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This comprehensive systematic review and meta-analysis synthesizes evidence surrounding math and science remote education programs from the past 15 years. The goal is to understand the effectiveness of math and science remote education programs; how their effectiveness varies by program characteristics (e.g., fully online vs. hybrid, synchronous vs. asynchronous, and student-instructor ratio); and whether their effects vary with student sample characteristics.

This comprehensive systematic review and meta-analysis synthesizes evidence surrounding math and science remote education programs from the past 15 years. The goal is to understand the effectiveness of math and science remote education programs; how their effectiveness varies by program characteristics (e.g., fully online vs. hybrid, synchronous vs. asynchronous, and student-instructor ratio); and whether their effects vary with student sample characteristics.

The Elementary Mathematical Writing (EMW) Task Force was made up of educators with unique perspectives about elementary mathematical writing and with the goal to reach a consensus about and priorities for the types of and purposes for elementary mathematical writing. The EMW Task Force met in October 2015, analyzed elementary writing prompts and samples, standards documents, and recommendations, and identified four types of mathematical writing and their associated purposes: Exploratory, Informative/Explanatory, Argumentative, and Mathematically Creative.

Today’s schools are experiencing increasing cultural and linguistic diversity and facing the challenge of creating meaningful connections between school science and student lived experiences outside of school. Middle school is a critical time to provide fundamental knowledge and encourage interest in STEM careers. In order to best impact learners during this critical period, science teachers need improved models to support the development and delivery of relevant curriculum materials to better serve all students in their classrooms. Highly supported design teams consisting of researchers, teachers, and both school and district science specialists will co-adapt existing district-generated science units to integrate socially and culturally relevant science practices and draw on students' diverse cultural and language practices as strengths.

Today’s schools are experiencing increasing cultural and linguistic diversity and facing the challenge of creating meaningful connections between school science and student lived experiences outside of school. Middle school is a critical time to provide fundamental knowledge and encourage interest in STEM careers. In order to best impact learners during this critical period, science teachers need improved models to support the development and delivery of relevant curriculum materials to better serve all students in their classrooms. Highly supported design teams consisting of researchers, teachers, and both school and district science specialists will co-adapt existing district-generated science units to integrate socially and culturally relevant science practices and draw on students' diverse cultural and language practices as strengths.

The purpose of this project is to develop and refine an innovative Google-platform based application called CORGI for use with middle school students in physical, life, and earth science classrooms. The new version, CORGI_2, will include supports for content learning and higher order thinking and will pair with the cloud-based applications of the Google environment to offer multiple means of representation, response and engagement as well as videos, models, supports for decoding, and supports for background knowledge.

This project involves designing, facilitating, and studying professional development (PD) to support equitable mathematics education. The PD will involve grades 4-8 mathematics teachers across three sites to support the design of a two-week institute focused on enhancing access and agency in relationship to important math practices, followed by ongoing interactions for the math teachers to engage in systematic inquiry of their practice over time to facilitate equitable mathematics teaching and learning in their classrooms.

This research project aims to enhance elementary teacher education in science and computational thinking pedagogy through the use of Culturally Relevant Teaching, i.e. teaching in ways that are relevant to students from different cultural and linguistic backgrounds. The project will support 60 elementary teachers in summer professional development and consistent learning opportunities during the school year to learn about and enact culturally relevant computational thinking into their science instruction.

This research project aims to enhance elementary teacher education in science and computational thinking pedagogy through the use of Culturally Relevant Teaching, i.e. teaching in ways that are relevant to students from different cultural and linguistic backgrounds. The project will support 60 elementary teachers in summer professional development and consistent learning opportunities during the school year to learn about and enact culturally relevant computational thinking into their science instruction.

This project will synthesize existing literature on modeling-based instruction (MBI) in K-12 science education over the last three decades. It will rigorously code and examine the literature to conceptualize the landscape of the theoretical frameworks of MBI approaches, identify the effective design features of modeling-based learning environments with an emphasis on technology-enhanced ones, and identify the most effective MBI practices that are associated with successful student learning through a meta-analysis.

This project will conduct a professional development series to improve the content knowledge of science teachers. "Across the Sciences," a ten-unit series requiring approximately 145 hours to complete, will better qualify 9th and 10th grade science teachers to teach multidisciplinary science courses. Teachers prepared in one science discipline will benefit from opportunities to increase and deepen their interdisciplinary science content knowledge and their understanding of student needs associated with learning science.

This project offers a two-year professional development model to support a cohort of 16 middle school science teachers of underrepresented students as the teachers gain computational thinking (CT) competencies and design and teach CT-integrated classroom science lessons that will provide students with CT learning experiences. The project will contribute to the understanding of what it takes to empower middle school science teachers as designers of CT learning opportunities for students from underrepresented groups.

Despite the importance of addressing climate change, existing K-12 curricula struggle to make the urgency of the situation personally relevant to students. This project seeks to address this challenge in climate change education by making the abstract, global, and seemingly intractable problem of climate change concrete, local, and actionable for young people. The goal of this project is to develop and test actLocal, an online platform for K–12 teachers, students, and the public to easily create localized climate change adaptation simulations for any location in the contiguous United States. These simulations will enable high school students and others to implement and evaluate strategies to address the impacts of climate change in their own communities.

This project focuses on developing the Adapted Measure of Math Engagement (AM-ME), a culturally sustaining self-report measure of Black and Latina/o middle school students’ mathematics engagement. By developing a measure of mathematics engagement that centers Black and Latina/o students’ experiences, this project offers insight into creating inclusive mathematics learning environments and culturally sustaining understandings of what it means to be engaged in mathematics.

This project focuses on developing the Adapted Measure of Math Engagement (AM-ME), a culturally sustaining self-report measure of Black and Latina/o middle school students’ mathematics engagement. By developing a measure of mathematics engagement that centers Black and Latina/o students’ experiences, this project offers insight into creating inclusive mathematics learning environments and culturally sustaining understandings of what it means to be engaged in mathematics.

This project focuses on developing the Adapted Measure of Math Engagement (AM-ME), a culturally sustaining self-report measure of Black and Latina/o middle school students’ mathematics engagement. By developing a measure of mathematics engagement that centers Black and Latina/o students’ experiences, this project offers insight into creating inclusive mathematics learning environments and culturally sustaining understandings of what it means to be engaged in mathematics.

This project focuses on developing the Adapted Measure of Math Engagement (AM-ME), a culturally sustaining self-report measure of Black and Latina/o middle school students’ mathematics engagement. By developing a measure of mathematics engagement that centers Black and Latina/o students’ experiences, this project offers insight into creating inclusive mathematics learning environments and culturally sustaining understandings of what it means to be engaged in mathematics.

In the 21st century, the educational landscape is undergoing a seismic shift, with Artificial Intelligence (AI) emerging as a pivotal force reshaping the contours of teaching and learning, especially in the realm of science education. As educators, policymakers, and researchers grapple with the challenges and opportunities presented by this technological juggernaut, this project underscores the imperative to weave AI's transformative potential seamlessly with the foundational principles of Diversity, Equity, and Inclusion (DEI). The vision driving this initiative is twofold: harnessing the unparalleled capabilities of AI to revolutionize educational experiences while ensuring that these innovations are accessible, relevant, and beneficial to every student, irrespective of their background or circumstances.

In the 21st century, the educational landscape is undergoing a seismic shift, with Artificial Intelligence (AI) emerging as a pivotal force reshaping the contours of teaching and learning, especially in the realm of science education. As educators, policymakers, and researchers grapple with the challenges and opportunities presented by this technological juggernaut, this project underscores the imperative to weave AI's transformative potential seamlessly with the foundational principles of Diversity, Equity, and Inclusion (DEI). The vision driving this initiative is twofold: harnessing the unparalleled capabilities of AI to revolutionize educational experiences while ensuring that these innovations are accessible, relevant, and beneficial to every student, irrespective of their background or circumstances.

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