TRANSFORMATIVE DESIGN PROJECTS
Leading a redesign of STEM teacher education in Egypt to meet the demands of a transdisciplinary, purpose-driven education. Assisting the Ministry of Education in Egypt to scaling up of the STEM Education model to every governorate in Egypt.
Prime, $24.2 million USAID-funded project
EGYPT STEM SCHOOL PROJECT
Leading the codesign of an inquiry-based, integrated, purposed-driven STEM secondary curriculum, STEM teaching standards, and assessment system.
$5.3 million subaward on USAID-funded project
INTERNATIONAL BUREAU OF EDUCATION UNESCO COMPETENCE-BASED STEM CURRICULUM
Our collaboration with UNESCO regarding the rewriting Supporting the design of a best-practice, K-12, competence-based STEM curriculum in in collaboration with UNESCO-IBE.
Short-term technical assistance to a UNESCO-funded project of STEM curriculum in the MEKTEBIM schools
THE GREATER PHILADELPHIA STEAM INITIATIVE
Leading a group of Philadelphia-area stakeholders to fundamentally rethink urban education, codesigning a curricular framework for a place-based STEAM high school.
Seed funding from the Barra Foundation
Supporting the development of a national K-12 STEM curriculum and teaching standards with various stakeholders from across the country.
Short-term technical assistance to a USAID-funded project
MATH SCIENCE PARTNERSHIP OF GREATER PHILADELPHIA (MSPGP)
Leading a research and development project to improve student access to, and achievement in, challenging and advanced courses in mathematics and science; to improve the quality, quantity, and diversity of the teacher workforce through cultivation and professional development; and to understand, through research, how to effectively perform those tasks.
Prime, $14.0 million National Science Foundation-funded project
MATHMATICAL THINKERS LIKE ME
Mathematical Thinkers Like Me (MLM) seeks to support Black, Latinx, and low income students with an online collaborative problem solving and storytelling context that helps develop their identity and strength as mathematical thinkers. In response to the educational debt inherited by our Black and Brown students, Mathematical Thinkers Like Me will provide a rich, challenging mathematical experience that rehumanizes mathematics, expanding what math is and what is valued in math learning, and that centers and supports the student voice in the math classroom.
Find out more at their website: https://mlm.mathematicalthinking.org/
21st Century Center for Research and Development in Cognition and Science Instruction
This project involves designing and implementing a randomized control trial to test the efficacy of using instructional materials and strategies in middle school science that are specifically informed by principles of cognitive science.
TECHNOLOGY-RICH UNITS FOR FUTURE SECONDARY TEACHERS
This project addresses the documented need for undergraduate prospective secondary mathematics teachers to possess strong content knowledge in order to develop in their future students the rich mathematical understandings necessary to pursue STEM careers.
Teacher Shortages in the Mississippi Delta
The Walton Family Foundation commissioned this study of teacher shortages in the lower Mississippi River Delta region of Arkansas and Mississippi, to enumerate their scope and dimensions, identify underlying causes, and develop recommendations to better track, understand, and mitigate future teacher shortages.
Integrating computing and mathematics appeals to various stakeholders for a variety of reasons. For the mathematics education community, computing offers an application of mathematics concepts that may strengthen teachers' and students' mathematical understanding; for the computer science (CS) education community, integration enables equitable access to computing education for all students; for state boards and districts, integration accommodates staffing and curricular constraints while targeting core learning objectives in multiple disciplines. Bootstrap is a nationally-deployed curriculum that integrates computer science and algebra.
PARLO/PROFICIENCY BASED ASSESSMENT
In 2010, researchers from 21PSTEM and Villanova received a six-year $2.4 million award from the National Science Foundation to conduct a mixed methods randomized control trial (RCT) of 31 schools to examine whether a proficiency-based assessment program leads to increases in mathematical understanding, achievement, and confidence in secondary students.
VIRTUAL MATH TEAMS
This full research and development project is to design, develop, and test a cutting-edge online collaborative learning environment where students and teachers solve mathematical problems and communicate their thinking with others
This collaborative work involves Drexel University and Temple University where they are developing an online, professional teaching community that is addressing issues of assessment in mathematics classes. The developers are building on the success of the NSF-supported Math Forum's Problem of the Week program to create a community that is working to increase students' mathematics learning by helping teachers stimulate student thinking, assess that thinking, and provide useful feedback to students.
INNOVATION THROUGH INSTRUCTIONAL INTEGRATION (I3)
In 2009, the National Science Foundation funded 30 grants to colleges and universities to spur “Innovation through Institutional Integration” or ICUBED. According to NSF, “significant synergistic potential can be ignited when scholars and educators in diverse disciplines work together. Similarly, NSF awardees can harness new synergies by working together with other NSF-funded projects on their own campus or with other partners. When the results of these synergies are both compatible with and beneficial for the institution(s) involved, successful innovation can be created."
INSTABILITY IN EDUCATION SYSTEMS, RANDOMIZED CONTROLLED TRIALS,
AND CHILDREN’S ACHIEVEMENT (PRIME)
Funded by the National Science Foundation, the 21st Century Partnership (21PSTEM) is a partner in the effort with University of Pennsylvania to better understand district and state efforts to systematically capture the number of teachers who are leaving a teaching assignment both within a school year and across school years.