DRK-12 Research and Products
Presentation | On May 12, 2021, representatives from NSF's Division of Information Systems presented an overview of the Research.gov Proposal Submission System and the latest enhancements, including a demo site to explore the system before working on…
Publication | This chapter offers lessons learned by teacher educators who guided preservice teachers in the modification of hands-on engineering lessons for virtual implementation during the spring 2020 semester as part of an NSF-funded project.
Publication | This peer-reviewed research journal publication addresses one of the grant goals with respect to how students performed on a set of proof tasks.
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 | 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.
Tool | The Responsive Math Teaching Project's (RMT) Planning and Coaching Protocol is an 18-page booklet that includes the RMT Instructional Model as well as a planning and coaching guide for each phase of the RTM instructional cycle.
Tool | The Responsive Math Teaching (RMT) Instructional Model breaks high-quality math teaching down into seven core components: plan, launch, facilitate productive struggle, make student thinking visible, connect to the mathematics, build and expand, and…
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 explores disciplinary literacy instruction integrated within an elementary engineering unit in an urban classroom.
| We argue that progress in the area of research on mathematics teacher responses to student thinking could be enhanced were the field to attend more explicitly to important facets of those responses, as well as to related units of analysis. We describe the…
Publication | In this paper, the relationship between high school chemistry teachers’ self-generated “best practices” for developing formative assessments and the assessments they implement in their courses are examined.
Publication | This study seeks to better understand what teachers notice when interpreting assessment results and how the design of the assessment may influence teachers’ patterns of noticing. The study described herein investigates high school chemistry…
Publication | Designing high school chemistry assessments is a complex and difficult task. Although prior studies about assessment have offered teachers guidelines and standards as support to generate quality assessment items, little is known about how…
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 | This is a description of a new methodological tool to gather response process validity evidence. The context is scholarship within mathematics education contexts.
Publication | The Responsive Math Teaching (RMT) project’s 3-year model for professional development introduces teachers to a new instructional model through a full year of monthly Math Circles, where they experience problem solving and productive struggle…
Publication | Describes a scaffolded claims-evidence-reasoning (CER) argumentation framework that is embedded within a new eight-week, freely available curriculum unit developed by the Genetic Science Learning Center – Evolution: DNA and the Unity.
Publication | This article explores how scholars have framed studies of preservice science teacher (PST) knowledge and learning over the past twelve years.
Product for Educators | This resource presents a curricular module for high school biology classes related to the COVID-19 pandemic. The module is made up of 8 lessons that will likely take about 10-15 hours of instructional time. Major themes of the module…
Publication | This paper contributes to current discussions about supporting prospective teachers (PSTs) in developing skills of noticing students’ mathematical thinking. The results document that without providing any intentional support for PSTs’ noticing…
Publication | This study evaluated a portion of our learning trajectory, focusing on the instructional component. We found that the instruction was successful in promoting a progression from one level to the next for 40% of the children, with others…
Publication | This study uses a meta-analytic approach to investigate the relationship between attending an inclusive STEM high school and a set of high school outcomes known to predict college entry and declaration of a STEM college major.
Publication | This article provides content maps for two widely used teacher assessment instruments in the USA relative to the widely adopted Common Core State Standards. This common reference enables comparisons of content alignment both between the…
Publication | This paper describes a partnership between a university and an urban school district, formed with a goal of preparing mathematics teacher leaders to conduct professional development (PD) at their schools.
Publication | This article offers six suggestions for middle school principals to implement or strengthen mathematics intervention classes at their schools, based off the findings of the authors' NSF-funded research.