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Knowledge Assets to Support the Science Instruction of Elementary Teachers (ASSET)

published on July 9, 2014

National Science Foundation

Knowledge Assets to Support the Science Instruction of Elementary Teachers (ASSET) is exploring a method for generating collective pedagogical content knowledge (C-PCK).  This method will be tested through the creation of a web-based repository for elementary grades science teachers in two content areas:  (1) properties and structure of matter and (2) ecosystems.  To begin, the two content areas will be unpacked into key ideas.  Literature reviews and discussions with experts will help determine what is known in the field about teaching and learning of each of the key ideas, including common patterns of student thinking and successful instructional strategies.  Once the repository is complete, local teachers will test its functionality and use its resources to plan for and teach lessons related to the two areas of content.  Data collected about the teachers’ understanding and use of the repository will inform revisions to the C-PCK collection and synthesis method.

Category(s): Projects, Research Projects Sub-Category(s): Curriculum Materials, Elementary, Featured, Science

iEVOLVE with STEM: Inquiry and Engagement to Invigorate and Optimize Learning for Everyone

published on September 1, 2012

Bowling Green State University

Bowling Green State University is partnering with Perkins Local Schools and the Sandusky City Schools in Ohio to improve student performance in science through adoption of “citizen science research.” Key innovations are: (1) students and teachers in grades 3 through 8 participate in science research projects led by professional scientists in association with a variety of community and higher education partners; (2) teachers learn how to lead students in science research by participating in a rigorous three-year program of professional development as members of Professional Learning Communities; (3) teachers and students learn to lead through publication of their findings to their peers, to their local communities, and to the professional science community; and (4) teachers adopt efficient strategies for differentiating instruction to maximize learning for all students.

Horizon Research, Inc. serves as the external evaluator for the project.

Category(s): Evaluation Projects, Projects Sub-Category(s): Featured, Science

University of Florida Unites Teachers to Reform Education in Science

published on January 1, 2012

University of Florida Board of Trustees

The University of Florida aims to improve students’ science outcomes by preparing and supporting teachers leaders in partnering school districts to effectively implement an inquiry–driven, problem–based, and standards–aligned science curriculum. Horizon Research, Inc. serves as the external evaluator for the U–FUTuRES project.

Category(s): Evaluation Projects, Projects Sub-Category(s): Featured, Science

Supporting Scientific Practices in Elementary and Middle School Classrooms

published on September 1, 2010

Northwestern University

HRI serves as the external evaluator for a project involving Northwestern University, Michigan State University, the University of Texas at Austin, Wright State University, and the BEAR Center at the University of California at Berkeley. The project is producing an empirically-tested learning progression for scientific practices for grades 4—8 along with tested curriculum materials and validated assessment items that support and measure students’ ability in the scientific practices of explanation, argumentation, and modeling.

Category(s): Evaluation Projects, Projects Sub-Category(s): Featured, Science

2012 National Survey of Science and Mathematics Education

published on August 15, 2010

National Science Foundation

Horizon Research, Inc., in collaboration with Westat, conducted a national survey of science and mathematics teachers, the fifth in a series dating back to 1977.  The study yielded accurate, up-to-date measures of key elements of the science and mathematics education system, and identified trends in these areas over time.  The study collected data on teacher characteristics, including teacher content background and demographics; science and mathematics course offerings and enrollments; textbook/program usage; instructional strategies; formative assessment; and the influences of particular policies, e.g., No Child Left Behind legislation, on science and mathematics education. (website)

Category(s): Projects, Research Projects Sub-Category(s): Featured, Mathematics, Science

Project AIM: All Included in Mathematics

published on August 1, 2010

National Science Foundation

Project AIM is a collaboration among mathematics and literacy education faculty in the Elementary Education Department at North Carolina State University, Horizon Research, Inc., and the Wake County Public School System. The project’s goal is to promote mathematics communication in the classroom to support all students in the learning of meaningful mathematics content. Drawing on a range of expertise, the project team is developing a 40-hour mathematics professional development program for mathematics coaches and practicing elementary teachers. This program will: (1) focus on place value, addition and subtraction, and linear measurement; (2) apply to mathematics education what has been learned in literacy education about classroom communication to support teachers in the implementation of effective strategies that promote mathematically-rich classroom discourse; and (3) develop teachers’ knowledge of mathematics content needed for teaching.

Category(s): Projects, Research Projects Sub-Category(s): Featured, Mathematics

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