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Resource | Participating in the Scientific Publication Process: Exploring How Pre-college Students Perceive Publication within the Scientific Enterprise
Scientists spend a substantial amount of their time engaging with the primary literature: reading, constructing, reviewing and revising it. Yet, the role of primary literature is generally absent from the development of scientific inquiry skills in the pre-college science classroom, thus undermining a true understanding of what it means to do science. In this study, we examined middle and high…
Scientists spend a substantial amount of their time engaging with the primary literature: reading, constructing, reviewing and revising it. Yet, the role of primary literature is generally absent from the development of scientific inquiry skills in the pre-college science classroom, thus undermining a true understanding of what it means to do science. In this study, we examined middle and high…
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Resource | Tracing Take-Up Across Practice-based Professional Development and Collaborative Lesson Design
This study explored how two professional development approaches to reforming math instruction with different mechanisms for fostering change might have valuable synergies when used in tandem to support take-up, i.e., teachers’ acceptance, adoption, and incorporation of ideas into practice. This investigation of Practice-Based Professional Development and Collaborative Lesson Design found that…
This study explored how two professional development approaches to reforming math instruction with different mechanisms for fostering change might have valuable synergies when used in tandem to support take-up, i.e., teachers’ acceptance, adoption, and incorporation of ideas into practice. This investigation of Practice-Based Professional Development and Collaborative Lesson Design found that…
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Resource | A Model for Developing Sustainable Math Instructional Leadership
The Responsive Math Teaching project has been developing and refining a model for the development of mathematics instructional leadership in a network of 13 urban under-resourced elementary schools. The project is a research-practice partnership with Learning Network 2 in the School District of Philadelphia, a city where more than 80% of students live below federal poverty levels in a state with…
The Responsive Math Teaching project has been developing and refining a model for the development of mathematics instructional leadership in a network of 13 urban under-resourced elementary schools. The project is a research-practice partnership with Learning Network 2 in the School District of Philadelphia, a city where more than 80% of students live below federal poverty levels in a state with…
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Resource | Perspectives on Algebra I Tutoring Experiences With Students With Learning Disabilities
The researchers conducted a qualitative analysis of the perceptions of school personnel and pre-service teachers about an Algebra I tutoring program for students with learning disabilities. The researchers surveyed and interviewed the participants about the effectiveness of the program for the mathematics learning of the students with LD at the school and as a learning experience for the pre-…
The researchers conducted a qualitative analysis of the perceptions of school personnel and pre-service teachers about an Algebra I tutoring program for students with learning disabilities. The researchers surveyed and interviewed the participants about the effectiveness of the program for the mathematics learning of the students with LD at the school and as a learning experience for the pre-…
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Resource | Flipping Instruction in a Fifth Grade Class: A Case of an Elementary Mathematics Specialist
Flipped instruction, in which information typically conveyed through in-class lectures is delivered remotely through video or text, is being used increasingly by teachers at all levels. However, there is little research documenting how elementary teachers think about, plan for, and use flipped instruction. In this article, we use data from interviews, class observations, and an analysis of…
Flipped instruction, in which information typically conveyed through in-class lectures is delivered remotely through video or text, is being used increasingly by teachers at all levels. However, there is little research documenting how elementary teachers think about, plan for, and use flipped instruction. In this article, we use data from interviews, class observations, and an analysis of…
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Resource | Profiles of Elementary Teachers’ Use of Mathematics Curriculum Materials and the Influence of Teacher Expertise
The National Council of Teachers of Mathematics has consistently emphasized the importance of curricular coherence in mathematics education. However, the predominance of the Internet has led to a lack of consistency in the use and quality of curricular materials. We drew on teachers’ self-report of their use of curriculum materials and conducted a Latent Class Analysis to examine patterns in 56…
The National Council of Teachers of Mathematics has consistently emphasized the importance of curricular coherence in mathematics education. However, the predominance of the Internet has led to a lack of consistency in the use and quality of curricular materials. We drew on teachers’ self-report of their use of curriculum materials and conducted a Latent Class Analysis to examine patterns in 56…
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Resource | Simulations as a Platform for Understanding and Improving Teachers' Classroom Skills
Cohen, J., Wong, V., Krishnamachari, A., & Jones, N. (2021). Simulations as a platform for understanding and improving teachers' classroom skills. AAAS Arise Blog.
Cohen, J., Wong, V., Krishnamachari, A., & Jones, N. (2021). Simulations as a platform for understanding and improving teachers' classroom skills. AAAS Arise Blog.
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Resource | Simulations as a Platform for Understanding and Improving Teachers' Classroom Skills
Cohen, J., Wong, V., Krishnamachari, A., & Jones, N. (2021). Simulations as a platform for understanding and improving teachers' classroom skills. AAAS Arise Blog.
Cohen, J., Wong, V., Krishnamachari, A., & Jones, N. (2021). Simulations as a platform for understanding and improving teachers' classroom skills. AAAS Arise Blog.
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Resource | Elementary Preservice Teachers’ Perceptions of Assessment Tasks that Measure Content Knowledge for Teaching about Matter
Developing knowledge about science instruction is critical for preservice teachers. This study explores how 79 elementary preservice teachers perceive the relevance and importance of assessment task scenarios designed to elicit information about content knowledge for teaching (CKT) about matter and its interactions—a foundational topic for teaching physical science. Participants completed…
Developing knowledge about science instruction is critical for preservice teachers. This study explores how 79 elementary preservice teachers perceive the relevance and importance of assessment task scenarios designed to elicit information about content knowledge for teaching (CKT) about matter and its interactions—a foundational topic for teaching physical science. Participants completed…
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Resource | Coaching from a Distance: Exploring Video-based Online Coaching
This study explored an innovative coaching model termed video-based online video coaching. The innovation builds from affordances of robot-enabled videorecording of lessons, accompanied by built-in uploading and annotation features. While in-person coaching has proven effective for providing sustained support for teachers to take up challenging instructional practices, there are constraints. Both…
This study explored an innovative coaching model termed video-based online video coaching. The innovation builds from affordances of robot-enabled videorecording of lessons, accompanied by built-in uploading and annotation features. While in-person coaching has proven effective for providing sustained support for teachers to take up challenging instructional practices, there are constraints. Both…
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Resource | Examining the Use of Video Annotations in Debriefing Conversations during Video-Assisted Coaching Cycles
This study examined how mathematics coaches leverage written annotations to support professional discourse with teachers about important classroom events during synchronous debriefing conversations. Coaches and teachers created the annotations while asynchronously watching video of an implemented lesson as part of online video-assisted coaching cycles. More specifically, this project examined the…
This study examined how mathematics coaches leverage written annotations to support professional discourse with teachers about important classroom events during synchronous debriefing conversations. Coaches and teachers created the annotations while asynchronously watching video of an implemented lesson as part of online video-assisted coaching cycles. More specifically, this project examined the…
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Resource | Synchronous Online Video-based Professional Development for Rural Mathematics Coaches
In this project, we have designed, implemented, and started to research an innovative fully online video-based professional development model for mathematics coaches in rural contexts. Coaches in rural areas often lack access to professional development available in more populated areas, fueling the need for an online model that bridges geographic barriers (Howley & Howley, 2005; Maher &…
In this project, we have designed, implemented, and started to research an innovative fully online video-based professional development model for mathematics coaches in rural contexts. Coaches in rural areas often lack access to professional development available in more populated areas, fueling the need for an online model that bridges geographic barriers (Howley & Howley, 2005; Maher &…
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Resource | A Three-Part Synchronous Online Model for Middle Grade Mathematics Teachers’ Professional Development
In this chapter, we describe a three-part fully online model for the professional development of middle school mathematics teachers. While the model could be applied to any context, we created it for rural mathematics teachers to provide them access to high-quality professional development and to demonstrate that we could move face-to-face experiences to an online context without losing…
In this chapter, we describe a three-part fully online model for the professional development of middle school mathematics teachers. While the model could be applied to any context, we created it for rural mathematics teachers to provide them access to high-quality professional development and to demonstrate that we could move face-to-face experiences to an online context without losing…
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Resource | A Three-Part Synchronous Online Model for Middle Grade Mathematics Teachers’ Professional Development
In this chapter, we describe a three-part fully online model for the professional development of middle school mathematics teachers. While the model could be applied to any context, we created it for rural mathematics teachers to provide them access to high-quality professional development and to demonstrate that we could move face-to-face experiences to an online context without losing…
In this chapter, we describe a three-part fully online model for the professional development of middle school mathematics teachers. While the model could be applied to any context, we created it for rural mathematics teachers to provide them access to high-quality professional development and to demonstrate that we could move face-to-face experiences to an online context without losing…
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Resource | Rethinking Online Science Learning: Creating Virtual Research Experiences using Digitized Museum Specimens
Butcher, K. R., Larson, M., Lane, M., & Power, M. (2022). Rethinking Online Science Learning: Creating Virtual Research Experiences using Digitized Museum Specimens. Connected Science Learning, 4(2).
Butcher, K. R., Larson, M., Lane, M., & Power, M. (2022). Rethinking Online Science Learning: Creating Virtual Research Experiences using Digitized Museum Specimens. Connected Science Learning, 4(2).
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Resource | Informal Learning with Extended Reality Environments: Current Trends in Museums, Heritage, and Tourism
This chapter discusses the capabilities of extended reality technology in informal learning environments, such as museums and cultural heritage sites. Recent developments in extended reality technologies have led to increased integration into these informal learning spaces and have heightened the need for a systematic investigation into the affordances of modern multimedia representations…
This chapter discusses the capabilities of extended reality technology in informal learning environments, such as museums and cultural heritage sites. Recent developments in extended reality technologies have led to increased integration into these informal learning spaces and have heightened the need for a systematic investigation into the affordances of modern multimedia representations…
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Resource | Museum Leadership for Engaging, Equitable Education: The Transformative Potential of Digitized Collections for Authentic Learning Experiences
Museums are local-to-global organizations operating in a digitized, distributed, and diverse 21st century world. Museums leaders face significant challenges in achieving broader relevance, meaningful engagement, and equitable outreach. This article examines the transformative potential of digitized collections to increase public engagement and enhance authentic educational efforts of museums,…
Museums are local-to-global organizations operating in a digitized, distributed, and diverse 21st century world. Museums leaders face significant challenges in achieving broader relevance, meaningful engagement, and equitable outreach. This article examines the transformative potential of digitized collections to increase public engagement and enhance authentic educational efforts of museums,…
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Resource | Using Climate Models to Learn About Global Climate Change
Bhattacharya, D., Chandler, M., Carroll-Steward, K., & Forbes, C.T. (2020). Using climate models to learn about global climate change. The Science Teacher, 88(1), 58-66.
Bhattacharya, D., Chandler, M., Carroll-Steward, K., & Forbes, C.T. (2020). Using climate models to learn about global climate change. The Science Teacher, 88(1), 58-66.
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Resource | Using Climate Models to Learn About Global Climate Change
Bhattacharya, D., Chandler, M., Carroll-Steward, K., & Forbes, C.T. (2020). Using climate models to learn about global climate change. The Science Teacher, 88(1), 58-66.
Bhattacharya, D., Chandler, M., Carroll-Steward, K., & Forbes, C.T. (2020). Using climate models to learn about global climate change. The Science Teacher, 88(1), 58-66.
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Resource | Empirical Research on K-16 Climate Education: A Systematic Review of the Literature
Developing understanding about the Earth’s climate and the phenomenon of global climate change (GCC) is essential for all students, our future citizens and decision-makers. Recent implementation of the Next Generation Science Standards (NGSS) has intensified the focus on teaching and learning of the Earth’s climate and GCC in formal learning environments. Concurrently, the empirical research…
Developing understanding about the Earth’s climate and the phenomenon of global climate change (GCC) is essential for all students, our future citizens and decision-makers. Recent implementation of the Next Generation Science Standards (NGSS) has intensified the focus on teaching and learning of the Earth’s climate and GCC in formal learning environments. Concurrently, the empirical research…
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Resource | Empirical Research on K-16 Climate Education: A Systematic Review of the Literature
Developing understanding about the Earth’s climate and the phenomenon of global climate change (GCC) is essential for all students, our future citizens and decision-makers. Recent implementation of the Next Generation Science Standards (NGSS) has intensified the focus on teaching and learning of the Earth’s climate and GCC in formal learning environments. Concurrently, the empirical research…
Developing understanding about the Earth’s climate and the phenomenon of global climate change (GCC) is essential for all students, our future citizens and decision-makers. Recent implementation of the Next Generation Science Standards (NGSS) has intensified the focus on teaching and learning of the Earth’s climate and GCC in formal learning environments. Concurrently, the empirical research…
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Resource | Climate Education in Secondary Science: Comparison of Model-based and Non-Model-based Investigations of Earth’s Climate
In this mixed method study, we analyse the effectiveness of two pedagogical approaches – one model-based and another non-model-based – for developing secondary students’ understanding of the phenomenon of increase in Earth’s average surface temperatures, a core dimension of global climate change (GCC). Building on past research on teaching and learning about Earth’s climate, we use an Evidence-…
In this mixed method study, we analyse the effectiveness of two pedagogical approaches – one model-based and another non-model-based – for developing secondary students’ understanding of the phenomenon of increase in Earth’s average surface temperatures, a core dimension of global climate change (GCC). Building on past research on teaching and learning about Earth’s climate, we use an Evidence-…
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Resource | Standards-Aligned Instructional Supports to Promote Computer Science Teachers' Pedagogical Content Knowledge
The rapid expansion of K-12 CS education has made it critical to support CS teachers, many of whom are new to teaching CS, with the necessary resources and training to strengthen their understanding of CS concepts and how to effectively teach CS. CS teachers are often tasked with teaching different curricula using different programming languages in different grades or during different school…
The rapid expansion of K-12 CS education has made it critical to support CS teachers, many of whom are new to teaching CS, with the necessary resources and training to strengthen their understanding of CS concepts and how to effectively teach CS. CS teachers are often tasked with teaching different curricula using different programming languages in different grades or during different school…
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Resource | Second and Fifth Graders’ Use of Knowledge-Pieces and Knowledge-Structures When Solving Integer Addition Problems
In this study, we explored second and fifth graders’ noticing of negative signs and incorporation of them into their strategies when solving integer addition problems. Fifty-one out of 102 second graders and 90 out of 102 fifth graders read or used negative signs at least once across the 11 problems. Among second graders, one of their most common strategies was subtracting numbers using their…
In this study, we explored second and fifth graders’ noticing of negative signs and incorporation of them into their strategies when solving integer addition problems. Fifty-one out of 102 second graders and 90 out of 102 fifth graders read or used negative signs at least once across the 11 problems. Among second graders, one of their most common strategies was subtracting numbers using their…
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Resource | Designing for Framing in Online Teacher Education: Supporting Teachers’ Attending to Student Thinking in Video Discussions of Classroom Engineering
Participating in discussions of classroom video can support teachers to attend to student thinking. Central to the success of these discussions is how teachers interpret the activity they are engaged in—how teachers frame what they are doing. In asynchronous online environments, negotiating framing poses challenges, given that interactions are not in real time and often require written text. We…
Participating in discussions of classroom video can support teachers to attend to student thinking. Central to the success of these discussions is how teachers interpret the activity they are engaged in—how teachers frame what they are doing. In asynchronous online environments, negotiating framing poses challenges, given that interactions are not in real time and often require written text. We…
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Blog | Synthesizing Findings from Education Research Conducted During the Pandemic: Emerging Lessons From COVID-19
In this brief report, we share early selected findings from a review and synthesis of research outcomes on the unanticipated effects of the pandemic on STEM teaching and learning. The summary includes research from RAPID and non-RAPID awards across a range of NSF directorates, divisions, and programs, and draws on research conducted on both K-12 and undergraduate STEM teaching and learning.…
In this brief report, we share early selected findings from a review and synthesis of research outcomes on the unanticipated effects of the pandemic on STEM teaching and learning. The summary includes research from RAPID and non-RAPID awards across a range of NSF directorates, divisions, and programs, and draws on research conducted on both K-12 and undergraduate STEM teaching and learning.…
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Event | NSF Electronic Research Administration (ERA) Forum webinar
Dear Colleagues: You are invited to participate in the National Science Foundation (NSF) Electronic Research Administration (ERA) Forum webinar on July 19, 2022, from 1:30 - 3:00 PM Eastern Time. To participate in this Forum, please Register Now. The topics for this Forum webinar will include ORCID and SciENcv; Project Reporting and Federal Awardee Performance and Integrity Information System (…
Dear Colleagues: You are invited to participate in the National Science Foundation (NSF) Electronic Research Administration (ERA) Forum webinar on July 19, 2022, from 1:30 - 3:00 PM Eastern Time. To participate in this Forum, please Register Now. The topics for this Forum webinar will include ORCID and SciENcv; Project Reporting and Federal Awardee Performance and Integrity Information System (…
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Newsletter | June 2022 Newsletter
Dear Colleagues, Happy summer, and welcome to the most recent new awardees! For those preparing to submit proposals for the next DRK-12 deadline (October 5, 2022), we invite you to listen to our recent informational webinar on the DRK-12 solicitation, in which DRK-12 Program Lead Mike Steele offers guidance on proposal writing and submission. If you’re designing your project, now is the perfect…
Dear Colleagues, Happy summer, and welcome to the most recent new awardees! For those preparing to submit proposals for the next DRK-12 deadline (October 5, 2022), we invite you to listen to our recent informational webinar on the DRK-12 solicitation, in which DRK-12 Program Lead Mike Steele offers guidance on proposal writing and submission. If you’re designing your project, now is the perfect…
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Event | HSI Program Network Resource Centers and Hubs (HSI-Net) Letter of Intent Deadline
Learn more at https://beta.nsf.gov/funding/opportunities/hsi-program-network-resource….
Learn more at https://beta.nsf.gov/funding/opportunities/hsi-program-network-resource….
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Event | HSI Program Network Resource Centers and Hubs (HSI-Net) Full Proposal Deadline
Learn more at https://beta.nsf.gov/funding/opportunities/hsi-program-network-resource….
Learn more at https://beta.nsf.gov/funding/opportunities/hsi-program-network-resource….
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