Month: September 2014

Strengthening Connecticut’s STEM Pipeline

September 25, 2014

Consistent with the Next Generation Science Standards (NGSS), K-12 science programs across Connecticut need to be re-designed to realize a vision for education in the sciences and engineering in which students actively engage in scientific and engineering practices and apply crosscutting concepts to deepen their understanding of the core ideas across STEM fields.

Bridging Practices Among Connecticut Mathematics Educators

September 25, 2014

Bridging Practices Among Connecticut Mathematics Educators (BPCME) is a professional development program for mathematics educators teaching grades 3 – 11 that aims to deepen teachers’ mathematics content knowledge and strengthen their ability to support students’ reasoning, argumentation, and communication in mathematics.

The Collaboratory Project

September 25, 2014

The Collaboratory is an organizing structure for the collaborative discussion of “problems of practice” that are of interest to both K-12 teachers and university researchers.

Constructions of Comprehension in Middle Grades Classrooms

September 25, 2014

This study investigates the ways teachers use language to mediate student understanding during reading comprehension instruction. Using a variety of data collection strategies, the study details teacher talk during comprehension instruction.

Research on Supporting Teachers

September 25, 2014

Supporting the Development of High Quality Secondary Mathematics and Science Teachers and Teacher Leaders is a project supported by the Knowles Foundation for Science Teaching (KSTF), which funds fellowships for beginning teachers to enhance their leadership and teaching skills.

Moving Next Generation Science Standards into Practice

September 25, 2014

Moving Next Generation Science Standards into Practice: A Middle School Ecology Unit and Teacher Professional Development Model is a project supported by the National Science Foundation and an extension of earlier collaborative work – Learning Scientific Inquiry

The New Literacies of Online Research and Comprehension

September 23, 2014

A study conducted at the University of Connecticut by a research team at the Neag School of Education shows a large and significant achievement gap, based on income inequality, for an important new type of reading — the ability to read online to learn information.