- Welcome from the Director
- Agenda and Presentations
- Plenary Sessions: Remarks and Presentations
- Speakers' Bios for Plenary Sessions
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- Cognition and Student Learning
- Cognition and Student Learning and Science
- General Topics
- Mathematics, Reading, and Others
- Algebraic Interventions for Measured Achievement (AIMA)
- Assessing and Building Teacher Knowledge: The Haskins' Mastering Reading Instruction
- Classroom Connectivity in Promoting Mathematics and Science Achievement
- Cumulative Content-Area Instruction in Grades 3-4-5: An Assessment of Immediate, Transfer, and Long-Term Impact on Reading Achievement
- Effectiveness of Comprehensive Professional Development for Teachers of At-Risk Preschoolers: Using Technology to Further Learning in Pre-K
- Embedded Multimedia for Students as Professional Development for Teachers Teaching Writing
- Embedding Cause/Effect Text Structure Lessons into Social Studies: Content Instruction at the Elementary Level
- Enhancing the Quality of Social Studies Instruction and Comprehension through Content- and Case-Situated Professional Development
- Evaluation of Preschool Curricula for Promoting Early Literacy Skills in Children At-Risk for Reading Difficulties
- Evaluation of the Computer and Team Assisted Mathematical Acceleration (CATAMA) Lab for Urban, High-Poverty, High-Minority Middle Grade Students
- An Evaluation of 'Writing Wings': Writing Instruction for Disadvantaged Elementary School Children
- Fostering and Assessing Pre-K Children's Number Sense
- The Impact of Using Diagnostic Questions on Teachers' Assessment Practices
- Investigating the Efficacy of a Professional Development Program in Classroom Assessment for Middle School Reading and Mathematics
- The National Research Center on Rural Education Support: The Rural Early Adolescent Learning Program
- Preschoolers with Disabilities: Characteristics, Services, and Performance
- The Read-Write Cycle Project: Bridging the Literacy and Content Area Divide
- Policy, NAEP, Preschool Curriculum Evaluation Research (PCER), Science, and Others
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- Policy, Science, Cognition and Student Learning, and Others
- Predoctoral Interdisciplinary Research Training Programs
- Reading
- Reading and Others
- Reading, Social and Character Development (SACD), and Others
- Reading and Teacher Quality
Conference Program (865 KB)
Classroom Connectivity in Promoting Mathematics and Science Achievement
Presenters:
Stephen Pape, Ohio State University
Douglas T. Owens, Ohio State University
Karen Irving, Ohio State University
Louis Abrahamson, Better Education Foundation
Abstract: This project is an interdisciplinary effort focused on teaching and learning of mathematics and science at the 7th-10th grade level, a critical juncture in young people's education. Products of this research will aid in mathematics and science conceptual development by improving classroom discourse, self-regulated learning, class discussion, and formative assessment to expose and correct student alternative understandings. The main focus of the study is to examine the impact of professional development and connected classroom technology with interactive pedagogy on mathematics and science achievement. The mathematics focus is algebra 1 and the science component targets introductory physical science. The study draws teachers from across the nation.
The intervention consists of six parts: 1) provision of connected classroom technology; 2) professional development in a weeklong Summer Institute; 3) teacher growth in expertise learning in their classrooms; 4) web-based training available as needed; 5) an online discussion forum for the teacher community to exchange experiences, problems, and curricular materials; 6) follow-up professional development at the annual Teachers Teaching with Technology Conference.
The research design for this study is a randomized cross-over trial where the control group is exposed to the intervention sequentially. This research design combines the advantage of both a true experimental design with the randomized trial during the first year followed by control group teachers receiving treatment during the second year and serving as their own control. We propose a mixed method approach using quantitative data for statistical analysis as well as qualitative data from selected sites for in-depth analysis.