Kelly Fisher and Kristin Gagnier awarded Institute of Education Sciences Grant

05/30/2017

SLI’s Kelly Fisher and Kristin Gagnier were awarded a Cognition and Student Learning (CASL) grant from the Institute of Education Sciences to develop a novel 3rd-grade science curriculum and teacher professional development supports. This 1.4 million dollar award is in partnership with Prince George’s County Public Schools.


In partnership with Prince George’s County Public Schools, Drs. Kelly Fisher and Kristin Gagnier received a 1.4 million dollar grant from the Institute for Education Sciences Cognition and Student Learning (CASL) division.  SLI’s team will work with Prince George’s County Public Schools to develop a novel 3rd-grade science curriculum and teacher professional development training.  A brief project summary is below. 

Project Summary:

Science, Technology, Engineering, and Mathematics (STEM) innovations provide a critical basis for the United State’s global competitiveness, yet many students may not have the skills necessary to be successful in STEM. Decades of research demonstrate that spatial thinking is a fundamental skill underlying STEM success, yet few efforts have been made to translate spatial research into a science curriculum. Johns Hopkins University Science of Learning Institute and Prince George’s County Public Schools (PGCPS) have partnered to (1) Develop a spatially-enhanced science 3rd-grade curriculum that incorporates research on spatial thinking into curricular materials and activities to facilitate students’ spatial thinking skills and science knowledge, (2) Develop teacher professional development training modules to facilitate their spatial thinking knowledge and skills, and (3) Evaluate the impact of the spatially-enhanced curriculum and professional training modules on student and teacher outcomes.  This project will result in a fully developed intervention aimed at improving critical building blocks that underlie STEM success, novel measures for assessing spatial knowledge and interest, and a spatial crosswalk framework and training resources to guide future interventions in this area.