In this project, we explore different ways elementary school teachers participate in online learning on the Everyday Mathematics Virtual Learning Community (VLC), a platform that includes videos, discussions, and other resources for mathematics teaching. Using this large-scale VLC for elementary teachers, we address which common patterns of teacher online behavior sequences can be identified through log data, and we examine how these patterns are associated with teacher characteristics (i.e., years in teaching mathematics and feelings about teaching mathematics).

There is an urgent need for vetted Next Generation Science Standards (NGSS)–aligned, classroom-based formative assessment tasks for the early grades that incorporate language and literacy development of young students into the design.

This project provides a year-long professional learning experience for high school counselors to enhance their efficacy in and dispositions toward advancing engineering career counseling. Through hands-on design activities and an action-oriented community of practice, counselors will connect with engineering education stakeholders, develop a deeper understanding of engineering disciplines, and identify and implement advancing counseling practices.

To successfully understand and address complex and important questions in the field of environmental science, many kinds of communities’ knowledge about their local environment need to be engaged. This one-year partnership development project involves a collaboration to design an approach that would yield opportunities for K-12 students to learn about environmental science in ways that honor both traditional STEM knowledge and Native ways of knowing among the Pomo community in California.

Online STEM credit courses have become attractive to school leaders as a way to support students who fail STEM courses in face-to-face school year settings. However, there is little research about the processes involved in how schools make decisions regarding student credit recovery. This study is engaged in data collection in high schools in a diverse county including credit recovery classroom observations, interviews, and administrative data to measure and evaluate policies around credit recovery.

This project will develop a professional development (PD) program to support teachers in implementing a physical computing anchored transdisciplinary curriculum. The program includes summer institutes and year-long activities where teachers will be first immersed in the same transdisciplinary learning experiences their students will undergo and then co-design/revise the curriculum for the local context. We will follow teachers over time to understand what trajectories teachers follow as they strive to shift toward more transdisciplinary teaching practices.

This project will develop a professional development (PD) program to support teachers in implementing a physical computing anchored transdisciplinary curriculum. The program includes summer institutes and year-long activities where teachers will be first immersed in the same transdisciplinary learning experiences their students will undergo and then co-design/revise the curriculum for the local context. We will follow teachers over time to understand what trajectories teachers follow as they strive to shift toward more transdisciplinary teaching practices.

This project will develop a professional development (PD) program to support teachers in implementing a physical computing anchored transdisciplinary curriculum. The program includes summer institutes and year-long activities where teachers will be first immersed in the same transdisciplinary learning experiences their students will undergo and then co-design/revise the curriculum for the local context. We will follow teachers over time to understand what trajectories teachers follow as they strive to shift toward more transdisciplinary teaching practices.

This three-year project aims to increase multilingual students’ engagement in scientific and engineering practices (SEPs) through a model of professional learning for high school teachers focused on embedding the Instructional Conversation (IC) pedagogy within standards-aligned SEPs. Under this model, science teachers will collaborate with English for Speakers of Other Languages (ESOL) teachers to co-develop linguistically-sustaining instructional materials that provide students with intentionally scaffolded opportunities to use scientific dialogue as they engage in the SEPs.

This project is developing a standards-aligned engineering professional learning model for elementary teachers of multilingual learners. Using a participatory and collaborative approach, experts in literacy, language, and engineering will work with elementary teachers to develop strategies for how teachers can view students’ multilingualism as an asset to engineering.