September 25, 2026
In this article just published in Kaleidoscope by the Knowles Teacher Initiative, TERC’s Annie Sussman draws on the stories of classroom teachers who identified as teacher leaders. Together, their stories offer a different way of thinking about teacher leadership: A title doesn’t define a teacher leader. Instead, leadership emerges through the actions teachers take over time to support collective growth and change.
September 11, 2026
A chapter from the AAMASE project in Education Applications & Developments XI explores how hands-on making experiences can support agency among high-school-aged young women. The chapter highlights how different types of making projects can foster self-efficacy, personalization, connection, planning, and iteration.
September 8, 2026
New book by Maria Blanton, Angela Murphy Gardiner offers insight, practical guidance to help teachers empower young learners to think algebraically, leading to later mathematical prowess
September 2, 2026
TERC researcher Ibrahim Dahlstrom-Hakki will present findings from the NeuroVivid project at IMBES 2026, exploring how co-designed, hands-on neurotechnology experiences can support STEM interest, identity, engagement, and belonging among neurodivergent youth.
August 25, 2026
An article by the NeuroVivid project explores how science museums can create more inclusive STEM experiences for neurodivergent youth through hands-on learning, community-building, and neuroinclusive programming.