Research in ITEST
All ITEST projects are expected to produce empirical findings and/or research tools that contribute to knowledge about which models and interventions with K-12 students and teachers are most likely to increase capacity in the STEM workforce of the future. In addition, NSF's ITEST program is committed to supporting research projects that accumulate knowledge across projects to inform further strategy development, impact assessment, and implementation studies. Below are examples of funded ITEST research studies and related publications that demonstrate what light projects are shedding on these issues.
In addition, to learn the latest about NSF's research requirements for funded work, STELAR will be hosting a webinar on February 26, 2015 entitled The New Face of Research and Evaluation in ITEST Projects. Also, the Community for Advancing Discovery Research in Education (CADRE) held a webinar in 2014 on NSF's Common Guidelines for Education Research.
For resources on developing strong evaluation plans, check out STELAR's Evaluation Highlight from August 2014.
STELAR Webinar: The New Face of Research and Evaluation in ITEST Projects
In this webinar, PIs and evaluators described how they are meeting the challenge of incorporating rigorous research designs and evaluations that provide useful measures of project success, all while developing dynamic activities within the ITEST framework.
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).
Marine Technology for Teachers and Students (MaTTS)
Over 70 teachers, 1800 high school students and 900 middle school students in urban and suburban RI and CT districts during the course of the program will interact with cutting edge research technologies related to exploring the global ocean.
Maximizing Mentor Effectiveness in Increasing Student Interest and Success in STEM: An Empirical Approach Employing Robotics Education - Collaborative Research
This collaborative project is conducting a research study to delineate the effective components of mentoring for underrepresented and non-underrepresented students in STEM, utilizing a robotics educational program.
NetSci High: Network Science for the Next Generation
This summer, twenty four students had an opportunity to meet Dr. Alex “Sandy” Pentland from MIT’s Media Lab, Dr. Gene Stanley from Boston University’s Center for Polymer Studies, and other researchers to learn about current applications in network science.
Predicting STEM Career Choice from Computational Indicators of Student Engagement within Middle School Mathematics Classes
This study by Worcester Polytechnic Institute will ascertain how well "disengagement" of students in mathematics can be determined from math learning software and how well it predicts later outcomes of STEM learning and career advancement.
Collaborative Research: The Robot Algebra Project
The Robot Algebra Project creates three scalable, middle school level units for use in informal settings. The units are designed around fundamental robot movement concepts but emphasize proportional reasoning - a big idea in mathematics. There are over 12,000 FIRST Lego League teams across the U.S. that purport to use robots as a motivator to engage students in STEM. However, most of the time the students use guess and check procedures thwarting the opportunity to learn STEM content.
Affective States and State Tests: Investigating How Affect Throughout the School Year Predicts End of Year Learning Outcomes
In this paper, we investigate the correspondence between student affect in a web-based tutoring platform throughout the school year and learning outcomes at the end of the year, on a high-stakes mathematics exam.
Predicting College Enrollment from Student Interaction with an Intelligent Tutoring System in Middle School
Research shows that middle school is an important juncture for a student where he or she starts to be conscious about academic achievement and thinks about college attendance. It is already known that access to financial resources, family background, career aspirations and academic ability are indicative of a student’s choice to attend college; though these variables are interesting, they do not necessarily give sufficient actionable information to instructors or guidance counselors to intervene for individual students.