Research Resources - Digital Promise Research Map

Research Resources

Early Childhood Memory and Attention as Predictors of Academic Growth Trajectories 
From Deborah Stipek and Rachel Valentino, Stanford CEPA

Longitudinal data from the children of the National Longitudinal Survey of Youth were used to assess how well measures of short-term and working memory and attention in early childhood predicted longitudinal growth trajectories in mathematics and reading comprehension.

Gender, culture, and mathematics performance 
From Hyde and Mertz

Using contemporary data from the U.S. and other nations, the authors address 3 questions: Do gender differences in mathematics performance exist in the general population? Do gender differences exist among the mathematically talented? Do females exist who possess profound mathematical talent?

Implications of Cognitive Science Research for Mathematics Education 
From Robert S. Siegler

This work describes how children typically learn particular skills and concepts, the stumbling blocks that many of them encounter, and instructional practices that can produce greater learning. This chapter deliberately steers clear of statements about math learning in general, instead focusing on findings concerning how children learn certain key ideas and procedures.

K-12 Teachers: Technology Use and the Second Level Digital Divide 
From Reinhart, Thomas & Toriskie.

This exploratory study examines differences in K-12 educators’ use of technology for instruction across school economic factors. Our findings support the existence of a Second-Level Digital Divide. The study also identifies a need for access to technology facilitators, as well as in-service training for practicing teachers on how to use technology to promote higher-order thinking skills.

Learning to Teach Science: Strategies that Support Teacher Practice 
From Early Childhood Research & Practice

This article notes that in order to teach science to young children, teachers need Pedagogical Science Knowledge (PSK). PSK includes an understanding of science content and inquiry processes, knowledge of children and how children learn, and skills for facilitating children’s experiences in ways that support their active inquiry and conceptual development.

Second Language Acquisition Research and Applied Linguistics 
From Teresa Pica

The autor provides an overview of second language acquisition (SLA) research over the past several decades, and to highlight the ways in which it has retained its original applied and linguistic interests, and enhanced them by addressing questions about acquisition processes. SLA research has become increasingly bi-directional and multi-faceted in its applications.

Taking Charge of Your Professional Learning: Tips for Cultivating Special Educator Expertise 
From Benedict, Brownell, Park, Bettini & Lauterbach.

The authors first describe the context in which special educators are working, with increasingly complex demands and insufficient professional development opportunities. Next, they outline the knowledge, skills, and dispositions of effective special educators. Finally, they draw from research on the development of professional expertise to provide specific tips for taking charge of your own professional learning.

Taking Science to School 
From National Research Council of the National Academies

This report brings together research literatures from cognitive and developmental psychology, science education, and the history and philosophy of science to synthesize what is known about how children in grades K through 8 learn the ideas and practice of science.

Teaching World Languages: A Practical Guide 
From National Capital Language Resource Center

This guide provides insight into the teaching of world languages principally for K-12 teachers based on current best practices, Standards for Foreign Language Learning (2006) and the NCSSFL-ACTFL Can-Do Statements (2013).

The Stages of Second Language Acquisition 
From ASCD

Students acquiring a second language progress through five predictable stages. Effective ELL instruction reflects students’ stages of language acquisition, helps students move through the language acquisition levels, and engages ELLs at all stages of language acquisition in higher-level thinking activities.

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