The Autism Social Self-Reflection Study develops a new social skills intervention for children and adolescents with Autism Spectrum Disorder (ASD). Conceived by Assistant Professor of Special Education Sarah Hurwitz and Assistant Professor of Psychology and Brain Sciences Dan Kennedy, the goal is to teach children with ASD how to self-reflect about their own behavior, and that of others, in order to improve their conversational and social skills. This is an innovative approach that has not been tried anywhere else.
Supported by a grant from the Lloyd G. Balfour Foundation, Bank of America, N.A., Trustee, the Balfour Scholars Program (BSP) is a free program for high school juniors designed to help cultivate student academic and career development as well as minimize misperceptions about affordability, unfamiliarity with higher education, and difficulties with cultural adjustment that prevent students from successfully matriculating and graduating from college. The program is a primary focus of the Center for P-16 Research and Collaboration.
BioSim, a participatory simulation where young students (grades K-3) enact the roles of honeybees, army ants, and other agents within biological systems through the assistance of electronically-enhanced e-puppets. Using novel combinations of play, reflection, interaction, and exploration, this study capitalizes upon the alignment between participatory simulations and the play activities of young children, who are already apt to explore topics of interest to them through play-acting and games. We’re in the middle of implementations with honeybees right now, and gearing up for an exploration of army ants, using electronic push-toys. Funded by the National Science Foundation and implemented through the Center for Research on Learning and Technology. Led by Dr. Kylie Peppler through the Center for Research on Learning and Technology.
The Center for International Education, Development and Research (CIEDR), in partnership with the Office of International Development, is working to build a research culture with the Faculty of Education at the University of Prishtina in Kosovo. Supported through World Learning with funding from the United States Agency for International Development, the Transformational Leadership Program is designed to spur transformational institutional and individual change in relation to research capacity, curriculum and pedagogy, and quality assurance. CIEDR, in collaboration with the University of Prishtina, has created a scholarly learning community organized by research clusters to stimulate research studies, international publication, and teacher education reform in higher education in Kosovo. CIEDR is also establishing IU School of Education mentors to work with Kosovo partners to help meet research and development needs. Dr. Jeffrey Anderson (Professor, Curriculum and Instruction) serves as Academic Coordinator, and technical support is provided by SoE graduate student, Evan Mickey (Education Policy Studies). Led by Dr. Patricia Kubow through the Center for International Education, Development and Research.
The CCIHE has been the leading framework for recognizing and describing institutional diversity in U.S. higher education for the past four and a half decades. On January 1, 2015, the Classifications moved from the Carnegie Foundation for the Advancement of Teaching to IU’s Center for Postsecondary Research. The 2015 update was released by year’s end, continuing the five year cycle established in 2000. The system includes the well-known “basic classification” as well as five other classifications that distinguish institutions according to the types of degree programs and enrolled students. The CCIHE web site provides a set of tools for benchmarking U.S. degree-granting postsecondary institutions that are used by institutional researchers, higher education researchers, and policy makers, nationally. Led by Dr. Vic Borden through the Center for Postsecondary Research.
CIEDR’s Director, Patricia Kubow, spearheaded the research and is co-editor, with Allison Blosser (High Point University), of the 2016 book, Teaching Comparative Education: Trends and Issues Informing Practice, for the Oxford Studies in Comparative Education series published by Symposium Books in the United Kingdom. With chapter contributions from seminal scholars in the field of comparative and international education, this book examines the ways in which comparative education is being taught, or advocated for, in teacher education within higher education institutions worldwide. A particular concern raised by the chapter authors—in locations as diverse as Germany, Singapore, the United Kingdom, and the United States—is the utilitarian approach in teacher education, where that which is valued is that which is measurable. The implications for what and how comparative and international education should be taught is examined in light of the ideological, sociocultural, political, and economic trends influencing education globally. Dr. Robert Arnove and Dr. Barry Bull (both Professor Emeriti, Educational Leadership and Policy Studies) contributed a chapter focused on the roles of the social sciences and philosophy in teaching comparative education. Led by Dr. Patricia Kubowthrough the Center for International Education, Development and Research.
During the summer of 2015 the Indiana Department of Education (IDOE) gave grants to six Indiana elementary schools to pilot dual language immersion (DLI) programs. Since then the Indiana University School of Education, Center for P-16 Research and Collaboration has played an instrumental role in providing the resources and professional development necessary to assuring the success of these pilot programs. Our director of Global Education Initiatives, Dr. Meagan Call-Cummings, has worked closely with the schools, making on-site visits, facilitating connections with other DLI programs across the country, and providing professional development here at Indiana University. Dr. Call-Cummings has also worked with Dr. Martha Nyikos (LCLE) to secure two internal IU grants (Maris M. Proffitt and Mary Higgins Proffitt Endowment Grant and New Frontiers of Creativity and Scholarship) to support DLI research. This research, to begin during Fall 2016, will hone in on effective DLI pedagogy and assessment strategies. Dr. Call-Cummings will also hold a week-long Summer 2016 DLI Institute, at which DLI teachers will receive professional development around DLI pedagogy and DLI administrators will receive training on program sustainability and growth. Led by Dr. Meagan Call-Cummings through the Center for P-16 Research and Collaboration.
Since 2014 the Indiana University Bloomington (IUB) School of Education, IUB Center for P-16 Research and Collaboration and IUB Kelley School of Business have partnered to provide an intensive, team-based professional leadership opportunity to support schools in need of improvement – The Effective Leaders Academy. The Academy draws from the best of business and educational leadership research and practices to create a strong, research-based, results-driven protocol for school improvement. The Effective Leaders Academy uses a two pronged approach to school improvement that develops both knowledge and relationships. The first component is geared towards helping school teams better understand group dynamics, determine a problem they wish to address and create an action plan to implement. The second relational component provides individualized, school-based support throughout the school year. Two assigned “improvement coaches” (one from the Kelley School of Business and the other from School of Education) meet with school teams regularly and provide guidance and support in the implementation of strategies outlined in the action plan to support schools in achieving established goals. Schools that participated in the first two cohorts achieved measurable improvement in teacher quality and student achievement in the years following participation and have maintained this impact. Currently a third cohort is working through this same process and looking forward to similar results. Invitations are open to schools interested in joining the fourth cohort which will begin in the fall of 2016. Led by Dr. Dionne Cross Francis with Dr. Daisy Lovelace through the Center for P-16 Research and Collaboration.
Engaging students in STEM activities relevant to their everyday lives is critical to increasing their motivation, interest, learning, and participation in STEM. This project will address this challenge through engineering and computer science activities aimed at helping middle and high school students grasp the intricacies of scientific principles and technology design as they relate to issues that are important to their local communities.
In collaboration with Informatics faculty, the interdisciplinary group will develop a curriculum to address the technical and societal aspects of human-centered robotics. Students will build robotic technologies and applications for everyday use, while telepresence robots will allow enhanced communication, operation, and exploration across great distances.
The project aims to help student develop technology-based products adaptable to peoples' daily environments, needs, and practices in a meaningful way, which in turn, could increase student's motivation and interest in STEM fields. This is expected to be particularly effective for increasing the interest of underrepresented students in STEM fields, which is one of the goals of the project. The curriculum will provide students, our future STEM workforce, with a strong foundation in sociotechnical systems thinking, which is crucial to developing successful scientific and technological solutions that fit into and are beneficial to society. Led by Dr. Cindy Hmelo-Silver through the Center for Research on Learning and Technology.
Anticipating global change, the Kingdom of Saudi Arabia plans to transform its society to a knowledge-based economy. The Saudi government established the Public Education Evaluation Commission (PEEC), to be responsible for the evaluation of private and public schools in the country. To help the Saudi Ministry of Education determine and manage necessary changes, PEEC developed an international team of education experts from Finland, Pakistan, Poland, the UK, and the United States. The Center for Evaluation & Education Policy (CEEP) works with the commission to design and conduct a variety of evaluation projects, while also helping Saudi staff develop their own capacity to manage future evaluation activities. CEEP will work with the PEEC to develop unique and culturally appropriate evaluation standards to guide Saudi evaluation activities. The commission expects to produce additional tools from their collaboration with CEEP, including policy briefs and comprehensive profiles of the country’s 45 education directorates (districts). Dr. Marcey Moss, CEEP senior research associate, and Dr. James A. Salzman, executive director of the Stevens Literacy Center at the Ohio University Patton College of Education, serve as a co-project managers. Led by Dr. John Hitchcock through the Center for Evaluation & Education Policy.
The U.S. Department of Education’s What Works Clearinghouse (WWC) endeavors to provide education professionals, policy makers and the public with scientific evidence of what works in education. With funding from the Department of Education, the Center for Evaluation & Education Policy is working with Mathematica Policy Research to develop syntheses of existing research in the WWC, using extensive literature search methodologies, to identify effective interventions. CEEP staff are training individuals to be certified coders (focusing on Single-Case Designs) providing quality assurance reviews of reports and serving on the single-case design advisory panel. Led by Dr. John Hitchcock through the Center for Evaluation & Education Policy.
With this project, the Center for P-16 Research and Collaboration aims to enhance the quality of mathematics instruction and increase mathematics student learning in grades K-6 in all participating schools in Owen and Monroe County. Through professional development, this project aims to increase students’ understanding of and achievement in mathematics; and improve teacher’s knowledge of mathematics, strengthen their pedagogical skills, their knowledge of uses of technology to support mathematics learning, and their dispositions to collaborate to reflect on their practice and improve their teaching. IME will support teachers as they implement student-centered instruction that engages students in mathematics learning using technology tools and the mathematical practices. Project staff will also collaborate with teachers to help them create and nurture professional learning communities that will sustain project efforts after the grant ends. IME is directed by Dr. Enrique Galindo and includes participants from Richland Bean Blossom and Spencer-Owen Community Schools.
This 5-year project is funded by an Early Career Grant from the National Science Foundation (No. DRL-1252575). Its purposes are to investigate how to differentiate mathematics instruction for cognitively diverse middle school students and to understand how students’ rational number knowledge and algebraic reasoning are related. In the first two years of the project we conducted three iterative, 18-session after school design experiments with small groups of students. In the 3rd though 5th years of the project we are studying how to differentiate instruction with middle school teachers, working with them in their classrooms. In Year 3 we held a year-long Teacher Study Group with 15 teachers from diverse rural and urban areas of Indiana: Evansville, Bloomington, Ellettsville, Indianapolis, and Hammond. The purposes of the TSG are for project team members and teachers to learn together about the nature of differentiating mathematics instruction for middle school students and for teachers to experiment with differentiating instruction. Study group teachers are candidates for the final phase of the project in Years 4 and 5, in which Dr. Hackenberg will co-teach with classroom teachers in their classrooms to understand more about how to differentiate instruction and to study how teachers learn to differentiate instruction. Led by Dr. Amy Hackenberg through the Center for Research on Learning and Technology.
The Open Portfolio Project is aimed at developing technology solutions and a common set of practices for portfolio creation, reflection, sharing, and assessment. Through our investigations we will develop a guiding philosophy of what constitutes an open and decentralized lifetime portfolio system for makers, with the goal of developing a portfolio system that can be created and managed by any student/maker; aggregated by schools, community organizations, and informal learning institutions; and be independent of any single website or software. We hope to revisit the utility of portfolios as a central tool for lifelong learning and as a viable alternative to current assessment practices. Funded by the Moore Foundation and implemented through the Center for Research on Learning and Technology. Led by Dr. Kylie Peppler through the Center for Research on Learning and Technology.
Natural Wonderers is a focused effort by the Center for P-16 Research and Collaboration to address the academic needs of middle schoolers, grades 4-9, in rural southern Indiana by enhancing the abilities of teachers to use educational technologies to foster scientific investigations, explanations and evidence-based argumentation in regard to Earth and life topics. This project is structured as professional development workshops during the school year and summer workshops in which university faculty in Earth and life science provide content updates to 4th-9th grade science teachers teaching courses in their respective disciplinary areas. In addition, project personnel provide teachers with pedagogical content in technology-enhanced instruction, as well as assistance in developing project-based units that they will implement in their classrooms. Natural Wonderers is directed by Dr. Gayle Buck, and participants include teachers from eight school districts across Daviess, Martin, and Greene Counties.
The Participatory Assessment Lab explores how new participatory approaches to assessment and credentialing can transform learning and education. This includes formative, summative, and transformative assessment and web-enabled credentials such as open digital badges. This work is mostly done in online and hybrid contexts. Current projects include the MacArthur Foundation-funded Open Badges in Higher Education to help support the development of evidence-rich, web-enabled micro-credentials; the Transforming Supplemental Instruction project to explore new models and methods for supporting college students in challenging gateway projects; a collaboration with Indiana University High School (IUHS) to implement a Participatory Learning and Assessment framework in their English, social studies, and biology classes; and the scaling of big open online courses in topics like Assessment in Schools and Educational Data Sciences. Regular updates to the lab’s work can be found on the blog, Re-mediating Assessment. The lab’s activities are led by Dr. Daniel T. Hickey through the Center for Research on Learning and Technology.
This project highlights new ways to engage students and educators in mathematical thinking through hands- on crafts, an approach that leverages new tangible manipulatives as objects-to-think-with in education. Our primary focus is on traditional crafts like textile, fiber, and needlework, and we believe this research will lead to crucial advancements needed in math education. Many of our team members are taking up crafts themselves as they become embedded ethnographers, joining crafting clubs and learning to knit, sew, crochet, and weave as they search out the mathematics connections in craft. Funded by the National Science Foundation and implemented through the Center for Research on Learning and Technology. Led by Dr. Kylie Pepplerthrough the Center for Research on Learning and Technology.
The goal of this project is to identify under what circumstances CSCL is effective and for whom. As part of this effort, the project is reviewing CSCL literature from 2005-2014 in order to examine methodological practices in empirical CSCL research related to science, technology, engineering, and mathematics (STEM) disciplines. Through conducting a meta-analysis and meta-synthesis to uncover possible strengths and weaknesses of different CSCL environments by considering the interactions between technologies, pedagogies and approaches to collaboration along with developing a theoretical framework for considering the affordances of CSCL to support learning. In addition, we have examined CSCL research methodologies as well as possible blind spots in research practices. Led by Dr. Cindy Hmelo-Silver through the Center for Research on Learning and Technology.
The Employer Workplace Simulation Pilot Projectis a collaborative effort between the Center for P-16 Research and Collaboration, DirectEmployers Foundation, NSWC Crane and Bloomfield School District. The pilot project presents an innovative way of “doing business” in schools. It is designed to actively engage students in learning by inviting businesses to have a physical presence within the school building and provide authentic, real world learning that actively engages students and prepares them for the future workforce. It provides meaningful experiences by integrating Indiana Standards and school curricula with the core concepts and ideas that underlay the day to day business operations of NSWC Crane. DirectEmployers Foundation provides oversight for the pilot program, funding and support as the program grows each year to other schools and counties within the region. Indiana University’s Center for P-16 Research and Collaboration provides manpower, technical support and professional development for schools and volunteers.