University of Connecticut The Promoting Lifelong STEM learning through a Focus on Conservation, Geospatial Technology, and Community Engagement project, based at the University of Connecticut (UCONN), is a collaboration among the Department of Natural Resources and the Environment (NRE), the Neag School of Education, the Center for Land Use Education and Research (CLEAR), and the […]
Joan D. Pasley
Collaborative Research: The Next Generation of STEM Teacher Preparation in Washington State
Western Washington University The Next Generation of STEM Teacher Preparation project is a collaborative effort focused on improving STEM teacher preparation across partner institutions in Washington State. With representation from multiple sectors (e.g., higher education, P–12 education, business, government, non-governmental organizations), this NSF-funded project aims to leverage collective expertise to initiate, support, and sustain change […]
Research to Practice Brief: The Critical Role of Science Teachers in Communicating Accurate Information about Zika
Authors: P. Sean Smith, Joan D. Pasley Date: May 2016 This policy brief makes recommendations for how science teachers can address the Zika virus with their students. Research to Practice Brief: The Critical Role of Science Teachers in Communicating Accurate Information about Zika (PDF, 78Kb) Copyright and Usage: Horizon Research, Inc. (HRI) holds the copyright […]
What does “Implementing the NGSS” Mean? Operationalizing the science practices for K–12 classrooms.
Authors: Joan D. Pasley, Peggy J. Trygstad, Eric R. Banilower Date: November 2016 The Next Generation Science Standards (NGSS) are composed of three intertwined dimensions—disciplinary core ideas, science and engineering practices, and crosscutting concepts—that provide a foundation for what students should know and be able to do at various grade levels. The eight science practices […]
Operationalizing the Science and Engineering Practices
Authors: Peggy J. Trygstad, Eric R. Banilower, Joan D. Pasley Date: April 2016 This paper, presented at the 2016 AERA Annual Meeting, describes the development of two products to facilitate measurement of the extent to which classroom instruction aligns with the Framework for K–12 Science Education and the subsequently released Next Generation Science Standards, particularly […]