Projects

In this project, Student Reporting Labs will develop an online curriculum delivery platform called StoryMaker and a unique set of tools called Storymaker:STEM that will supply in-demand interdisciplinary, multi-modal, STEM-infused teaching and learning tools to classrooms across the country. The project aims to produce unique STEM stories from a teen perspective and partners with local public media stations to provide mentorship and amplify the voices of young people.

This project will study the Developing Leaders Transforming Practice (DLTP) intervention, which aims to improve teachers' instructional practices, increase student mathematics understanding and achievement.

This project will capitalize on the STEM for All Video Showcase and extend its impact by creating a STEM for All Multiplex. The Multiplex will draw on past and future Video Showcase videos to create a multimedia environment for professional and public exchange, as well as to provide a way for anyone to search the growing database of videos, create thematic playlists, and re-use the content in new educational and research contexts.

This project will address the potential positive and negative impacts of using 360-degree video for bridging the gap between theory and practice in mathematics instruction by investigating how preservice teachers' tacit and explicit professional knowledge are facilitated using immersive video technology and annotations.

This project will support the participation of 53 US K-12 mathematics teachers, graduate students, community college/university mathematicians, mathematics teacher educators, and mathematics education researchers to attend the Fourteenth International Congress for Mathematical Education (ICME-14) in Shanghai, China.

This project will study the Developing Leaders Transforming Practice (DLTP) intervention, which aims to develop teacher leaders, improve teachers' instructional practices, and increase student mathematics understanding and achievement.

In this project, over 500 elementary education majors will team with engineering majors to teach engineering design to over 1,600 students from underrepresented groups. These standards-based lessons will emphasize student questioning, constructive student-to-student interactions, and engineering design processes, and they will be tailored to build from students' interests and strengths.

Focusing on the Southwest Desert ecoregion, this conference addresses the need for research on effective instructional methods that can be used to support students' science learning in school gardens. The conference will lead to the development of an ecoregional model for garden-based science teaching (GBST) that builds on regional ecological and cultural resources to engage teachers and students in richer and more relevant science learning experiences.

This project will engage teams of students and teachers of grades 7-12 in four competitive Challenges to design innovative strategies for carbon mitigation in areas such as transportation, agriculture or energy use. The project expands the typical boundaries of schools by enabling teams of students in multiple locations to collaborate in model-based reasoning through online discussion forums, using social media, and crowdsourcing ideas to construct possible solutions to environmental challenges. Project research will examine the impacts of the project on student learning and engagement.

The purpose of this project is to fully explore the mathematics education literature to synthesize what validity evidence is available for quantitative assessments in mathematics education.

The project will develop and research a new Mixed Reality environment (MR), called GEM-STEP, that leverages play and embodiment as resources for integrating computational modeling into the modeling cycle as part of science instruction for elementary students.

This project will develop and test a two-year professional development model for secondary school science teacher leaders that will help them support their colleagues in implementing the Next Generation Science Standards (NGSS).

This project responds to these priorities by developing and testing a place-based environmental science research and monitoring program for elementary school students and their teachers.

This project's approach uses two types of embodied performances: experiential performances that engage learners in using their bodies to physically experience scientific phenomena (e.g., the increase of heart rate during exercise), and dramatic performances where learners act out science ideas (e.g., the sources and impact of air pollution) with gestures, body movement, dances, role-plays, or theater productions. The project is adding to the limited science education literature on the use, value, and impact of embodied performances in science classrooms, and on the brilliance, ingenuity, and science knowledge that all youth, and particularly historically marginalized young people, have and can further develop in urban school classrooms.

This project will develop and test a professional development program designed for school district science coordinators by examining impacts of participating coordinators on science teachers and their students.

This project will examine how partnerships among state science leaders, education researchers and education practitioners cultivate vertical coherence and equity in state science education.

This project will develop a cloud-based platform that enables high school students, teachers, and scientists to conduct original neuroscience research in school classrooms.

This project seeks to strengthen the teaching of statistics and data science in grades 6-12 through the design and implementation of an online professional learning environment for teachers. The professional learning environment aims to support in-service teachers in developing stronger content knowledge related to statistics, and knowledge of how to effectively teach statistics in their classrooms.

In this project, high school engineering teachers will spend five weeks in a research lab devoted to biologically-inspired design, as they partner with cutting-edge engineers and scientists to study animal features and behavior and their applications to engineering designs. After this lab experience, the high school teachers will receive three six- to ten-week curricular units, tailored for tenth- through twelfth-grade students, which teach biologically-inspired design in the context of problems that are relevant to youth.

This project will address STEM learning through classroom implementation at two project partner schools in North Carolina, one urban and the other rural, with culturally diverse student populations. The project offers high school students the opportunity to be immersed in science content through engaging in globally-relevant learner-centered activities.

The project will develop and research a new Mixed Reality environment (MR), called GEM-STEP, that leverages play and embodiment as resources for integrating computational modeling into the modeling cycle as part of science instruction for elementary students.

This project responds to these priorities by developing and testing a place-based environmental science research and monitoring program for elementary school students and their teachers.

The main goal of this project is to validate a set of rubrics that attend to the existence and the quality of instructional practices that support equity and access in mathematics classes. The project team will clarify the relationships between the practices outlined in the rubrics and aspects of teachers' perspectives and knowledge as well as student learning outcomes.

The aim of this project is to enact and study a process in which middle school teachers of mathematics and visual arts co-design and teach activities that combine math and art to teach data science.

This project will address the pressing national need to generate shared, practice-based knowledge about how to implement freely available, high-quality instructional resources (mathematics formative assessment lessons) that have been shown to produce significant gains in student learning outcomes. It will expand a professional development model (Analyzing Instruction in Mathematics using the Teaching for Robust Understanding Framework (AIM-TRU)) that supports teacher learning about effective lesson implementation.