We examine the effect of an AI-based assessment system that provides individualized feedback to students’ open-ended assessment responses, like explanation and scientific models in high school physical sciences. The curriculum, assessments and feedback are consistent with a previously developed three-dimensional learning progression that describes successively more complex understandings students develop about electrical interactions. We examine the effects and interpretation of this cognitive supportive, formative feedback aligned with a learning progression.

Project BEEs is a three-year project with the goal of focusing on teachers' development of engineering practices, including how teachers support their students' development of engineering-focused behaviors and mindsets with instruction. Through the use of research-based engineering curriculum, Youth Engineering Solutions, and the use of Universal Design and EBPs for Students with Extensive Support Needs our team is developing access to engineering education for students with disabilities. 

The project engages math teachers in lesson study to design and implement design-based lessons to teach geometry concepts.

Aligning the Science Teacher Education Pathway (ASTEP) functions as a Networked Improvement Community (NIC) to bridge gaps across steps along the science teacher training and development pathways. This NIC has co-created a shared vision and co-defined research agenda between university researchers, science educators and school district practitioners working together to reform teacher education across a variety of local contexts to create and implement a NGSS Toolkit for phenomenon-based lessons/ units or unpacking existing NGSS curriculum.

This project contributes to advancing knowledge on STEM education focusing on societal challenges by harnessing the convergence of STEM subjects, including data science and computer science, to empower all students, especially multilingual learners (MLs). The research seeks to make two significant contributions. First, the project will develop a conceptual framework for multi-disciplinary STEM education with MLs to address pressing societal challenges. Second, the project will translate this conceptual framework into practical implementation in classrooms.

This project investigated the development of middle-school students’ understandings and practices of modeling in the context of investigations of variability and change in ecosystems. The project studied how and to what extent students’ participation in distinct forms of modeling informs their classroom-based citizen science investigations.

This project investigated the development of middle-school students’ understandings and practices of modeling in the context of investigations of variability and change in ecosystems. The project studied how and to what extent students’ participation in distinct forms of modeling informs their classroom-based citizen science investigations.

This project investigated the development of middle-school students’ understandings and practices of modeling in the context of investigations of variability and change in ecosystems. The project studied how and to what extent students’ participation in distinct forms of modeling informs their classroom-based citizen science investigations.

The Learning to Build on MOSTs project is focused on developing secondary mathematics teachers’ ability to enact the teaching practice of building on MOSTs. Previously, we conceptualized high-leverage instances of student mathematical thinking that emerge during whole-class interactions—instances we call Mathematical Opportunities in Student Thinking (MOSTs). We subsequently studied the practice of building that allows one to productively use MOSTs. In this study we investigate how teachers develop the practice of building on MOSTs.

The Learning to Build on MOSTs project is focused on developing secondary mathematics teachers’ ability to enact the teaching practice of building on MOSTs. Previously, we conceptualized high-leverage instances of student mathematical thinking that emerge during whole-class interactions—instances we call Mathematical Opportunities in Student Thinking (MOSTs). We subsequently studied the practice of building that allows one to productively use MOSTs. In this study we investigate how teachers develop the practice of building on MOSTs.