DRK-12 Research and Products
Publication | In this exploratory study, we present typologies that represent two primary challenges teachers faced in developing coherent conceptual storylines in their lesson design, and examine the extent to which professional development enhanced their…
Publication | Elementary school teachers’ perceptions of school resources (i.e., material, human, and social) for teaching science to diverse student groups were examined across three school districts from one state. As part of a 3-year curricular and…
Publication | As part of a three-year curricular and professional development intervention focused on English language learners (ELLs), this study examined the intervention's effect on teachers' science knowledge and instructional practices after one year of…
Publication | This Sprout Pro in a classroom handbook is designed to give you a starting point for integrating Sprout Pro into your learning environment and igniting your students’ creativity.
Publication | No longer only for the elite, a new generation of science high schools could help low-income and minority students get better jobs.
Publication | We examine a pair of students who share a central objective of designing an optimal solution for their fictional client, and who persist in achieving their objective. We argue that the students’ stable framing of the activity involves their…
Publication | The purpose of this study was to compare the ability of different instruments, independently developed and traditionally used for measuring science teachers’ beliefs in short-term interventions, to longitudinally measure teachers’ changing…
Publication | This report describes how particulate diagrams were incorporated in a high school chemistry course, provides a rubric developed for assessing students’ particulate drawings, and summarizes the impact of particulate-level instruction on student…
Publication | This paper outlines some key considerations for developing productive teacher collaborations and provides examples of teacher PD programs that have successfully brought chemistry education research faculty and high school chemistry teachers…
Publication | The purpose of this study was to compare the ability of different instruments, independently developed and traditionally used for measuring science teachers’ beliefs in short-term interventions, to longitudinally measure teachers’ changing…
Publication | This paper describes a guided-inquiry activity designed for the first week of a first-year high school chemistry course.
Publication | In this article, we describe the experiences of three Elementary Mathematics Specialists (EMS) who were part of a larger project investigating the impact of EMS certification and assignment (self-contained or “departmentalized”) on teaching…
Publication | This study investigates the models of elementary content specialization (ECS) in elementary mathematics and science and the affordances and constraints related to ECS—both generally and in relation to specific models.
Publication | In this paper, we present a description of the EarSketch environment and curriculum. We also present an overview of the classroom environments in which EarSketch has been implemented to date, including professional development feedback, student…
Publication | This article considers a role for live coding that does not focus on live performance but rather on educational contexts.
Publication | This article presents EarSketch, a learning environment that combines computer programming with sample-based music production to create a computational remixing environment for learning introductory computing concepts.
Publication | In this study we explored the scientific argumentation beliefs of teachers in low, mid, and high SES schools.
Publication | This case study uses the conceptual framework of communities of practice to investigate the relationship between English-learning students' argumentation and their middle school sheltered English immersion (SEI) science classroom community.…
Publication | In this study, we surveyed 42 middle school science teachers and conducted follow-up interviews with 25 to investigate the factors that teachers believe impact their argumentation instruction.
Publication | This study raises questions and makes suggestions for future educative curriculum development and teacher preparation.
Publication | From a social semiotic perspective, students’ use of language is fundamental to mathematical meaning making. We applied thematic analysis to examine students’ use of geometric and contextual ideas while solving a geometry problem that required…