Scientists bring new rigor to education research

This article in Scientific American features the ITEST project Predicting STEM Career Choice from Computational Indicators of Student Engagement within Middle School Mathematics Classes.  The article details efforts to bring more rigorous science to classrooms and research that is showing that our intuitions about education may be wrong.


Computational Thinking, Technological Fluency, Computational Literacy, and 21st Century Skills: A Research Evaluation Working Group Conversation

Conversation Starter: Jim Diamond, evaluator for iDesign

Summary: There is a lot of overlap in the concepts of computational thinking, technological fluency, computational literacy, and 21st century skills, and none of the concepts are easy to measure. In this webinar we will consider common definitions for one or two of the constructs, as well as thinking about how to measure them.

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School Perceptions Questionnaire (SPQ) Scale

The School Perceptions Questionnaire (SPQ) Scale is a 13-item scale, each scored on a 5-point Likert scale, that assesses the extent to which a student's self-esteem is connected with and dependent upon academic outcomes (also called selective valuing or domain identification in the self-concept literature; identification is conceptually distinct from academic self-esteem or academic self-concept).  

The link provides both the SPQ Scale as well as its documentation.

Authors provide instrument validity and/or reliability information.


Force Concept Inventory

The Force Concept Inventory is an instrument designed to probe introductory physics students' beliefs on the central Newtonian concept of force and to probe how these beliefs compare with the many dimensions of the Newtonian concept. The Inventory categorizes Newtonian concepts and commonsense beliefs into six categories: kinematics, impetus, active force, action/reaction pairs, concatenation of influences, and other influences in motion (resistance, gravity).  


Teacher Beliefs Interview

The Teacher Beliefs Interview is a semi-structured, 7-item protocol designed to elicit beginning secondary science teachers' beliefs about teaching, learning, and students in mathematics and science classes.

The linked and attached article provides both the Teacher Beliefs Interview and its documentation.

Authors provide instrument validity and/or reliability information.


CADRE Webinar: Common Guidelines for Education Research and Development

Community for Advancing Discovery Research in Education (CADRE) hosted a webinar on the Common Guidelines for Education Research and Development, a joint report by the Institute of Education Sciences, U.S. Department of Education, and the National Science Foundation (NSF).


Program Evaluation of ITEST: Innovative Technology Experiences for Students and Teachers

ITEST projects provide meaningful learning opportunities for youth and their teachers, with a focus on increasing the understanding about possible STEM careers. A subset of the projects that have shown success are being funded to scale up. Others are working to improve the knowledge base on effective STEM experiences by conducting research or convening researchers and practitioners.  This document demonstrates the scheme behind the evaluation of the ITEST program as a whole.


The ITEST Community of Practice: Lessons Learned and Future Directions

This paper summarizes lessons learned from eight years of hosting a national resource center for the ITEST (Innovative Technology Experiences for Students and Teachers) program, funded by the National Science Foundation. At the core of the resource center’s work is the creation, nurturing and expansion of an active community of practice among principal investigators directing projects focused on a wide variety of scientific content for participants ranging in age from kindergarten through adult (educators) located across the U.S.


Attitudes, Skills & GRIT, Oh My!: A Research Evaluation Working Group Conversation

Take a quick tour through the scales and items that have worked (and not worked) for a recent ITEST evaluation conducted with middle and high school students. Then look ahead to instruments we are considering for a new ITEST project that begins data collection with elementary school students this fall.

32 slots left.

Journal of Learning Analytics - Call for Papers

The Journal of Learning Analytics has a Call for Papers for a special issue on learning analytics and learning theory. This issue will present a collection of papers demonstrating the ways in which learning theories are being used to craft analytics, how analytics have helped us advance learning theories, and the initial development of theories of learning with analytics.

Deadline for Paper Submissions is November 30, 2014.

Anticipated publication date is June 2015.