Research Briefs through Interpreters’ Eyes: Recommendations for Scientists Sharing Park‐Based Research

September 25, 2020

Read this article here, cowritten by TERC’s Martha Merson, Nickolay Hristov and others, that covers how briefs can be formatted to better serve docents, volunteers, and interpretive rangers who are in a position to communicate science in parks, nature centers and other informal learning environments.

EdGE at TERC is looking for participants in a new research study.

September 15, 2020

EdGE at TERC is looking for educators (grades 3-8) who are interested in using differentiated computational thinking materials as part of the INFACT research study. Their research is focused on how to scaffold students’ executive function skills and support productive persistence.

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The new article – Consequences of Curricular Adaptation Strategies for Implementation at Scale, cowritten by Brian Drayton and Debra Bernstein has recently been published.

September 11, 2020

This study examines and compares how developers designed two primary science curricula to support teacher adaptation and enable use of innovative materials at scale. The article is available here to read.

Storytelling Math: Celebrate diversity, math, and the power of storytelling!

September 9, 2020

In this School Library Journal webinar, Youth Services librarian Julie Roach (Cambridge Public Library) joins authors Grace Lin and Ana Crespo, editor Alyssa Mito Pusey, and math expert Marlene Kliman to discuss how joyful stories empower all readers to see themselves as mathematical thinkers. Developed in partnership with TERC, with funding from the Heising-Simons Foundation. Register here for the webinar, Sept. 22, at 2pm ET.

TERC and CodeVA partner with University of South Florida researchers on NSF-funded project

August 20, 2020

A new NSF-funded research project aims to broaden Virginia’s middle school students’ participation in meaningful and culturally relevant computer science instruction during their history classes.

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