Current STEM
education research at IU
Research Resources on...
Teacher Training
In-service
Professional Development
Grant Funding
Current STEM education research at IU
Data not yet compiled
Research Resources on General Learning
How People Learn: Brain, Mind, Experience, and School (1999) John D. Bransford,
Ann L. Brown, and Rodney R. Cocking, editors
National Academy Press
Open book: http://www.nap.edu/html/howpeople1/
How Students Learn: History, Mathematics, and Science in
the Classroom (2005) Board on Behavioral,
Cognitive, and Sensory Sciences and Education National Academy Press
Open book: http://www.nap.edu/books/0309074339/html/
Why We Must Change: The Research Evidence (1998)
Thought & Action, Spring, 1998. Excerpted by Doug Madden Honolulu Community
College: http://honolulu.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/gardiner.htm
Research Resources on Elementary Education
Taking Science to School: Learning and Teaching Science
in Grades K-8 (2007) Duschl, RA,
Schwweingruber, HA, and Shouse, AW, editors National Academy Press
Open book http://newton.nap.edu/openbook.php?record_id=11625&page=R1
Research Resources on Secondary Education
The Knowledge Loom: Inquiry
and Problem Solving in Middle School Mathematics
Research Resources on College Education
IU Campus Instructional Consulting list of publications on
teaching and learning http://www.indiana.edu/~teaching/allabout/pubs/
Cech, T. and Kennedy, D. (2005) Doing More for Kate Science 310: 1741
http://www.sciencemag.org/cgi/content/summary/310/5755/1741
Handelsman, J., Ebert-May, D., Beichner, R., Bruns, P.,
Chang, A., DeHaan, R., Gentile, J., Lauffer, S., Stewart, J., Tilghman, S.M.,
Wood, W.B. 2004. Scientific Teaching.
Science 304: 521-522. http://www.sciencemag.org/cgi/content/summary/304/5670/521
Gardiner, LF Why We Must Change: The Research Evidence (1998)
Thought & Action, Spring, 1998. Excerpted by Doug Madden Honolulu Community
College: http://honolulu.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/gardiner.htm
Perry, W. G. Jr. (1970) Forms of Intellectual and Ethical
Development in the College Years: A Scheme. New York: Holt, Rinehart, and Winston
Macarthur, C. G. (1920) The Scientific Teaching of
Science. Science 52: 347-351
Excerpt:
"If
we could accept as the purpose of education the development--perhaps it is more
accurate to say the restoration-- of the right mental attitude in the student,
we could bring order out of this chaos.
For we should then see that the dogmatic handing on of facts through
lecture and text-book inculcates the wrong attitude of mind in the
student. A student will much more
rapidly develop the right mental attitude by discovering facts for himself,
even though they were known before, than by memorizing a multitude of facts
discovered by other people.
...
For three years the experiment was made in a scientific
department of one of our middle western universities of teaching by the method
just suggested, so far as that could be done under the conditions that exist in
every university at present. ... The students almost invariably
floundered at first. They had
grown so dependent on directions that for a time they could only with
difficulty initiate work of their own.
Gradually they came to understand what was expected and they became
clearer as to what they themselves wanted. And as the course continued the method seemed to them
increasingly desirable and successful."
And yet, nearly a century later,
the situation remains essentially the same.
Malcom, S. and U. Treisman. (1987) Calculus Success for
All Students. In L. Steen (ed.). Calculus
for a New Century: A Pump not a Filter, Washington, DC: Mathematical
Association of America.
Middendorf, J., & Pace, D. (2002). Overcoming
cultural obstacles to new ways of teaching: The Lilly Freshman Learning Project
at Indiana University. To Improve the
Academy, 20, 208-224.
Research Resources on Informal Education
Data not yet compiled
Research Resources on Pre-service Teacher Training
Data not yet compiled
Research Resources on In-service Professional Development
Bower, J.M.,
(2005) Scientists and Science
Education Reform: Myths, Methods, and Madness
Findings from CAPSCI, a
collaboration between Caltech and the Pasadena City Schools, challenging
traditional notions of what Professional Development should be like.
The Knowledge
Loom: Professional
Development
Stewart, RA and Brendefur, JL. (2005) Fusing Lesson Study
and Authentic Achievement: A Model for Teacher Collaboration. Phi Delta Kappan 86: 681-687
Abstract: After several years of working with school
districts on various systemic reform efforts, Mr. Stewart and Mr. Brendefur
conclude that the best way to bring about positive change at the classroom level
is to adopt a model wherein small .groups of teachers work in collaborative
learning communities focused on improving day-to-day instruction.
Research Resources on Education Reform
Anatomy of School System Improvement: Performance-Driven
Practices in Urban School Districts
NewSchools Venture Fund's
three-year research project tracking the adoption of performance-driven
practices in urban school systems. In this first year, the Institute for the
Study of Knowledge Management in Education (ISKME), analyzed the state of
performance-driven practices within 28 leading school districts. The goal of
this first year of study was to define the features of a performance-driven
school system and to set a benchmark against which to measure future years of
adoption of performance-driven practices.
The Knowledge Loom: Redesigning
High Schools
Stewart, RA and Brendefur, JL. (2005) Fusing Lesson Study
and Authentic Achievement: A Model for Teacher Collaboration. Phi Delta Kappan 86: 681-687
Summary: After several years of working with school districts
on various systemic reform efforts, Mr. Stewart and Mr. Brendefur conclude that
the best way to bring about positive change at the classroom level is to adopt
a model wherein small groups of teachers work in collaborative learning
communities focused on improving day-to-day instruction.
Schmoker, M.
(2004). From Feckless
Reform to Substantive Instructional Improvement. Phi Delta Kappan, 85: 427-432.
Summary: Even though we already know the best way to
improve instruction, we
persist in pursuing strategies that have repeatedly
failed. Mr. Schmoker
urges us to break free of our addiction to strategic
planning and largescale
reform--and focus on shorter-term instructional
strategies that produce more immediate results. See follow-up by Stewart and Brendefur, 2005.
The Carnegie Foundation for the Advancement of Teaching
and the Association of American Colleges and Universities (2007) Integrative
Learning: Opportunities to Connect
Results of a three-year national project involving 10
campuses working together to encourage and strengthen students' ability to
pursue learning in more intentional, connected ways.
Research Resources on Standards and Testing
Data not yet compiled
Grant Funding Resources
Federal Agencies
State Programs
Department of Education
Math-Science
Partnerships, No Child Left Behind
Division of
Educational Opportunities
Department
of Workforce Development
Private Foundations
IU Sponsored Research Office
Sponsored Research home
Forms, including IU's
electronic route sheet
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Assessment and Evaluation
Center for Evaluation and Education Policy
How to Conduct Rigorous Math-Science Partnership Evaluation (pdf file from IN DOE)
Research with Human Subjects
IU's Office of Research Compliance-Protection of
Human Subjects
Resource site for rules and
regulations, tutorial, test of researchers' knowledge of compliance rules, etc.