-Based Arguments)
- Hilda Borko, Stanford University (Project: Researching the Efficacy of the Science and Literacy Academy Model (Collaborative Research: Osborne))
- Lynn Bryan, Purdue University (Project: Modeling in Primary Grades (MPG): Science Learning Through Content Rich Inquiry)
- Christopher Dede, Harvard University (Project: EcoMobile: Blended Real and Virtual Immersive Experiences for Learning Complex Causality and Ecosystems Science)
- Susan Gill, Stroud Water Research Center (Project: Teaching Environmental Sustainability - Model My Watershed (Collaborative Research: Gill))
- Kelsey Gillstrom, University of Missouri (Project: QuEST: Quality Elementary Science Teaching)
- Tina Grotzer, Harvard University (Project: EcoMobile: Blended Real and Virtual Immersive Experiences for Learning Complex Causality and Ecosystems Science)
- Deborah Hanuscin, University of Missouri (Project: QuEST: Quality Elementary Science Teaching)
- Deborah Herrington, Grand Valley State University (Project: Further Development and Testing of the Target Inquiry Model for Middle and High School Science Teacher Professional Development (Collaborative Research: Herrington)
- Alycia Hund, Illinois State University (Project: Promoting Students' Spatial Thinking in Upper Elementary Grades using Geographic Information Systems (GIS))
- May Jadallah, Illinois State University (Project: Promoting Students' Spatial Thinking in Upper Elementary Grades using Geographic Information Systems (GIS))
- Amy Kamarainen, Harvard University (Project: EcoMobile: Blended Real and Virtual Immersive Experiences for Learning Complex Causality and Ecosystems Science)
- Eun Ju Lee, University of Missouri (Project: QuEST: Quality Elementary Science Teaching)
- Tzu-Jung Lin, The Ohio State University (Project: Promoting Students' Spatial Thinking in Upper Elementary Grades using Geographic Information Systems (GIS))
- Nanette Marcum-Dietrich, Millersville University (Project: Teaching Environmental Sustainability - Model My Watershed (Collaborative Research: Marcum-Dietrich))
- Shari Metcalf, Harvard University (Project: EcoMobile: Blended Real and Virtual Immersive Experiences for Learning Complex Causality and Ecosystems Science)
- Sean Mullins, Illinois State University (Project: Promoting Students' Spatial Thinking in Upper Elementary Grades using Geographic Information Systems (GIS))
- Jonathan Osborne, Stanford University (Project: Researching the Efficacy of the Science and Literacy Academy Model (Collaborative Research: Osborne))
- Annemarie Palinscar, University of Michigan (Project: An Integrated Instructional Model for Accelerating Student Achievement in Science and Literacy in Grades 1-2)
- Stephanie Philipp, Miami University (Project: Further Development and Testing of the Target Inquiry Model for Middle and High School Science Teacher Professional Development (Collaborative Research: Yezierski))
- Nancy Romance, Florida Atlantic University (Project: An Integrated Instructional Model for Accelerating Student Achievement in Science and Literacy in Grades 1-2)
- Ala Samarapungavan, Purdue University (Project: Modeling in Primary Grades (MPG): Science Learning Through Content Rich Inquiry)
- Angela Shelton, North Carolina State University (Project: The Leonardo Project: An Intelligent Cyberlearning System for Interactive Scientific Modeling in Elementary Science Education)
- Andy Smith, North Carolina State University (Project: The Leonardo Project: An Intelligent Cyberlearning System for Interactive Scientific Modeling in Elementary Science Education)
- Carolyn Staudt, Conconrd Consortium (Project: Model My Watershed - Teaching Environmental Sustainability (Collaborative Research: Staudt)
- Joal Studebaker, Illinois State University (Project: Promoting Students' Spatial Thinking in Upper Elementary Grades using Geographic Information Systems (GIS))
- Jonathan Thayn, Illinois State University (Project: Promoting Students' Spatial Thinking in Upper Elementary Grades using Geographic Information Systems (GIS))
- Michael Vitale, East Carolina University (Project: An Integrated Instructional Model for Accelerating Student Achievement in Science and Literacy in Grades 1-2)
- Eric Wiebe, North Carolina State University (Project: The Leonardo Project: An Intelligent Cyberlearning System for Interactive Scientific Modeling in Elementary Science Education)
- Ellen Yezierski, Miami University (Project: Further Development and Testing of the Target Inquiry Model for Middle and High School Science Teacher Professional Development (Collaborative Research: Yezierski))
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2015 Annual International NARST Conference; Chicago, IL
2015 Annual International NARST Conference; Chicago, IL
Event Date:
to
To learn more, visit http://www.narst.org/annualconference/2015conference.cfm
DR K-12 Presenters:
- Zandra de Araujo, University of Missouri (Project: QuEST: Quality Elementary Science Teaching)
- Annie Arnone, University of Missouri (Project: QuEST: Quality Elementary Science Teaching)
- Courtney Behrle, North Carolina State University (Project: The Leonardo Project: An Intelligent Cyberlearning System for Interactive Scientific Modeling in Elementary Science Education)
- Brian Belland, Utah State University (Project: CAREER: Supporting Middle School Students' Construction of Evidence-Based Arguments)
- Hilda Borko, Stanford University (Project: Researching the Efficacy of the Science and Literacy Academy Model (Collaborative Research: Osborne))
- Lynn Bryan, Purdue University (Project: Modeling in Primary Grades (MPG): Science Learning Through Content Rich Inquiry)
- Christopher Dede, Harvard University (Project: EcoMobile: Blended Real and Virtual Immersive Experiences for Learning Complex Causality and Ecosystems Science)
- Susan Gill, Stroud Water Research Center (Project: Teaching Environmental Sustainability - Model My Watershed (Collaborative Research: Gill))
- Kelsey Gillstrom, University of Missouri (Project: QuEST: Quality Elementary Science Teaching)
- Tina Grotzer, Harvard University (Project: EcoMobile: Blended Real and Virtual Immersive Experiences for Learning Complex Causality and Ecosystems Science)
- Deborah Hanuscin, University of Missouri (Project: QuEST: Quality Elementary Science Teaching)
- Deborah Herrington, Grand Valley State University (Project: Further Development and Testing of the Target Inquiry Model for Middle and High School Science Teacher Professional Development (Collaborative Research: Herrington)
- Alycia Hund, Illinois State University (Project: Promoting Students' Spatial Thinking in Upper Elementary Grades using Geographic Information Systems (GIS))
- May Jadallah, Illinois State University (Project: Promoting Students' Spatial Thinking in Upper Elementary Grades using Geographic Information Systems (GIS))
- Amy Kamarainen, Harvard University (Project: EcoMobile: Blended Real and Virtual Immersive Experiences for Learning Complex Causality and Ecosystems Science)
- Eun Ju Lee, University of Missouri (Project: QuEST: Quality Elementary Science Teaching)
- Tzu-Jung Lin, The Ohio State University (Project: Promoting Students' Spatial Thinking in Upper Elementary Grades using Geographic Information Systems (GIS))
- Nanette Marcum-Dietrich, Millersville University (Project: Teaching Environmental Sustainability - Model My Watershed (Collaborative Research: Marcum-Dietrich))
- Shari Metcalf, Harvard University (Project: EcoMobile: Blended Real and Virtual Immersive Experiences for Learning Complex Causality and Ecosystems Science)
- Sean Mullins, Illinois State University (Project: Promoting Students' Spatial Thinking in Upper Elementary Grades using Geographic Information Systems (GIS))
- Jonathan Osborne, Stanford University (Project: Researching the Efficacy of the Science and Literacy Academy Model (Collaborative Research: Osborne))
- Annemarie Palinscar, University of Michigan (Project: An Integrated Instructional Model for Accelerating Student Achievement in Science and Literacy in Grades 1-2)
- Stephanie Philipp, Miami University (Project: Further Development and Testing of the Target Inquiry Model for Middle and High School Science Teacher Professional Development (Collaborative Research: Yezierski))
- Nancy Romance, Florida Atlantic University (Project: An Integrated Instructional Model for Accelerating Student Achievement in Science and Literacy in Grades 1-2)
- Ala Samarapungavan, Purdue University (Project: Modeling in Primary Grades (MPG): Science Learning Through Content Rich Inquiry)
- Angela Shelton, North Carolina State University (Project: The Leonardo Project: An Intelligent Cyberlearning System for Interactive Scientific Modeling in Elementary Science Education)
- Andy Smith, North Carolina State University (Project: The Leonardo Project: An Intelligent Cyberlearning System for Interactive Scientific Modeling in Elementary Science Education)
- Carolyn Staudt, Conconrd Consortium (Project: Model My Watershed - Teaching Environmental Sustainability (Collaborative Research: Staudt)
- Joal Studebaker, Illinois State University (Project: Promoting Students' Spatial Thinking in Upper Elementary Grades using Geographic Information Systems (GIS))
- Jonathan Thayn, Illinois State University (Project: Promoting Students' Spatial Thinking in Upper Elementary Grades using Geographic Information Systems (GIS))
- Michael Vitale, East Carolina University (Project: An Integrated Instructional Model for Accelerating Student Achievement in Science and Literacy in Grades 1-2)
- Eric Wiebe, North Carolina State University (Project: The Leonardo Project: An Intelligent Cyberlearning System for Interactive Scientific Modeling in Elementary Science Education)
- Ellen Yezierski, Miami University (Project: Further Development and Testing of the Target Inquiry Model for Middle and High School Science Teacher Professional Development (Collaborative Research: Yezierski))
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American Educational Research Association 2015 AERA Annual Meeting; Chicago, IL
American Educational Research Association 2015 AERA Annual Meeting; Chicago, IL
Event Date:
to
For more information, visit: http://www.aera.net/EventsMeetings/AnnualMeeting/tabid/10208/Default.aspx
DR K-12 Presenters:
- Brian Belland, Utah State University (Project: CAREER: Supporting Middle School Students' Construction of Evidence-Based Arguments)
- Marie Bienkowski, SRI International (Project: Computer Science in Secondary Schools (CS3): Studying Context, Enactment, and Impact)
- Denise Bressler, Stevens Institute of Technology (Project: EcoMobile: Blended Real and Virtual Immersive Experiences for Learning Complex Causality and Ecosystems Science)
- Todd Campbell, University of Connecticut (Project: Cyber-Enabled Learning: Digital Natives in Integrated Scientific Inquiry Classrooms (Collaborative Research: Campbell))
- Tessa Carver, Utah State University (Project: CAREER: Supporting Middle School Students' Construction of Evidence-Based Arguments)
- Linda Casswell, Abt Associates (Project: Community for Advancing Discovery Research in Education (CADRE))
- Paul Cobb, Vanderbilt University (Project: Investigating and Supporting the Development of Ambitious and Equitable Mathematics Instruction at Scale)
- Daniel Coster, Utah State University (Project: Cyber-Enabled Learning: Digital Natives in Integrated Scientific Inquiry Classrooms (Collaborative Research: Campbell))
- Mark Creager, Indiana University-Bloomington (Project: CAREER: Investigating Differentiated Instruction and Relationships Between Rational Number Knowledge and Algebraic Reasoning in Middle School)
- Trina Davis, Texas A&M University (Project: Pre-service Teachers' Knowledge for Teaching Algebra for Equity in the Middle Grades)
- Christopher Dede, Harvard University (Project: EcoMobile: Blended Real and Virtual Immersive Experiences for Learning Complex Causality and Ecosystems Science)
- Anna DeJarnette, University of Cincinnati (Project: CAREER: Noticing and Using Students' Prior Knowledge in Problem-Based Instruction)
- Benjamin Dotger, Syracuse University (Project: The Science and Mathematics Simulated Interaction Model (SIM))
- Charlotte Dunlap, Vanderbilt University (Project: Investigating and Supporting the Development of Ambitious and Equitable Mathematics Instruction at Scale)
- Ayfer Eker, Indiana University-Bloomington (Project: CAREER: Investigating Differentiated Instruction and Relationships Between Rational Number Knowledge and Algebraic Reasoning in Middle School)
- Susan Gill, Stroud Water Research Center (Project: Teaching Environmental Sustainability - Model My Watershed (Collaborative Research: Gill))
- Gloriana Gonzalez Rivera, University of Illinois at Urbana-Champaign (Project: CAREER: Noticing and Using Students' Prior Knowledge in Problem-Based Instruction)
- Tina Grotzer, Harvard University (Project: EcoMobile: Blended Real and Virtual Immersive Experiences for Learning Complex Causality and Ecosystems Science)
- Jiangyue Gu, Utah State University (Project: CAREER: Supporting Middle School Students' Construction of Evidence-Based Arguments)
- Amy Hackenberg, Indiana University-Bloomington (Project: CAREER: Investigating Differentiated Instruction and Relationships Between Rational Number Knowledge and Algebraic Reasoning in Middle School)
- Hui-Yin Hsu, New York Institute of Technology (Project: Cyber-Enabled Learning: Digital Natives in Integrated Scientific Inquiry Classrooms (Collaborative Research: Wang))
- Seth Hunter (Project: Investigating and Supporting the Development of Ambitious and Equitable Mathematics Instruction at Scale)
- S. Enrico Indiogine, Texas A&M University (Project: Pre-service Teachers' Knowledge for Teaching Algebra for Equity in the Middle Grades)
- Kara Jackson, University of Washington (Project: Investigating and Supporting the Development of Ambitious and Equitable Mathematics Instruction at Scale)
- Robin Jones, Indiana University-Bloomington (Project: CAREER: Investigating Differentiated Instruction and Relationships Between Rational Number Knowledge and Algebraic Reasoning in Middle School)
- Amy Kamarainen, Harvard University (Project: EcoMobile: Blended Real and Virtual Immersive Experiences for Learning Complex Causality and Ecosystems Science)
- NamJu Kim, Utah State University (Project: CAREER: Supporting Middle School Students' Construction of Evidence-Based Arguments)
- Gerald Kulm, Texas A&M University (Project: Pre-service Teachers' Knowledge for Teaching Algebra for Equity in the Middle Grades)
- Mason Lefler, Utah State University (Project: CAREER: Supporting Middle School Students' Construction of Evidence-Based Arguments)
- Max Longhurst, Utah State University (Project: Cyber-Enabled Learning: Digital Natives in Integrated Scientific Inquiry Classrooms (Collaborative Research: Campbell))
- Nanette Marcum-Dietrich, Millersville University (Project: Teaching Environmental Sustainability - Model My Watershed (Collaborative Research: Marcum-Dietrich))
- Kathryn McKenzie, California State University-Stanislaus (Project: Pre-service Teachers' Knowledge for Teaching Algebra for Equity in the Middle Grades)
- Shari Metcalf, Harvard University (Project: EcoMobile: Blended Real and Virtual Immersive Experiences for Learning Complex Causality and Ecosystems Science)
- Tugba Oner, Texas A&M University (Project: Pre-service Teachers' Knowledge for Teaching Algebra for Equity in the Middle Grades)
- Nicholas Ortiz, Texas A&M University (Project: Pre-service Teachers' Knowledge for Teaching Algebra for Equity in the Middle Grades)
- Glenn Phillips, Texas A&M University (Project: Pre-service Teachers' Knowledge for Teaching Algebra for Equity in the Middle Grades)
- Jacob Piland, Utah State University (Project: CAREER: Supporting Middle School Students' Construction of Evidence-Based Arguments)
- Helen Poldsam, Harvard University (Project: EcoMobile: Blended Real and Virtual Immersive Experiences for Learning Complex Causality and Ecosystems Science)
- Thomas Reeves: University of Georgia (Project: Cyber-Enabled Learning: Digital Natives in Integrated Scientific Inquiry Classrooms (Collaborative Research: Wang))
- Brooks Rosenquist, Vanderbilt University (Project: Investigating and Supporting the Development of Ambitious and Equitable Mathematics Instruction at Scale)
- Daisy Rutstein, SRI International (Project: Computer Science in Secondary Schools (CS3): Studying Context, Enactment, and Impact)
- Serife Sevis, Indiana University-Bloomington (Project: CAREER: Investigating Differentiated Instruction and Relationships Between Rational Number Knowledge and Algebraic Reasoning in Middle School)
- Thomas Max Smith - UC Riverside (Project: Investigating and Supporting the Development of Ambitious and Equitable Mathematics Instruction at Scale)
- Eric Snow, SRI International (Project: Computer Science in Secondary Schools (CS3): Studying Context, Enactment, and Impact)
- Carolyn Staudt, Concord Consortium (Project: Model My Watershed - Teaching Environmental Sustainability (Collaborative Research: Staudt))
- Meredith M. Thompson (Project: EcoMobile: Blended Real and Virtual Immersive Experiences for Learning Complex Causality and Ecosystems Science)
- Ryan Timmons, Indiana University-Bloomington (Project: CAREER: Investigating Differentiated Instruction and Relationships Between Rational Number Knowledge and Algebraic Reasoning in Middle School)
- Jaden Turner, Utah State University (Project: CAREER: Supporting Middle School Students' Construction of Evidence-Based Arguments)
- Michael Shane Tutwile, Harvard University (Project: EcoMobile: Blended Real and Virtual Immersive Experiences for Learning Complex Causality and Ecosystems Science)
- Andrew Walker, Utah State University (Project: CAREER: Supporting Middle School Students' Construction of Evidence-Based Arguments)
- Shiang-Kwei Wang, New York Institute of Technology (Project: Cyber-Enabled Learning: Digital Natives in Integrated Scientific Inquiry Classrooms (Collaborative Research: Wang))
- Shiang-Kwei Wawng, New York Institute of Technology (Project: Cyber-Enabled Learning: Digital Natives in Integrated Scientific Inquiry Classrooms (Collaborative Research: Wang))
- Megan Webster, McGill University (Project: Investigating and Supporting the Development of Ambitious and Equitable Mathematics Instruction at Scale)
- D. Mark Weiss, Utah State University (Project: CAREER: Supporting Middle School Students' Construction of Evidence-Based Arguments)
- Jonee Wilson, Vanderbilt Univiersity (Project: Investigating and Supporting the Development of Ambitious and Equitable Mathematics Instruction at Scale)
More
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American Educational Research Association 2015 AERA Annual Meeting; Chicago, IL
American Educational Research Association 2015 AERA Annual Meeting; Chicago, IL
Event Date:
to
For more information, visit: http://www.aera.net/EventsMeetings/AnnualMeeting/tabid/10208/Default.aspx
DR K-12 Presenters:
- Brian Belland, Utah State University (Project: CAREER: Supporting Middle School Students' Construction of Evidence-Based Arguments)
- Marie Bienkowski, SRI International (Project: Computer Science in Secondary Schools (CS3): Studying Context, Enactment, and Impact)
- Denise Bressler, Stevens Institute of Technology (Project: EcoMobile: Blended Real and Virtual Immersive Experiences for Learning Complex Causality and Ecosystems Science)
- Todd Campbell, University of Connecticut (Project: Cyber-Enabled Learning: Digital Natives in Integrated Scientific Inquiry Classrooms (Collaborative Research: Campbell))
- Tessa Carver, Utah State University (Project: CAREER: Supporting Middle School Students' Construction of Evidence-Based Arguments)
- Linda Casswell, Abt Associates (Project: Community for Advancing Discovery Research in Education (CADRE))
- Paul Cobb, Vanderbilt University (Project: Investigating and Supporting the Development of Ambitious and Equitable Mathematics Instruction at Scale)
- Daniel Coster, Utah State University (Project: Cyber-Enabled Learning: Digital Natives in Integrated Scientific Inquiry Classrooms (Collaborative Research: Campbell))
- Mark Creager, Indiana University-Bloomington (Project: CAREER: Investigating Differentiated Instruction and Relationships Between Rational Number Knowledge and Algebraic Reasoning in Middle School)
- Trina Davis, Texas A&M University (Project: Pre-service Teachers' Knowledge for Teaching Algebra for Equity in the Middle Grades)
- Christopher Dede, Harvard University (Project: EcoMobile: Blended Real and Virtual Immersive Experiences for Learning Complex Causality and Ecosystems Science)
- Anna DeJarnette, University of Cincinnati (Project: CAREER: Noticing and Using Students' Prior Knowledge in Problem-Based Instruction)
- Benjamin Dotger, Syracuse University (Project: The Science and Mathematics Simulated Interaction Model (SIM))
- Charlotte Dunlap, Vanderbilt University (Project: Investigating and Supporting the Development of Ambitious and Equitable Mathematics Instruction at Scale)
- Ayfer Eker, Indiana University-Bloomington (Project: CAREER: Investigating Differentiated Instruction and Relationships Between Rational Number Knowledge and Algebraic Reasoning in Middle School)
- Susan Gill, Stroud Water Research Center (Project: Teaching Environmental Sustainability - Model My Watershed (Collaborative Research: Gill))
- Gloriana Gonzalez Rivera, University of Illinois at Urbana-Champaign (Project: CAREER: Noticing and Using Students' Prior Knowledge in Problem-Based Instruction)
- Tina Grotzer, Harvard University (Project: EcoMobile: Blended Real and Virtual Immersive Experiences for Learning Complex Causality and Ecosystems Science)
- Jiangyue Gu, Utah State University (Project: CAREER: Supporting Middle School Students' Construction of Evidence-Based Arguments)
- Amy Hackenberg, Indiana University-Bloomington (Project: CAREER: Investigating Differentiated Instruction and Relationships Between Rational Number Knowledge and Algebraic Reasoning in Middle School)
- Hui-Yin Hsu, New York Institute of Technology (Project: Cyber-Enabled Learning: Digital Natives in Integrated Scientific Inquiry Classrooms (Collaborative Research: Wang))
- Seth Hunter (Project: Investigating and Supporting the Development of Ambitious and Equitable Mathematics Instruction at Scale)
- S. Enrico Indiogine, Texas A&M University (Project: Pre-service Teachers' Knowledge for Teaching Algebra for Equity in the Middle Grades)
- Kara Jackson, University of Washington (Project: Investigating and Supporting the Development of Ambitious and Equitable Mathematics Instruction at Scale)
- Robin Jones, Indiana University-Bloomington (Project: CAREER: Investigating Differentiated Instruction and Relationships Between Rational Number Knowledge and Algebraic Reasoning in Middle School)
- Amy Kamarainen, Harvard University (Project: EcoMobile: Blended Real and Virtual Immersive Experiences for Learning Complex Causality and Ecosystems Science)
- NamJu Kim, Utah State University (Project: CAREER: Supporting Middle School Students' Construction of Evidence-Based Arguments)
- Gerald Kulm, Texas A&M University (Project: Pre-service Teachers' Knowledge for Teaching Algebra for Equity in the Middle Grades)
- Mason Lefler, Utah State University (Project: CAREER: Supporting Middle School Students' Construction of Evidence-Based Arguments)
- Max Longhurst, Utah State University (Project: Cyber-Enabled Learning: Digital Natives in Integrated Scientific Inquiry Classrooms (Collaborative Research: Campbell))
- Nanette Marcum-Dietrich, Millersville University (Project: Teaching Environmental Sustainability - Model My Watershed (Collaborative Research: Marcum-Dietrich))
- Kathryn McKenzie, California State University-Stanislaus (Project: Pre-service Teachers' Knowledge for Teaching Algebra for Equity in the Middle Grades)
- Shari Metcalf, Harvard University (Project: EcoMobile: Blended Real and Virtual Immersive Experiences for Learning Complex Causality and Ecosystems Science)
- Tugba Oner, Texas A&M University (Project: Pre-service Teachers' Knowledge for Teaching Algebra for Equity in the Middle Grades)
- Nicholas Ortiz, Texas A&M University (Project: Pre-service Teachers' Knowledge for Teaching Algebra for Equity in the Middle Grades)
- Glenn Phillips, Texas A&M University (Project: Pre-service Teachers' Knowledge for Teaching Algebra for Equity in the Middle Grades)
- Jacob Piland, Utah State University (Project: CAREER: Supporting Middle School Students' Construction of Evidence-Based Arguments)
- Helen Poldsam, Harvard University (Project: EcoMobile: Blended Real and Virtual Immersive Experiences for Learning Complex Causality and Ecosystems Science)
- Thomas Reeves: University of Georgia (Project: Cyber-Enabled Learning: Digital Natives in Integrated Scientific Inquiry Classrooms (Collaborative Research: Wang))
- Brooks Rosenquist, Vanderbilt University (Project: Investigating and Supporting the Development of Ambitious and Equitable Mathematics Instruction at Scale)
- Daisy Rutstein, SRI International (Project: Computer Science in Secondary Schools (CS3): Studying Context, Enactment, and Impact)
- Serife Sevis, Indiana University-Bloomington (Project: CAREER: Investigating Differentiated Instruction and Relationships Between Rational Number Knowledge and Algebraic Reasoning in Middle School)
- Thomas Max Smith - UC Riverside (Project: Investigating and Supporting the Development of Ambitious and Equitable Mathematics Instruction at Scale)
- Eric Snow, SRI International (Project: Computer Science in Secondary Schools (CS3): Studying Context, Enactment, and Impact)
- Carolyn Staudt, Concord Consortium (Project: Model My Watershed - Teaching Environmental Sustainability (Collaborative Research: Staudt))
- Meredith M. Thompson (Project: EcoMobile: Blended Real and Virtual Immersive Experiences for Learning Complex Causality and Ecosystems Science)
- Ryan Timmons, Indiana University-Bloomington (Project: CAREER: Investigating Differentiated Instruction and Relationships Between Rational Number Knowledge and Algebraic Reasoning in Middle School)
- Jaden Turner, Utah State University (Project: CAREER: Supporting Middle School Students' Construction of Evidence-Based Arguments)
- Michael Shane Tutwile, Harvard University (Project: EcoMobile: Blended Real and Virtual Immersive Experiences for Learning Complex Causality and Ecosystems Science)
- Andrew Walker, Utah State University (Project: CAREER: Supporting Middle School Students' Construction of Evidence-Based Arguments)
- Shiang-Kwei Wang, New York Institute of Technology (Project: Cyber-Enabled Learning: Digital Natives in Integrated Scientific Inquiry Classrooms (Collaborative Research: Wang))
- Shiang-Kwei Wawng, New York Institute of Technology (Project: Cyber-Enabled Learning: Digital Natives in Integrated Scientific Inquiry Classrooms (Collaborative Research: Wang))
- Megan Webster, McGill University (Project: Investigating and Supporting the Development of Ambitious and Equitable Mathematics Instruction at Scale)
- D. Mark Weiss, Utah State University (Project: CAREER: Supporting Middle School Students' Construction of Evidence-Based Arguments)
- Jonee Wilson, Vanderbilt Univiersity (Project: Investigating and Supporting the Development of Ambitious and Equitable Mathematics Instruction at Scale)
More
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American Educational Research Association 2015 AERA Annual Meeting; Chicago, IL
American Educational Research Association 2015 AERA Annual Meeting; Chicago, IL
Event Date:
to
For more information, visit: http://www.aera.net/EventsMeetings/AnnualMeeting/tabid/10208/Default.aspx
DR K-12 Presenters:
- Brian Belland, Utah State University (Project: CAREER: Supporting Middle School Students' Construction of Evidence-Based Arguments)
- Marie Bienkowski, SRI International (Project: Computer Science in Secondary Schools (CS3): Studying Context, Enactment, and Impact)
- Denise Bressler, Stevens Institute of Technology (Project: EcoMobile: Blended Real and Virtual Immersive Experiences for Learning Complex Causality and Ecosystems Science)
- Todd Campbell, University of Connecticut (Project: Cyber-Enabled Learning: Digital Natives in Integrated Scientific Inquiry Classrooms (Collaborative Research: Campbell))
- Tessa Carver, Utah State University (Project: CAREER: Supporting Middle School Students' Construction of Evidence-Based Arguments)
- Linda Casswell, Abt Associates (Project: Community for Advancing Discovery Research in Education (CADRE))
- Paul Cobb, Vanderbilt University (Project: Investigating and Supporting the Development of Ambitious and Equitable Mathematics Instruction at Scale)
- Daniel Coster, Utah State University (Project: Cyber-Enabled Learning: Digital Natives in Integrated Scientific Inquiry Classrooms (Collaborative Research: Campbell))
- Mark Creager, Indiana University-Bloomington (Project: CAREER: Investigating Differentiated Instruction and Relationships Between Rational Number Knowledge and Algebraic Reasoning in Middle School)
- Trina Davis, Texas A&M University (Project: Pre-service Teachers' Knowledge for Teaching Algebra for Equity in the Middle Grades)
- Christopher Dede, Harvard University (Project: EcoMobile: Blended Real and Virtual Immersive Experiences for Learning Complex Causality and Ecosystems Science)
- Anna DeJarnette, University of Cincinnati (Project: CAREER: Noticing and Using Students' Prior Knowledge in Problem-Based Instruction)
- Benjamin Dotger, Syracuse University (Project: The Science and Mathematics Simulated Interaction Model (SIM))
- Charlotte Dunlap, Vanderbilt University (Project: Investigating and Supporting the Development of Ambitious and Equitable Mathematics Instruction at Scale)
- Ayfer Eker, Indiana University-Bloomington (Project: CAREER: Investigating Differentiated Instruction and Relationships Between Rational Number Knowledge and Algebraic Reasoning in Middle School)
- Susan Gill, Stroud Water Research Center (Project: Teaching Environmental Sustainability - Model My Watershed (Collaborative Research: Gill))
- Gloriana Gonzalez Rivera, University of Illinois at Urbana-Champaign (Project: CAREER: Noticing and Using Students' Prior Knowledge in Problem-Based Instruction)
- Tina Grotzer, Harvard University (Project: EcoMobile: Blended Real and Virtual Immersive Experiences for Learning Complex Causality and Ecosystems Science)
- Jiangyue Gu, Utah State University (Project: CAREER: Supporting Middle School Students' Construction of Evidence-Based Arguments)
- Amy Hackenberg, Indiana University-Bloomington (Project: CAREER: Investigating Differentiated Instruction and Relationships Between Rational Number Knowledge and Algebraic Reasoning in Middle School)
- Hui-Yin Hsu, New York Institute of Technology (Project: Cyber-Enabled Learning: Digital Natives in Integrated Scientific Inquiry Classrooms (Collaborative Research: Wang))
- Seth Hunter (Project: Investigating and Supporting the Development of Ambitious and Equitable Mathematics Instruction at Scale)
- S. Enrico Indiogine, Texas A&M University (Project: Pre-service Teachers' Knowledge for Teaching Algebra for Equity in the Middle Grades)
- Kara Jackson, University of Washington (Project: Investigating and Supporting the Development of Ambitious and Equitable Mathematics Instruction at Scale)
- Robin Jones, Indiana University-Bloomington (Project: CAREER: Investigating Differentiated Instruction and Relationships Between Rational Number Knowledge and Algebraic Reasoning in Middle School)
- Amy Kamarainen, Harvard University (Project: EcoMobile: Blended Real and Virtual Immersive Experiences for Learning Complex Causality and Ecosystems Science)
- NamJu Kim, Utah State University (Project: CAREER: Supporting Middle School Students' Construction of Evidence-Based Arguments)
- Gerald Kulm, Texas A&M University (Project: Pre-service Teachers' Knowledge for Teaching Algebra for Equity in the Middle Grades)
- Mason Lefler, Utah State University (Project: CAREER: Supporting Middle School Students' Construction of Evidence-Based Arguments)
- Max Longhurst, Utah State University (Project: Cyber-Enabled Learning: Digital Natives in Integrated Scientific Inquiry Classrooms (Collaborative Research: Campbell))
- Nanette Marcum-Dietrich, Millersville University (Project: Teaching Environmental Sustainability - Model My Watershed (Collaborative Research: Marcum-Dietrich))
- Kathryn McKenzie, California State University-Stanislaus (Project: Pre-service Teachers' Knowledge for Teaching Algebra for Equity in the Middle Grades)
- Shari Metcalf, Harvard University (Project: EcoMobile: Blended Real and Virtual Immersive Experiences for Learning Complex Causality and Ecosystems Science)
- Tugba Oner, Texas A&M University (Project: Pre-service Teachers' Knowledge for Teaching Algebra for Equity in the Middle Grades)
- Nicholas Ortiz, Texas A&M University (Project: Pre-service Teachers' Knowledge for Teaching Algebra for Equity in the Middle Grades)
- Glenn Phillips, Texas A&M University (Project: Pre-service Teachers' Knowledge for Teaching Algebra for Equity in the Middle Grades)
- Jacob Piland, Utah State University (Project: CAREER: Supporting Middle School Students' Construction of Evidence-Based Arguments)
- Helen Poldsam, Harvard University (Project: EcoMobile: Blended Real and Virtual Immersive Experiences for Learning Complex Causality and Ecosystems Science)
- Thomas Reeves: University of Georgia (Project: Cyber-Enabled Learning: Digital Natives in Integrated Scientific Inquiry Classrooms (Collaborative Research: Wang))
- Brooks Rosenquist, Vanderbilt University (Project: Investigating and Supporting the Development of Ambitious and Equitable Mathematics Instruction at Scale)
- Daisy Rutstein, SRI International (Project: Computer Science in Secondary Schools (CS3): Studying Context, Enactment, and Impact)
- Serife Sevis, Indiana University-Bloomington (Project: CAREER: Investigating Differentiated Instruction and Relationships Between Rational Number Knowledge and Algebraic Reasoning in Middle School)
- Thomas Max Smith - UC Riverside (Project: Investigating and Supporting the Development of Ambitious and Equitable Mathematics Instruction at Scale)
- Eric Snow, SRI International (Project: Computer Science in Secondary Schools (CS3): Studying Context, Enactment, and Impact)
- Carolyn Staudt, Concord Consortium (Project: Model My Watershed - Teaching Environmental Sustainability (Collaborative Research: Staudt))
- Meredith M. Thompson (Project: EcoMobile: Blended Real and Virtual Immersive Experiences for Learning Complex Causality and Ecosystems Science)
- Ryan Timmons, Indiana University-Bloomington (Project: CAREER: Investigating Differentiated Instruction and Relationships Between Rational Number Knowledge and Algebraic Reasoning in Middle School)
- Jaden Turner, Utah State University (Project: CAREER: Supporting Middle School Students' Construction of Evidence-Based Arguments)
- Michael Shane Tutwile, Harvard University (Project: EcoMobile: Blended Real and Virtual Immersive Experiences for Learning Complex Causality and Ecosystems Science)
- Andrew Walker, Utah State University (Project: CAREER: Supporting Middle School Students' Construction of Evidence-Based Arguments)
- Shiang-Kwei Wang, New York Institute of Technology (Project: Cyber-Enabled Learning: Digital Natives in Integrated Scientific Inquiry Classrooms (Collaborative Research: Wang))
- Shiang-Kwei Wawng, New York Institute of Technology (Project: Cyber-Enabled Learning: Digital Natives in Integrated Scientific Inquiry Classrooms (Collaborative Research: Wang))
- Megan Webster, McGill University (Project: Investigating and Supporting the Development of Ambitious and Equitable Mathematics Instruction at Scale)
- D. Mark Weiss, Utah State University (Project: CAREER: Supporting Middle School Students' Construction of Evidence-Based Arguments)
- Jonee Wilson, Vanderbilt Univiersity (Project: Investigating and Supporting the Development of Ambitious and Equitable Mathematics Instruction at Scale)
More
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American Educational Research Association 2015 AERA Annual Meeting; Chicago, IL
American Educational Research Association 2015 AERA Annual Meeting; Chicago, IL
Event Date:
to
For more information, visit: http://www.aera.net/EventsMeetings/AnnualMeeting/tabid/10208/Default.aspx
DR K-12 Presenters:
- Brian Belland, Utah State University (Project: CAREER: Supporting Middle School Students' Construction of Evidence-Based Arguments)
- Marie Bienkowski, SRI International (Project: Computer Science in Secondary Schools (CS3): Studying Context, Enactment, and Impact)
- Denise Bressler, Stevens Institute of Technology (Project: EcoMobile: Blended Real and Virtual Immersive Experiences for Learning Complex Causality and Ecosystems Science)
- Todd Campbell, University of Connecticut (Project: Cyber-Enabled Learning: Digital Natives in Integrated Scientific Inquiry Classrooms (Collaborative Research: Campbell))
- Tessa Carver, Utah State University (Project: CAREER: Supporting Middle School Students' Construction of Evidence-Based Arguments)
- Linda Casswell, Abt Associates (Project: Community for Advancing Discovery Research in Education (CADRE))
- Paul Cobb, Vanderbilt University (Project: Investigating and Supporting the Development of Ambitious and Equitable Mathematics Instruction at Scale)
- Daniel Coster, Utah State University (Project: Cyber-Enabled Learning: Digital Natives in Integrated Scientific Inquiry Classrooms (Collaborative Research: Campbell))
- Mark Creager, Indiana University-Bloomington (Project: CAREER: Investigating Differentiated Instruction and Relationships Between Rational Number Knowledge and Algebraic Reasoning in Middle School)
- Trina Davis, Texas A&M University (Project: Pre-service Teachers' Knowledge for Teaching Algebra for Equity in the Middle Grades)
- Christopher Dede, Harvard University (Project: EcoMobile: Blended Real and Virtual Immersive Experiences for Learning Complex Causality and Ecosystems Science)
- Anna DeJarnette, University of Cincinnati (Project: CAREER: Noticing and Using Students' Prior Knowledge in Problem-Based Instruction)
- Benjamin Dotger, Syracuse University (Project: The Science and Mathematics Simulated Interaction Model (SIM))
- Charlotte Dunlap, Vanderbilt University (Project: Investigating and Supporting the Development of Ambitious and Equitable Mathematics Instruction at Scale)
- Ayfer Eker, Indiana University-Bloomington (Project: CAREER: Investigating Differentiated Instruction and Relationships Between Rational Number Knowledge and Algebraic Reasoning in Middle School)
- Susan Gill, Stroud Water Research Center (Project: Teaching Environmental Sustainability - Model My Watershed (Collaborative Research: Gill))
- Gloriana Gonzalez Rivera, University of Illinois at Urbana-Champaign (Project: CAREER: Noticing and Using Students' Prior Knowledge in Problem-Based Instruction)
- Tina Grotzer, Harvard University (Project: EcoMobile: Blended Real and Virtual Immersive Experiences for Learning Complex Causality and Ecosystems Science)
- Jiangyue Gu, Utah State University (Project: CAREER: Supporting Middle School Students' Construction of Evidence-Based Arguments)
- Amy Hackenberg, Indiana University-Bloomington (Project: CAREER: Investigating Differentiated Instruction and Relationships Between Rational Number Knowledge and Algebraic Reasoning in Middle School)
- Hui-Yin Hsu, New York Institute of Technology (Project: Cyber-Enabled Learning: Digital Natives in Integrated Scientific Inquiry Classrooms (Collaborative Research: Wang))
- Seth Hunter (Project: Investigating and Supporting the Development of Ambitious and Equitable Mathematics Instruction at Scale)
- S. Enrico Indiogine, Texas A&M University (Project: Pre-service Teachers' Knowledge for Teaching Algebra for Equity in the Middle Grades)
- Kara Jackson, University of Washington (Project: Investigating and Supporting the Development of Ambitious and Equitable Mathematics Instruction at Scale)
- Robin Jones, Indiana University-Bloomington (Project: CAREER: Investigating Differentiated Instruction and Relationships Between Rational Number Knowledge and Algebraic Reasoning in Middle School)
- Amy Kamarainen, Harvard University (Project: EcoMobile: Blended Real and Virtual Immersive Experiences for Learning Complex Causality and Ecosystems Science)
- NamJu Kim, Utah State University (Project: CAREER: Supporting Middle School Students' Construction of Evidence-Based Arguments)
- Gerald Kulm, Texas A&M University (Project: Pre-service Teachers' Knowledge for Teaching Algebra for Equity in the Middle Grades)
- Mason Lefler, Utah State University (Project: CAREER: Supporting Middle School Students' Construction of Evidence-Based Arguments)
- Max Longhurst, Utah State University (Project: Cyber-Enabled Learning: Digital Natives in Integrated Scientific Inquiry Classrooms (Collaborative Research: Campbell))
- Nanette Marcum-Dietrich, Millersville University (Project: Teaching Environmental Sustainability - Model My Watershed (Collaborative Research: Marcum-Dietrich))
- Kathryn McKenzie, California State University-Stanislaus (Project: Pre-service Teachers' Knowledge for Teaching Algebra for Equity in the Middle Grades)
- Shari Metcalf, Harvard University (Project: EcoMobile: Blended Real and Virtual Immersive Experiences for Learning Complex Causality and Ecosystems Science)
- Tugba Oner, Texas A&M University (Project: Pre-service Teachers' Knowledge for Teaching Algebra for Equity in the Middle Grades)
- Nicholas Ortiz, Texas A&M University (Project: Pre-service Teachers' Knowledge for Teaching Algebra for Equity in the Middle Grades)
- Glenn Phillips, Texas A&M University (Project: Pre-service Teachers' Knowledge for Teaching Algebra for Equity in the Middle Grades)
- Jacob Piland, Utah State University (Project: CAREER: Supporting Middle School Students' Construction of Evidence-Based Arguments)
- Helen Poldsam, Harvard University (Project: EcoMobile: Blended Real and Virtual Immersive Experiences for Learning Complex Causality and Ecosystems Science)
- Thomas Reeves: University of Georgia (Project: Cyber-Enabled Learning: Digital Natives in Integrated Scientific Inquiry Classrooms (Collaborative Research: Wang))
- Brooks Rosenquist, Vanderbilt University (Project: Investigating and Supporting the Development of Ambitious and Equitable Mathematics Instruction at Scale)
- Daisy Rutstein, SRI International (Project: Computer Science in Secondary Schools (CS3): Studying Context, Enactment, and Impact)
- Serife Sevis, Indiana University-Bloomington (Project: CAREER: Investigating Differentiated Instruction and Relationships Between Rational Number Knowledge and Algebraic Reasoning in Middle School)
- Thomas Max Smith - UC Riverside (Project: Investigating and Supporting the Development of Ambitious and Equitable Mathematics Instruction at Scale)
- Eric Snow, SRI International (Project: Computer Science in Secondary Schools (CS3): Studying Context, Enactment, and Impact)
- Carolyn Staudt, Concord Consortium (Project: Model My Watershed - Teaching Environmental Sustainability (Collaborative Research: Staudt))
- Meredith M. Thompson (Project: EcoMobile: Blended Real and Virtual Immersive Experiences for Learning Complex Causality and Ecosystems Science)
- Ryan Timmons, Indiana University-Bloomington (Project: CAREER: Investigating Differentiated Instruction and Relationships Between Rational Number Knowledge and Algebraic Reasoning in Middle School)
- Jaden Turner, Utah State University (Project: CAREER: Supporting Middle School Students' Construction of Evidence-Based Arguments)
- Michael Shane Tutwile, Harvard University (Project: EcoMobile: Blended Real and Virtual Immersive Experiences for Learning Complex Causality and Ecosystems Science)
- Andrew Walker, Utah State University (Project: CAREER: Supporting Middle School Students' Construction of Evidence-Based Arguments)
- Shiang-Kwei Wang, New York Institute of Technology (Project: Cyber-Enabled Learning: Digital Natives in Integrated Scientific Inquiry Classrooms (Collaborative Research: Wang))
- Shiang-Kwei Wawng, New York Institute of Technology (Project: Cyber-Enabled Learning: Digital Natives in Integrated Scientific Inquiry Classrooms (Collaborative Research: Wang))
- Megan Webster, McGill University (Project: Investigating and Supporting the Development of Ambitious and Equitable Mathematics Instruction at Scale)
- D. Mark Weiss, Utah State University (Project: CAREER: Supporting Middle School Students' Construction of Evidence-Based Arguments)
- Jonee Wilson, Vanderbilt Univiersity (Project: Investigating and Supporting the Development of Ambitious and Equitable Mathematics Instruction at Scale)
More
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American Educational Research Association 2015 AERA Annual Meeting; Chicago, IL
American Educational Research Association 2015 AERA Annual Meeting; Chicago, IL
Event Date:
to
For more information, visit: http://www.aera.net/EventsMeetings/AnnualMeeting/tabid/10208/Default.aspx
DR K-12 Presenters:
- Brian Belland, Utah State University (Project: CAREER: Supporting Middle School Students' Construction of Evidence-Based Arguments)
- Marie Bienkowski, SRI International (Project: Computer Science in Secondary Schools (CS3): Studying Context, Enactment, and Impact)
- Denise Bressler, Stevens Institute of Technology (Project: EcoMobile: Blended Real and Virtual Immersive Experiences for Learning Complex Causality and Ecosystems Science)
- Todd Campbell, University of Connecticut (Project: Cyber-Enabled Learning: Digital Natives in Integrated Scientific Inquiry Classrooms (Collaborative Research: Campbell))
- Tessa Carver, Utah State University (Project: CAREER: Supporting Middle School Students' Construction of Evidence-Based Arguments)
- Linda Casswell, Abt Associates (Project: Community for Advancing Discovery Research in Education (CADRE))
- Paul Cobb, Vanderbilt University (Project: Investigating and Supporting the Development of Ambitious and Equitable Mathematics Instruction at Scale)
- Daniel Coster, Utah State University (Project: Cyber-Enabled Learning: Digital Natives in Integrated Scientific Inquiry Classrooms (Collaborative Research: Campbell))
- Mark Creager, Indiana University-Bloomington (Project: CAREER: Investigating Differentiated Instruction and Relationships Between Rational Number Knowledge and Algebraic Reasoning in Middle School)
- Trina Davis, Texas A&M University (Project: Pre-service Teachers' Knowledge for Teaching Algebra for Equity in the Middle Grades)
- Christopher Dede, Harvard University (Project: EcoMobile: Blended Real and Virtual Immersive Experiences for Learning Complex Causality and Ecosystems Science)
- Anna DeJarnette, University of Cincinnati (Project: CAREER: Noticing and Using Students' Prior Knowledge in Problem-Based Instruction)
- Benjamin Dotger, Syracuse University (Project: The Science and Mathematics Simulated Interaction Model (SIM))
- Charlotte Dunlap, Vanderbilt University (Project: Investigating and Supporting the Development of Ambitious and Equitable Mathematics Instruction at Scale)
- Ayfer Eker, Indiana University-Bloomington (Project: CAREER: Investigating Differentiated Instruction and Relationships Between Rational Number Knowledge and Algebraic Reasoning in Middle School)
- Susan Gill, Stroud Water Research Center (Project: Teaching Environmental Sustainability - Model My Watershed (Collaborative Research: Gill))
- Gloriana Gonzalez Rivera, University of Illinois at Urbana-Champaign (Project: CAREER: Noticing and Using Students' Prior Knowledge in Problem-Based Instruction)
- Tina Grotzer, Harvard University (Project: EcoMobile: Blended Real and Virtual Immersive Experiences for Learning Complex Causality and Ecosystems Science)
- Jiangyue Gu, Utah State University (Project: CAREER: Supporting Middle School Students' Construction of Evidence-Based Arguments)
- Amy Hackenberg, Indiana University-Bloomington (Project: CAREER: Investigating Differentiated Instruction and Relationships Between Rational Number Knowledge and Algebraic Reasoning in Middle School)
- Hui-Yin Hsu, New York Institute of Technology (Project: Cyber-Enabled Learning: Digital Natives in Integrated Scientific Inquiry Classrooms (Collaborative Research: Wang))
- Seth Hunter (Project: Investigating and Supporting the Development of Ambitious and Equitable Mathematics Instruction at Scale)
- S. Enrico Indiogine, Texas A&M University (Project: Pre-service Teachers' Knowledge for Teaching Algebra for Equity in the Middle Grades)
- Kara Jackson, University of Washington (Project: Investigating and Supporting the Development of Ambitious and Equitable Mathematics Instruction at Scale)
- Robin Jones, Indiana University-Bloomington (Project: CAREER: Investigating Differentiated Instruction and Relationships Between Rational Number Knowledge and Algebraic Reasoning in Middle School)
- Amy Kamarainen, Harvard University (Project: EcoMobile: Blended Real and Virtual Immersive Experiences for Learning Complex Causality and Ecosystems Science)
- NamJu Kim, Utah State University (Project: CAREER: Supporting Middle School Students' Construction of Evidence-Based Arguments)
- Gerald Kulm, Texas A&M University (Project: Pre-service Teachers' Knowledge for Teaching Algebra for Equity in the Middle Grades)
- Mason Lefler, Utah State University (Project: CAREER: Supporting Middle School Students' Construction of Evidence-Based Arguments)
- Max Longhurst, Utah State University (Project: Cyber-Enabled Learning: Digital Natives in Integrated Scientific Inquiry Classrooms (Collaborative Research: Campbell))
- Nanette Marcum-Dietrich, Millersville University (Project: Teaching Environmental Sustainability - Model My Watershed (Collaborative Research: Marcum-Dietrich))
- Kathryn McKenzie, California State University-Stanislaus (Project: Pre-service Teachers' Knowledge for Teaching Algebra for Equity in the Middle Grades)
- Shari Metcalf, Harvard University (Project: EcoMobile: Blended Real and Virtual Immersive Experiences for Learning Complex Causality and Ecosystems Science)
- Tugba Oner, Texas A&M University (Project: Pre-service Teachers' Knowledge for Teaching Algebra for Equity in the Middle Grades)
- Nicholas Ortiz, Texas A&M University (Project: Pre-service Teachers' Knowledge for Teaching Algebra for Equity in the Middle Grades)
- Glenn Phillips, Texas A&M University (Project: Pre-service Teachers' Knowledge for Teaching Algebra for Equity in the Middle Grades)
- Jacob Piland, Utah State University (Project: CAREER: Supporting Middle School Students' Construction of Evidence-Based Arguments)
- Helen Poldsam, Harvard University (Project: EcoMobile: Blended Real and Virtual Immersive Experiences for Learning Complex Causality and Ecosystems Science)
- Thomas Reeves: University of Georgia (Project: Cyber-Enabled Learning: Digital Natives in Integrated Scientific Inquiry Classrooms (Collaborative Research: Wang))
- Brooks Rosenquist, Vanderbilt University (Project: Investigating and Supporting the Development of Ambitious and Equitable Mathematics Instruction at Scale)
- Daisy Rutstein, SRI International (Project: Computer Science in Secondary Schools (CS3): Studying Context, Enactment, and Impact)
- Serife Sevis, Indiana University-Bloomington (Project: CAREER: Investigating Differentiated Instruction and Relationships Between Rational Number Knowledge and Algebraic Reasoning in Middle School)
- Thomas Max Smith - UC Riverside (Project: Investigating and Supporting the Development of Ambitious and Equitable Mathematics Instruction at Scale)
- Eric Snow, SRI International (Project: Computer Science in Secondary Schools (CS3): Studying Context, Enactment, and Impact)
- Carolyn Staudt, Concord Consortium (Project: Model My Watershed - Teaching Environmental Sustainability (Collaborative Research: Staudt))
- Meredith M. Thompson (Project: EcoMobile: Blended Real and Virtual Immersive Experiences for Learning Complex Causality and Ecosystems Science)
- Ryan Timmons, Indiana University-Bloomington (Project: CAREER: Investigating Differentiated Instruction and Relationships Between Rational Number Knowledge and Algebraic Reasoning in Middle School)
- Jaden Turner, Utah State University (Project: CAREER: Supporting Middle School Students' Construction of Evidence-Based Arguments)
- Michael Shane Tutwile, Harvard University (Project: EcoMobile: Blended Real and Virtual Immersive Experiences for Learning Complex Causality and Ecosystems Science)
- Andrew Walker, Utah State University (Project: CAREER: Supporting Middle School Students' Construction of Evidence-Based Arguments)
- Shiang-Kwei Wang, New York Institute of Technology (Project: Cyber-Enabled Learning: Digital Natives in Integrated Scientific Inquiry Classrooms (Collaborative Research: Wang))
- Shiang-Kwei Wawng, New York Institute of Technology (Project: Cyber-Enabled Learning: Digital Natives in Integrated Scientific Inquiry Classrooms (Collaborative Research: Wang))
- Megan Webster, McGill University (Project: Investigating and Supporting the Development of Ambitious and Equitable Mathematics Instruction at Scale)
- D. Mark Weiss, Utah State University (Project: CAREER: Supporting Middle School Students' Construction of Evidence-Based Arguments)
- Jonee Wilson, Vanderbilt Univiersity (Project: Investigating and Supporting the Development of Ambitious and Equitable Mathematics Instruction at Scale)
More
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