SRI Education and faculty from the University of North Alabama (UNA) used design-based implementation research to iteratively revise and refine the design and implementation of the Collaborative Partnership to Teach Mathematical Reasoning through Computer Programming (CPR2). CPR2 is built on UNA’s years of experience providing middle and high school math and computer science teachers with professional development on how to use Python programming for teaching mathematical generalization. Through an intensive, 2-week summer institute and lesson plans using a four-step Instructional model, middle and high school teachers learned how to directly deliver CPR2-aligned lessons to help students learn mathematical generalization through novice Python programming.
STEM and computer science
This is the first impact study of Data Wise, which supports educators in using collaborative data inquiry to drive continuous improvement of teaching and learning.
Exploring the Relationship Between Continuous Improvement Culture and Afterschool STEM Program Quality
SRI researchers are using systems theory to investigate the implementation of continuous quality improvement within the system of California’s publicly funded afterschool programs, the state’s efforts to change organizational culture to support continuous improvement, and the potential effects of continuous improvement on afterschool STEAM programs over time.
SRI conducted a 5-year evaluation of Los Angeles City College’s STEM Pathways Program.
SRI conducted an efficacy study of more than 2,500 students on the benefits of online homework support for students’ mathematics learning
SRI Education designed and launched a 4-year comprehensive evaluation of the implementation and impact of Virginia’s state preschool program called the Virginia Preschool Initiative Plus.
Most recently, those of us on the Ready To Learn Initiative evaluation team, led by EDC and SRI Education, explored whether educational science content delivered via educational media, combined with hands-on activities and guidance, would result in gains in children’s understanding of science and engineering.
SRI worked with two research partners and a 10-state consortium to enhance and implement a developmentally appropriate K–3 formative assessment to fit within and inform everyday classroom instruction.
A multi-institutional collaborative developed classroom-ready assessment tasks for teachers to gain insights into their students’ proficiency with the Next Generation Science Standards.