Teaching for Robust Understanding (TRU)

Instruments

Part of the Math Assessment Project has involved research into how the materials are used in classrooms, their effect on teaching practices, and how Professional Development can be used to support the goals of the Mathematics Assessment Project materials. A major strand of this has been a joint effort with the Algebra Teaching Study at UC Berkeley and Michigan State to develop the Teaching for Robust Understanding of Mathematics (TRU Math) suite of tools for Professional Development and research. During development of TRU Math, it became clear that the concepts could be generalized into a

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Green Ninja

Curricular Materials

The Green Ninja is a climate-action superhero who fights global warming by inspiring informed personal action. Join the Green Ninja and a vibrant cast of characters as they make the world a greener, more sustainable place to live.

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SciGirls Profiles: Women in STEM

Curricular Materials

These women are the innovators, problem-solvers and dreamers who live right next door. They’re passionate about their work, hobbies, families and helping to make the world a better place. They share their strategies for overcoming challenges and finding success and joy in jobs where women are underrepresented, and inspire girls to pursue all kinds of interests and career paths. Watch the videos! SciGirls Profiles: Women in STEM After watching, complete this short survey to unlock video extras: tcptv.polldaddy.com/s/scigirls-profiles-women-in-stem

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Becoming Technosocial Change Agents: Intersectionality and Culturally Responsive Pedagogies as Vital Resources for Increasing Girls’ Participation in Computing

Publications

Drawing from our two‐year ethnography, we juxtapose the experiences of two cohorts in one culturally responsive computing program, examining how the program fostered girls’ emerging identities as technosocial change agents. In presenting this in‐depth and up‐close exploration, we simultaneously identify conditions that both facilitated and limited the program's potential. Ultimately, we illustrate how these findings can enhance anthropological research and practice in youth identity, culturally responsive pedagogies, and computing education.

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CPS/CWIC Employability Assessment

Instruments

The CPS/ CWIC Employability Assessment (EA) is conducted twice a year in year in the first and third quarters. EA is an observed assessment of 16 core 21st century college and career skills. Employability Assessments measure behavioral skills required for college and career success. This CPS custom tool was created by the Chicago Workforce Investment Council after extensively researching industry, education and academic reports on career readiness. Assessment tool includes Online Assessment Scoring and Rubric.

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The Synergies Project: Preliminary Results and Insights from Two Years of Longitudinal Survey Research

Publications

Our study seeks to improve understanding of how STEM interest develops during adolescence, and how a variety of community resources and out-of-school activities support that development. Our 4-year, Synergies project is a longitudinal study that documents STEM interest and participation trajectories of a cohort of middle school-aged youth as they progress from 5th through 8th grade. The premise of the project is that if one more fully understood how and why people, in particular early adolescent youth, develop STEM-related interests through the utilization of STEM resources, it should be

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The Synergies Research–Practice Partnership Project: A 2020 Vision Case Study

Publications

This paper, describes Synergies, an on-going longitudinal study and design effort, being conducted in a diverse, under-resourced community in Portland, Oregon, with the goal of measurably improving STEM learning, interest and participation by early adolescents, both in school and out of school. Authors examine how the work of this particular research-practice partnership is attempting to accommodate the six principles outlined in this issue: (1) to more accurately reflect learning as a lifelong process occurring across settings, situations and time frames; (2) to consider what STEM content is

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Sources of Middle School Science/Mathematics Self-efficacy Scale

Instruments

MATHEMATICS SCALE: The purpose of this study was to develop and validate items with which to assess A. Bandura’s (1997) theorized sources of self-efficacy among middle school mathematics students. Results from Phase 1 (N = 1111) were used to develop and refine items for subsequent use. In Phase 2 of the study (N = 824), a 39-item, four-factor exploratory model fit best. Items were revised to strengthen psychometric properties. In Phase 3 (N = 803), a 24-item, four-factor confirmatory factor model fit best. This final model was invariant across gender and ethnicity. Subscales correlated with

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