Showing 131-140 of 157 results for team-up

NSF Funds New STEM Initiative in Greensboro, NC
NSF Funds New STEM Initiative in Greensboro, NC

Young Women to Learn STEM and Entrepreneurship at The Forge Greensboro

Project staff of the Investigations Center for Curriculum and Professional Development have developed a Framework for Reflecting about Equity in the Investigations Mathematics Curriculum
Project staff of the Investigations Center for Curriculum and Professional Development have developed a Framework for Reflecting about Equity in the Investigations Mathematics Curriculum

They are now making this working draft available for school-based educators who might also find it useful as a tool for reflecting on issues of equity, identity, and agency in mathematics learning and teaching.

TERC’s Ibrahim Dahlstrom-Hakki, Zachary Alstad, Brian Drayton, Gillian Puttick, Andee Rubin, Jim Hammerman, Mia Ong, and Lisette Esmeralda Torres-Gerald will Present at AERA’s Annual Meeting on April 21-26, 2022.
TERC’s Ibrahim Dahlstrom-Hakki, Zachary Alstad, Brian Drayton, Gillian Puttick, Andee Rubin, Jim Hammerman, Mia Ong, and Lisette Esmeralda Torres-Gerald will Present at AERA’s Annual Meeting on April 21-26, 2022.

Check out when TERC researchers will be presenting at this year's AERA's conference.

TERC at NSELA and NSTA
TERC at NSELA and NSTA

TERC Receives National Science Foundation Research Grant to Examine the Development of Computational Thinking in Game-Based Learning
TERC Receives National Science Foundation Research Grant to Examine the Development of Computational Thinking in Game-Based Learning

The STEAMworks Room
The STEAMworks Room

TERC at AERA
TERC at AERA

Zoombinis Journey to Homes and Classrooms on iPad and Android Tablets
Zoombinis Journey to Homes and Classrooms on iPad and Android Tablets

Teaching with robotics: creating and implementing integrated units in middle school subjects
Teaching with robotics: creating and implementing integrated units in middle school subjects

Supporting teachers’ engagement with student thinking in teacher-captured video-based professional development environments: factors and implications
Supporting teachers’ engagement with student thinking in teacher-captured video-based professional development environments: factors and implications

This article covers a study that investigated teachers’ engagement with student thinking during video clubs, which were part of a professional development model in which teachers captured and analysed their classroom videos and identified clips and questions to discuss in video clubs.