SEEC’s process evaluation focuses on teacher plans, concerns, and instructional needs.
Doing the Math with Paraeducators focuses on developing the confidence, mathematical knowledge, and teaching strategies of paras using classroom activities that they are expected to implement.
Reaching Across the Hallway is a research project supporting rural, middle school teachers in integrating culturally relevant computer science activities into their social studies classrooms.
Robotic technologies provide innovative ways of engaging students in computational thinking (CT) practices within STEM fields, but teachers may be reluctant to use robotics if they do not feel confident with the technology, or when they feel unprepared to make the technology relevant to their subject areas.
SEEC is working collaboratively with the Howard Hughes Medical Institute’s BioInteractive team to evaluate implementation and impact of classroom resources, planning tools, and professional development designed for science educators.
The ACCT project is developing and implementing professional development workshops for middle and high school teachers to use formative assessments built on a previously developed framework for chemical thinking to develop their abilities to elicit, notice, interpret, and respond to students’ reasoning in ways that promote more meaningful understanding of central ideas.
The project studies the development of the science assessment practices of teachers in high-needs districts.
MMTP supports the improvement of STEM teaching and learning in a large, urban district, by providing experienced teachers with opportunities to earn micro-credentials as they acquire additional content knowledge for teaching, engage in classroom-based action research, and assume instructional leadership roles.
The Building Coherence project aims to support development of pre-service elementary teachers’ knowledge, skills, and dispositions for enacting ambitious and equitable STEM instruction, by fostering greater coherence among STEM content and pedagogical teacher preparation opportunities.
Developing Mathematical Ideas (DMI) is a widely-used elementary and middle grades (K–8) mathematics teacher professional development curriculum based on well-established principles of effective programs.