National organization that promotes education research and its use, 12 divisions, 155 special interest groups, including Graduate Student Council. Convenes an annual meeting; provides grants for education research, conferences, projects, professional development, and training; produces a journal.
International behavioral and social science research and evaluation organization. Produces publications, podcasts, videos, and policy briefs.
A collaboration between AIR and scholars at six universities to examine state/district data on students/teachers to determine the effects of policies/practices on student learning gains. Produces conferences, working papers, data visualizations.
Statistics, research, and evaluation arm of the US Department of Education. Provides scientific evidence to inform education practice and policy, conducts surveys/evaluations, sponsors research projects. Has range of products obtained through data searches, video presentation, data sets, awards grants for research and training.
Membership organization that promotes research in science education and distributes knowledge from research. Convenes an annual meeting, publishes a journal.
This organization brings together communities of research and practice to produce new ideas and strategies for tackling problem in STEM education. It engages formal and informal educators, researchers, and students to discuss and design opportunities for improving STEM education and builds local research-practice partnerships. Partners include: Institute for Science + Mathematics Education, Education Development Center (EDC), the Exploratorium, and University of Colorado, Boulder.
A federal office that develops national educational technology policy and establishes the vision for how technology can be used to transform teaching and learning. Funds cutting-edge research to provide new types of evidence and to customize and improve learning using technology.
Membership organization focused on engineering education. Provides conferences, local workshops, curricula for teachers, reports. Produces two publications: Journal of Engineering Education, focused on scholarly research in engineering education, and Advances in Engineering Education, centered on proven innovations in engineering education practice.
Membership organization with a research/advocacy component (research briefs, advocacy tool kit). Convenes conferences, offers professional development, produces a range of publications for researchers and teachers.
Partnership among university researchers and districts, states, and foundations to gather data to inform policy. Conducts evaluations, makes presentations, develops video seminar series.
Disseminates research and analyses on educator quality, including recruitment/retention, professional learning, evaluation/career development.
Produces and disseminates high-quality, peer-reviewed research to inform education policy discussions. Offers publications, reviews, policy briefs.
Its Center for Education Policy includes working papers/publications on and evaluations of teacher preparation programs.
Gathers and analyzes data related to current social and economic challenges. Includes a collection of research reports/briefs on teacher preparation, retention, quality.
Seeks to contribute new, evidence-based knowledge to inform decisions of education policy and practice. Does program evaluation and research studies and produces conferences, webinars, reports, and publications.
Membership organization for teacher preparation programs. Convenes an annual meeting, offers a leadership academy, webinars, support workshops, opportunities for graduate students, database highlighting innovative practices, and publications.
Membership organization that supports teacher education through annual meeting, publications, special interest groups
Organization that provides support to school districts to implement programs that meet the needs of educators and students, including teacher induction, coaching, early learning, leadership development, and general consulting.
Network of STEM education researchers. Produces meetings, web site, newsletters.
Organization for professionals who educate/develop teachers of science. Offers regional and international meetings, networking groups, publications.
Organization of researchers and practitioners focused on improving science/math teaching and learning. Convenes an annual meeting, provides awards for research, funding for innovative classroom projects, and a journal.
International organization promoting and disseminating research in science education. Includes an annual conference, publications, awards, scholarships, affiliate organizations, and a journal.
Membership organization with a mission to advance IT in education and e-learning research. Offers conferences, awards (fellowships, leadership, outstanding papers), a journal, and LearnTechLib (articles/abstracts on learning and technology).
Society of AACE with specific focus on teacher educators, researchers, and practitioners. Convenes conferences, webinars, special interest groups including teacher education.
A membership organization that connects educators, leaders, and experts, provides professional development, virtual coaching, and year-round academies, and hosts an annual conference and expo and other industry-leading events.
Membership organization focused on engineering education. Provides conferences, local workshops, curricula for teachers, reports.
Organization that supports pre-service education and professional development for preK-16 mathematics teachers. Includes an annual conference, webinars, STaR Fellows Program, publishes a journal, monographs, newsletter.
Association of mathematicians focused on advancing research. Includes conferences, math research communities, awards (impact on teaching and learning of math), publications.
ASTC seeks to provide a collective voice, professional support, and programming opportunities for science centers, museums, and related institutions. Through strategic alliances and global partnerships, ASTC's goal is to increase awareness of the valuable contributions its members make to their communities and the field of informal STEM learning.
CAISE provides infrastructure, resources and connectivity for educators, researchers, evaluators, and other interested stakeholders. It convenes inquiry groups, workshops and principal investigator meetings designed to facilitate discussion and identify the needs and opportunities for informal STEM learning practitioners working in media (TV, radio, film, social), science centers and museums, zoos and aquariums, parks, botanical gardens and nature centers, events and festivals, libraries, making and tinkering spaces, cyberlearning and gaming, and youth, community, and out-of-school time programs.[/su_spoiler]
STEM Teaching Tools is dedicated to sharing research- and practice-based knowledge that has accumulated through federally funded research. The resources are for broad use and adaptation as Open Education Resources. STEM Teaching Tools is a research and development initiative of the Institute for Science + Mathematics Education at the University of Washington.
STELAR, the STEM Learning and Research Center, led by EDC, aims to build capacity and magnify the results of NSF ITEST projects to deepen the impact of the ITEST program. STELAR provides technical support to ITEST projects, synthesizes and disseminates project findings, and conducts outreach efforts to broaden participation in the ITEST community.
This network for STEM education researchers funded by the NSF DRK-12 program includes meetings, a website, interest groups, and newsletters and helps DRK-12 researchers share methods, findings, results, and products.
NMSI partners with schools and districts nationwide to provide training and support for teachers and to give students the resources they need to develop and demonstrate knowledge and skills.
A professional services firm that seeks to increase the number of STEM-ready workers through development of a network of leaders in the public and provide sector. The network includes companies, nonprofits, and professional societies as well as STEM-related research and policy organizations, government entities, universities and academic institutions.
A free, online collection of high-quality, practice-based teacher education curriculum materials for teacher educators from the University of Michigan. Sign up.[/su_spoiler]
This interactive data tool from the Urban Institute compares inequalities among teaching degree programs in terms of producing diverse teachers.
The results of a 2017 survey of state education agencies (SEAs) in 51 states by the Albert Shanker Institute. SEAs were asked whether detailed teacher race and ethnicity data are collected and whether and how they are made available to the public. Download here.
Mark Tucker of the National Center on Education and the Economy (NCEE) explores the systemic barriers holding teacher education back including:
- who gets in: "teaching forces reproduce themselves as yesterday's high school students become tomorrow's teachers;"
- funding: "prospective teachers and the faculty charged with preparing them are taxed to support other departments in the institution, though they often start out from a base budget that is woefully inadequate to start with;" and
- research-based curricula: lack of a "canon, a short list of books that all prospective professional educators should have read,"
- such as How People Learn: Brain, Mind, Experience and School from the National Academies,
- the teaching of reading as lamented by Susan Pimentel in an Education Week opinion piece, and
- attention to "what specific characteristics of a curriculum make it more effective than some other curriculum" as pointed out by David Steiner.
Infographic from Third Way contrasting a standard path to licensure, where aspiring entrants throughout the country must pass the same rigorous final exam to begin their careers, common in many professions with the unstandardized path to teacher licensure undermining the profession.
Education Commission of the States researched teacher leadership and licensure advancement policies in all states, current through September 2018.
- Thirty states have a licensing system in place that allows teachers to advance beyond a standard professional license. In 17 of these states, teachers are required to demonstrate evidence of effectiveness, either in addition to or in place of other tasks, in order to obtain an advanced license.
- Twenty-two states offer a teacher leader license or endorsement.
- Seventeen states have adopted teacher leader standards; 13 states prescribe the role of the teacher leader in statute or regulation.
- Twenty-four states provide formal supports and/or incentives to teacher leaders.
ProPublica's database compiles federal education data in a way that makes it easy to compare schools and districts in terms of racial disparities in P-12 educational opportunities, discipline, segregation and achievement.
The Education Trust's interactive map analyzes gaps in district funding patterns by poverty level and minority enrollment.
The Education Trust created this user-friendly tool to provide policymakers, counselors, parents, students, and others with information about college graduation rates for low-income students (Pell Grant recipients) and students who are not low-income (did not receive a Pell Grant) for nearly any four-year college or university in the country.
The United States Government Accountability Office (GAO) released a report, based on the Civil Rights Data Collection (CRDC) for the 2015-16 school year, pointing to inequitable access to advanced courses for students attending high-poverty schools, particularly smaller schools.
The goal of these interactive mapping tools supported by REINVESTMENT FUND is to help funders, practitioners and childcare advocates make data-informed decisions about where early learning resources and interventions are most needed in specific cities.
The purpose of this document is to outline and share resources from PRIME-funded projects that may be helpful to evaluators of Mathematics Science Partnership and other mathematics and science efforts.
This paper, prepared by TEAMS staff, provides insights into the evaluation of educational research in order to strengthen research projects and increase the quality of evidence about what works to improve student learning from the lens of STEM education.
The Common Guidelines for Education Research and Development suggests that evidence of and strategies for ensuring reliability and validity of data collection instruments should be provided in any research or evaluation plan.
The seminar is structured around a compilation of instruments presently used in a variety of Mathematics Science Partnerships projects (funded by ED and NSF) to measure changes in teacher practice, student understanding, attitudes, beliefs, sustainability, and other characteristics of interest to projects identified through surveys, interviews, and focus group protocols.
Clearly, if you are looking at getting a Doctor of Education (Ed.D.) degree, a healthy amount of school is already under your belt. There's no question that pursuing an Ed.D. will be a big commitment, but is it the right commitment for you? The following page is a deep dive on the purpose, structure and components of an Ed.D. It also explains how a Doctor of Education differs from a Ph.D. and Ed.S. so you can know which route you should consider.
This toolkit is designed to help informal STEM education and science communication professionals reflect on and strengthen their organizations' efforts to broaden participation in STEM. A cross-field task force convened by the Center for Advancement of Informal Science Education (CAISE) worked with other contributors to identify critical issues, gaps, and possibilities within existing science engagement efforts to broaden participation in STEM.
This rubric, developed by the National Alliance for Partnerships in Equity (NAPE), is designed to help program administrators, designers, implementers, and funders identify the critical attributes of a STEM program to determine the degree to which it is inclusive and supports access and success for students who historically have not engaged in STEM.
The vision of the National Science Foundation-funded Aspire Alliance is to increase the learning, persistence, and completion of students from underrepresented groups (URG) in colleges and universities in science, technology, engineering, and mathematics (STEM). Faculty are a key leverage point in the success of URG undergraduate students. When URG students are taught by URG faculty, they achieve at significantly higher rates.