DRK-12 Research and Products
Publication | Today’s students are exposed to news about wildfires on an all-too-regular basis. An increasingly larger portion of those students live in areas where wildfire risks are high or where smoke has reduced the air quality. The GeoHazard project has…
Presentation | 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. The intent of the poster will be to share the professional…
Product for Educators | The CKT packets contain tasks, suggested lesson plans, readings, and resources to support teacher educators’ efforts to help elementary teachers develop CKT– specialized knowledge at the intersection of specific content ideas and…
Publication | The process of using Learning Analytics (LA) to improve teaching works from the assumption that data should be readily shared between stakeholders in an educational organization. However, the design of LA tools often does not account for…
Publication | Echoing calls to expand environmental education research through design, this study explores the role of design in garden-based education and illustrate its contributions towards practical impact and theoretical insight.
Publication | In this paper we argue for the need to design and develop transformative learning ecologies that explicitly position the diverse voices of youth from nondominant communities as central to re-defining and re-envisioning relationally just,…
Publication | We explored how preservice teachers in a middle school science methods course learned and applied computational thinking (CT) concepts and activities during a month-long
intervention.
Presentation | On July 7, 2021, National Science Foundation's (NSF) DRK-12 Program Lead, Dr. Mike Steele, gave an overview and answered questions about the Discovery Research PreK-12 Program's solicitation (20-572). Learn more about this STEM education…
Publication | In this study, we investigated how an experienced fourth-grade teacher responded to her students’ thinking as part of her teacher noticing practice in a formative assessment context. Our primary purpose in doing this work was to decompose the…
Publication | The work presented here focuses on student struggles in undergraduate general chemistry laboratory activities, the source of these struggles, and the actions students take to overcome them. Using an activity theoretical lens and multiple domains…
Publication | This is a description of a new methodological tool to gather response process validity evidence. The context is scholarship within mathematics education contexts.
Product for Educators | A set of NGSS-aligned investigations for each discipline (physics, chemistry, biology) designed to introduce and scaffold engagement in science practices and build an understanding of the interplay between experimental design, data…
Publication | This study used an exploratory case study design to investigate conceptions of 19 K-12 science teachers after participating in an integrated STEM-focused professional development and implementing integrated STEM lessons into their classrooms…
Publication | Selected response items and constructed response (CR) items are often found in the same test. Conventional psychometric models for these two types of items typically focus on using the scores for correctness of the responses. Recent research…
Publication | 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…
Product for Educators | Getting Unstuck is a 10-module intermediate Scratch curriculum to help your students develop greater creative and conceptual fluency with code. The curriculum reimagines the classroom as a design studio: a culture of learning in which…
Publication | Interview with Steve Roderick about helping teachers on the InquirySpace project bring more authentic science experiences to their classes.
Publication | In this paper, authors network five frameworks (cognitive demand, lesson cohesion, cognitive engagement, collective argumentation, and student contribution) for an analytic approach that allows us to present a more holistic picture of classrooms…
Publication | In this article, the authors present evidence from teachers' reflections that this stability was supported by the teachers' intellectual and emotional experiences as learners. Specifically, they argue that engaging in extended scientific inquiry…
Publication | A teacher uses formative assessment interviews to uncover evidence of students’ understandings and to plan targeted instruction in a mathematics intervention class. Authors present an example of a student interview, a discussion of the benefits…
Publication | This article presents a tool and discusses the rationale for the authors’ development of a tool designed to assess the alignment of culturally responsive schooling principles within schools serving predominantly U.S. Indigenous…
Publication | Introduction to special issue focusing on think alouds and response process evidence. This work cuts across STEM education scholarship and introduces readers to robust means to engage in think alouds.
Publication | Integrated STEM (science, technology, engineering, and mathematics) education is becoming increasingly common in K–12 classrooms. However, various definitions of STEM education exist that make it challenging for teachers to know what to…
Publication | This article reports on the development of a novel, video-based measure of teachers’ moment-to-moment noticing as knowledge-filtered perception.
Publication | This study explored an innovative coaching model termed video-based online video coaching. As part of an NSF-funded project, we studied nine mathematics coaches over four years as they engaged in video-based coaching with teachers from…