This study explores how eye tracking in a physics game can assess implicit knowledge in neurodivergent college students.
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When scouts participate in GECCo activities, they earn patches through fun activities as they explore how they use and waste energy, how their energy use directly connects them to climate change, and how to change their energy-use behaviors. They become empowered to act as agents of change by communicating with others about climate change and energy conservation.
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This webinar and discussion will mark the launch of a 6-month pilot effort of our Communities of Practice, a co-designed series of events intended to support ISE practitioners and researcher who share an interest in building equitable relationships.
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This professional development (PD) model boosts paras’ confidence, knowledge of elementary math concepts, pedagogical strategies, and understanding of student learning in mathematics.
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Presented at the 2024 RESPECT Conference in Atlanta, this paper illuminates transformational change initiated by Native students who are transitioning into the workplace in engineering and computer science
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Articles include:
• Developing an Effective Curriculum for Early Algebra, Maria Blanton
• Reaching and Teaching Neurodivergent Learners in STEM: An interview with author Dr. Jodi Asbell-Clarke
• The Institute for Meta-synthesis: Bringing meta-synthesis methods to STEM education research, IMS team
• Unifying My Identities: Reflections from an REU Student, Devon Locke
• What’s New at TERC
Resources designed to support teachers and their students in developing and maintaining equitable learning communities in their mathematics classrooms.
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TERC received a subaward on the newly announced National Science Foundation (NSF) SafeInsights, a five-year, $90 million research and development (R&D) infrastructure for inclusive education research.
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