Trending Topic Research: STEM
Trending Topic Research: STEM

Trending Topic Research File

Science, Technology Engineering, and Mathematics (STEM) is one of the most talked about topics in education, emphasizing research, problem solving, critical thinking, and creativity.

The following compendium of open-access articles are inclusive of all substantive AERA journal content regarding STEM published since 1969. This page will be updated as new articles are published. 

AERA Journal Articles

Note: Articles are listed below in reverse chronological order of publication. 

(Mis)Alignment of Challenges and Strategies in Promoting Inclusive Racial Climates in STEM Graduate Departments
Rosemary J. Perez, Rudisang Motshubi, Sarah L. Rodriguez
AERA Open, April 2023
Researchers found that because participants did not attend to how racism and White supremacy fostered negative climate, their strategies (e.g., increased recruitment, committees, workshops) left systemic racism intact and (un)intentionally amplified labor for racially minoritized graduate students and faculty champions who often led change efforts with little support.

The Impact of Summer Programs on Student Mathematics Achievement: A Meta-Analysis
Kathleen Lynch, Lily An, Zid Mancenido
Review of Educational Research, July 2022
Researchers found an average weighted impact estimate of +0.10 standard deviations on mathematics achievement outcomes.

Black Queer Students’ Counter-Stories of Invisibility in Undergraduate STEM as a White, Cisheteropatriarchal Space
Luis A. Leyva, R. Taylor McNeill, B R. Balmer, Brittany L. Marshall, V. Elizabeth King, Zander D. Alley
American Educational Research Journal, May 2022
Researchers address this research gap by exploring four Black queer students’ experiences of oppression and agency in navigating invisibility as STEM majors.

Understanding the Relationship of Science and Mathematics Place-Based Workforce Development on Adolescents’ Motivation and Rural Aspirations
Angela Starrett, Matthew J. Irvin, Christine Lotter, Jan A. Yow
American Educational Research Journal, May 2022
Researchers found that the more place-based workforce development adolescents reported, the higher their expectancy beliefs, STEM career interest, and rural community aspirations.

Sorting Machines: Digital Technology and Categorical Inequality in Education
Matthew H. Rafalow, Cassidy Puckett
Educational Researcher, May 2022
Researchers found that educational resources, like digital technologies, are also sorted by schools.

Transdisciplinarity: Re-Visioning How Sciences and Arts Together Can Enact Democratizing Creative Educational Experiences
Pamela Burnard, Laura Colucci-Gray, Carolyn Cooke
Review of Research in Education, April 2022
This article makes a case for repositioning STEAM education as democratized enactments of transdisciplinary education, where arts and sciences are not separate or even separable endeavors.

The Best of Two Worlds: A Systematic Review on Combining Real and Virtual Experiments in Science Education
Salome Wörner, Jochen Kuhn, Katharina Scheiter
Review of Educational Research, April 2022
Researchers conclude that for combining real and virtual experiments, apart from the individual affordances and the learning objectives of the different experiment types, especially their specific function for the learning task must be considered.

Social Capital Leveraging Knowledge-Sharing Ties and Learning Performance in Higher Education: Evidence From Social Network Analysis in an Engineering Classroom
Seung-hyun Han, Eunjung Grace Oh, Sun “Pil” Kang
AERA Open, April 2022
Researchers found that the knowledge sharing mechanism and student learning outcomes can be explained in terms of their social capital within social networks.

Improving Science Achievement—Is It Possible? Evaluating the Efficacy of a High School Chemistry and Physics Project-Based Learning Intervention
Barbara Schneider, Joseph Krajcik, Jari Lavonen, Katariina Salmela-Aro, Christopher Klager, Lydia Bradford, I-Chien Chen, Quinton Baker, Israel Touitou, Deborah Peek-Brown, Rachel Marias Dezendorf, Sarah Maestrales, Kayla Bartz
Educational Researcher, March 2022 
Researchers found that improving secondary school science learning is achievable with a coherent system comprising teacher and student learning experiences, professional learning, and formative unit assessments that support students in “doing” science.

A Critical Review of Educator and Disability Research in Mathematics Education: A Decade of Dehumanizing Waves and Humanizing Wakes
Paulo Tan, Alexis Padilla, Rachel Lambert
Review of Educational Research, March 2022
Researchers found that studies continue to avoid meaningful intersectional considerations of race and disability.

The Patterns of Adolescents’ Math and Science Motivational Beliefs: Examining Within–Racial/Ethnic Group Changes and Their Relations to STEM Outcomes
Ta-yang Hsieh, Sandra D. Simpkins
AERA Open, March 2022
Researchers found patterns with overall high/low beliefs, patterns with varying levels of motivational beliefs, and patterns characterized by domain differentiation.

A Meta-Analysis of Mathematics Word-Problem Solving Interventions for Elementary Students Who Evidence Mathematics Difficulties
Jonté A. Myers, Bradley S. Witzel, Sarah R. Powell, Hongli Li, Terri D. Pigott, Yan Ping Xin, Elizabeth M. Hughes
Review of Educational Research, February 2022
Findings of meta-regression analyses showed several moderators, such as sample composition, group size, intervention dosage, group assignment approach, interventionist, year of publication, and dependent measure type, significantly explained heterogeneity in effects across studies.

A Call for Critical Bifocality: Research on Marginalization in Mathematics Education
Grace A. Chen, Ilana S. Horn
Review of Educational Research, January 2022
The findings from this review highlight the interconnectedness of structures and individual lives, of the material and ideological elements of marginalization, of intersectionality and within-group heterogeneity, and of histories and institutions.

A Call for a Humanistic Stance Toward K–12 Data Science Education
Victor R. Lee, Michelle Hoda Wilkerson, Kathryn Lanouette
Educational Researcher, December 2021
Researchers offer an interdisciplinary framework based on literature from multiple bodies of educational research to inform design, teaching and research for more effective, responsible, and inclusive student learning experiences with and about data.

Neuroscience Research in the Classroom: Portable Brain Technologies in Education Research
Ido Davidesco, Camillia Matuk, Dana Bevilacqua, David Poeppel, Suzanne Dikker
Educational Researcher, December 2021
This essay critically evaluates the value added by portable brain technologies in education research and outlines a proposed research agenda, centered around questions related to student engagement, cognitive load, and self-regulation.

STEM Pathways of Rural and Small-Town Students: Opportunities to Learn, Aspirations, Preparation, and College Enrollment
Guan K. Saw, Charlotte A. Agger
Educational Researcher, December 2021
Researchers found that during high school rural and small-town students shifted away from STEM fields and that geographic disparities in postsecondary STEM participation were largely explained by students’ demographics and precollege STEM career aspirations and academic preparation.

Not All Disadvantages Are Equal: Racial/Ethnic Minority Students Have Largest Disadvantage Among Demographic Groups in Both STEM and Non-STEM GPA
Kyle M. Whitcomb, Sonja Cwik, Chandralekha Singh
AERA Open, November 2021
Researchers found that on average across all years of study, underrepresented minority (URM) students experience a larger penalty to their mean overall and STEM GPA than even the most disadvantaged non-URM students.

Cognitive Apprenticeship in STEM Graduate Education: A Qualitative Review of the Literature
Lana M. Minshew, Amanda A. Olsen, Jacqueline E. McLaughlin
AERA Open, October 2021
Researchers found that the CA framework is a useful and effective model for supporting faculty in cultivating rich learning opportunities for STEM graduate students.

The Roles of Initial Mathematics, Reading, and Cognitive Skills in Subsequent Mathematics Performance: A Meta-Analytic Structural Equation Modeling Approach
Xin Lin, Sarah R. Powell
Review of Educational Research, October 2021
Findings suggested fluency in both mathematics and reading, as well as working memory, yielded greater impacts on subsequent mathematics performance.

A Systematic Review of Science Discourse in K–12 Urban Classrooms in the United States: Accounting for Individual, Collective, and Contextual Factors
Christine L. Bae, Daphne C. Mills, Fa Zhang, Martinique Sealy, Lauren Cabrera, Marquita Sea
Review of Educational Research, September 2021
This systematic literature review is guided by a complex systems framework to organize and synthesize empirical studies of science talk in urban classrooms across individual (student or teacher), collective (interpersonal), and contextual (sociocultural, historical) planes.

Exploring Racialized Factors to Understand Why Black Mathematics Teachers Consider Leaving the Profession
Toya Jones Frank, Marvin G. Powell, Jenice L. View, Christina Lee, Jay A. Bradley, Asia Williams
Educational Researcher, August/September 2021
Researchers found that teachers’ experiences of microaggressions accounted for most of the variance in our modeling of teachers’ thoughts of leaving the profession.

How an Antiscience President and the COVID-19 Pandemic Altered the Career Trajectories of STEM PhD Students of Color
Ebony McGee, Yuan Fang, Yibin (Amanda) Ni, Thema Monroe-White
AERA Open, August 2021
Researchers found that 40.7% of the respondents reported that their career plans have been affected by Trump’s antiscience policies, 54.5% by the COVID-19 pandemic.

Factors Associated With College STEM Participation of Racially Minoritized Students: A Synthesis of Research
Martha Cecilia Bottia, Roslyn Arlin Mickelson, Cayce Jamil, Kyleigh Moniz, Leanne Barry
Review of Educational Research, May 2021
Consistent with cumulative disadvantage and critical race theories, findings reveal that the disproportionality of racially minoritized students in STEM is related to their inferior secondary school preparation; the presence of racialized lower quality educational contexts; reduced levels of psychosocial factors associated with STEM success; less exposure to inclusive and appealing curricula and instruction; lower levels of family social, cultural, and financial capital that foster academic outcomes; and fewer prospects for supplemental STEM learning opportunities. Policy implications of findings are discussed.

When Logics Collide: Implementing Technology-Enabled Personalization in the Age of Accountability
Iris Daruwala, Shani Bretas, Douglas D. Ready
Educational Researcher, April 2021
Researchers describe how teachers, school leaders, and program staff navigated institutional pressures to improve state grade-level standardized test scores while implementing tasks and technologies designed to personalize student learning.

Who’s Taking What? “Applied STEM” Coursetaking for High School Students With Learning Disabilities
Michael A. Gottfried, Jay Plasman, Jennifer A. Freeman, Shaun Dougherty
AERA Open, March 2021
Researchers found that students with learning disabilities were more likely to earn more units in CTE courses compared with students without disabilities.

Interrogating Structural Racism in STEM Higher Education
Ebony Omotola McGee
Educational Researcher, December 2020
This manuscript also discusses how universities institutionalize diversity mentoring programs designed mostly to fix (read “assimilate”) underrepresented students of color while ignoring or minimizing the role of the STEM departments in creating racially hostile work and educational spaces.

Theory and Research on Tasks Revisited: Task as a Context for Students’ Thinking in the Era of Ambitious Reforms in Mathematics and Science
Miray Tekkumru-Kisa, Mary Kay Stein, Walter Doyle
Educational Researcher, November 2020
The purpose of this article is to revisit theory and research on tasks, a construct introduced by Walter Doyle nearly 40 years ago.

The Effect of Developmental Math on STEM Participation in Community College: Variation by Race, Gender, Achievement, and Aspiration
Elizabeth S. Park, Federick Ngo
Educational Evaluation and Policy Analysis, November 2020
Researchers found that lower math placement may have supported women, and to a lesser extent URM students, in completing transferable STEM credits.

Is School Racial/Ethnic Composition Associated With Content Coverage in Algebra?
Karisma Morton, Catherine Riegle-Crumb
Educational Researcher, August/September 2020
Results of regression analyses reveal that, net of school, teacher, and student characteristics, the time that teachers report spending on algebra and more advanced content in eighth grade algebra classes is significantly lower in schools that are predominantly Black compared to those that are not predominantly minority. Implications for future research are discussed.

Examining Design and Statistical Power for Planning Cluster Randomized Trials Aimed at Improving Student Science Achievement and Science Teacher Outcomes
Qi Zhang, Jessaca Spybrook, Fatih Unlu
AERA Open, July 2020
Researchers consider strategies to maximize the efficiency of the study design when both student and teacher effects are of primary interest.

Mathematics Coaching for Conceptual Understanding: Promising Evidence Regarding the Tennessee Math Coaching Model
Jennifer Lin Russell, Richard Correnti, Mary Kay Stein, Ally Thomas, Victoria Bill, Laurie Speranzo
Educational Evaluation and Policy Analysis, July 20, 2020
Analysis of videotaped coaching conversations and teaching events suggests that model-trained coaches improved their capacity to use a high-leverage coaching practice—deep and specific prelesson planning conversations—and that growth in this practice predicted teaching improvement, specifically increased opportunities for students to engage in conceptual thinking.

Use of Quasi-Experimental Research Designs in Education Research: Growth, Promise, and Challenges
Maithreyi Gopalan, Kelly Rosinger, Jee Bin Ahn
Review of Research in Education, April 21, 2020
The overarching purpose of this chapter is to explore and document the growth, applicability, promise, and limitations of quasi-experimental research designs in education research.

Emerging Perspectives on the Co-Construction of Power and Learning in the Learning Sciences, Mathematics Education, and Science Education
Thomas M. Philip, Ayush Gupta
Review of Research in Education, April 21, 2020
By bringing this collection of articles together, this chapter provides collective epistemic and empirical weight to claims of power and learning as co-constituted and co-constructed through interactional, microgenetic, and structural dynamics.

The Effects of Writing on Learning in Science, Social Studies, and Mathematics: A Meta-Analysis
Steve Graham, Sharlene A. Kiuhara, Meade MacKay
Review of Educational Research, March 19, 2020
This meta-analysis examined if students writing about content material in science, social studies, and mathematics facilitated learning.

The Predictive Validity of Teachers’ Personality, Cognitive and Academic Abilities at the End of High School on Instructional Quality in Germany: A Longitudinal Study
Janina Roloff, Uta Klusmann, Oliver Lüdtke, Ulrich Trautwein
AERA Open, January 2020 
Multilevel regression analyses revealed that agreeableness, high school GPA, and the second state examination grade predicted teachers’ instructional quality.

English Learners in STEM Subjects: Contemporary Views on STEM Subjects and Language With English Learners
Okhee Lee, Amy Stephens
Educational Researcher, 2020 
With the release of the consensus report English Learners in STEM Subjects: Transforming Classrooms, Schools, and Lives, the authors highlight foundational constructs and perspectives associated with STEM subjects and language with English learners that frame the report.

Beyond Equity as Inclusion: A Framework of “Rightful Presence” for Guiding Justice-Oriented Studies in Teaching and Learning
Angela Calabrese Barton and Edna Tan
Educational Researcher, 2020 
This essay presents a rightful presence framework to guide the study of teaching and learning in justice-oriented ways.

Community Infrastructuring as Necessary Ingenuity in the COVID-19 Pandemic
Day Greenberg, Angela Calabrese Barton, Carmen Turner, Kelly Hardy, Akeya Roper, Candace Williams, Leslie Rupert Herrenkohl, Elizabeth A. Davis, Tammy Tasker
Educational Researcher, 2020
Researchers  report on how one community builds capacity for disrupting injustice and supporting each other during the COVID-19 crisis.

Mis/Alignment Between High School and Community College Standards
Tatiana Melguizo, Federick Ngo
Educational Researcher, 2020
This study explores the extent to which “college-ready” students, by high school standards, are assigned to remedial courses in college.

Is School Racial/Ethnic Composition Associated With Content Coverage in Algebra?
Karisma Morton and Catherine Riegle-Crumb
Educational Researcher, 2020
Results of regression analyses reveal that, net of school, teacher, and student characteristics, the time that teachers report spending on algebra and more advanced content in eighth grade algebra classes is significantly lower in schools that are predominantly Black compared to those that are not predominantly minority. Implications for future research are discussed.

Day by Day: Investigating Variation in Elementary Mathematics Instruction That Supports the Common Core
Jonathan D. Schweig, Julia H. Kaufman, and V. Darleen Opfer
Educational Researcher, 2020
Researchers found that there are both substantial fluctuations in students’ engagement in these practices and reported cognitive demand from day to day, as well as large differences across teachers.

Teaching to Support Students With Diverse Academic Needs
David Blazar and Casey Archer
Educational Researcher, 2020
Researchers found that exposure to “ambitious” mathematics practices is more strongly associated with test score gains of English language learners compared to those of their peers in general education classrooms.

Boundary Crossing in a Professional Association: The Dynamics of Research Use Among State Leaders and Researchers in a Research-Practice Partnership
Megan Hopkins, Hayley Weddle, Maxie Gluckman, Leslie Gautsch
AERA Open, December 2019 
Researchers show how both researchers and practitioners facilitated research use.

Examining Processes of Normative Isomorphism and Influence in Scaled Change Among Higher Education Intermediary Organizations
Adrianna Kezar, Samantha Bernstein-Sierra
AERA Open, October 2019
Findings suggest that Association of American Universities’ influence was a powerful motivator for institutions to alter deeply ingrained perceptions and behaviors.

Preschool Mathematics Intervention Can Significantly Improve Student Learning Trajectories Through Elementary School
Denis Dumas, Daniel McNeish, Julie Sarama, Douglas Clements
AERA Open, October 2019
While students who receive a short-term intervention in preschool may not differ from a control group in terms of their long-term mathematics outcomes at the end of elementary school, they do exhibit significantly steeper growth curves as they approach their eventual skill level.

Launching Networked PLCs: Footholds Into Creating and Improving Knowledge of Ambitious and Equitable Teaching Practices in an RPP
Jessica Thompson, Jennifer Richards, Soo-Yean Shim, Karin Lohwasser, Kerry Soo Von Esch, Christine Chew, Bethany Sjoberg, Ann Morris
AERA Open, September 2019
Researchers used data from professional learning communities to analyze pathways into improvement work and reflective data to understand practitioners’ perspectives.

A Summer Nudge Campaign to Motivate Community College STEM Students to Reenroll
Ross E. O’Hara, Betsy Sparrow
AERA Open, September 2019
Results indicate that interventions that target psychosocial barriers experienced by community college STEM students can increase retention and should be considered alongside broader reforms.

Differences at the Extremes? Gender, National Contexts, and Math Performance in Latin America
Ran Liu, Andrea Alvarado-Urbina, Emily Hannum
American Educational Research Journal, September 2019
Findings reveal disparate national patterns in gender gaps across the performance distribution.

Learning From Standards Deviations: Three Dimensions for Building Education Policies That Last
Adam Kirk Edgerton
American Educational Research Journal, September 2019 
Through an analysis of 52 interviews with state, regional, and district officials in California, Texas, Ohio, Pennsylvania, and Massachusetts, the author investigates the decline in the popularity of K–12 standards-based reform.

Centering Children in Mathematics Education Classroom Research
Amy Noelle Parks
American Educational Research Journal, September 2019 
The study suggests that more research needs to represent mathematics lessons from the perspectives of children and youth, particularly those students who engage with teachers infrequently or in atypical ways.

High School Course Access and Postsecondary STEM Enrollment and Attainment
Rajeev Darolia, Cory Koedel, Joyce B. Main, J. Felix Ndashimye, Junpeng Yan
Educational Evaluation and Policy Analysis, September 30, 2019
Researchers found that differential access to high school courses does not affect postsecondary STEM enrollment or degree attainment.

Demystifying Tuition? A Content Analysis of the Information Quality of Public College and University Websites
Laura A. Davis, Gregory C. Wolniak, Casey E. George, Glen R. Nelson
AERA Open, August 2019
The findings point to variation in informational quality across dimensions ranging from clarity of language use and terminology, to consistency and coherence of visual displays, which accompany navigational challenges stemming from information fragmentation and discontinuity across pages.

Remedial Inquiry-Based Science Education: Experimental Evidence From Peru
Juan E. Saavedra, Emma Näslund-Hadley, Mariana Alfonso
Educational Evaluation and Policy Analysis, August 12, 2019
Researchers present results from the first randomized experiment of a remedial inquiry-based science education program for low-performing elementary students in a developing country.

Early Elementary Science Instruction: Does More Time on Science or Science Topics/Skills Predict Science Achievement in the Early Grades?
F. Chris Curran, James Kitchin
AERA Open, July 2019
Researchers found suggestive evidence in some models (student fixed effects and regression with observable controls) that time on science instruction is related to science achievement but little evidence that the number of science topics/skills covered are related to greater science achievement.

Strengthening the Research Base That Informs STEM Instructional Improvement Efforts: A Meta-Analysis
Kathleen Lynch, Heather C. Hill, Kathryn E. Gonzalez, Cynthia Pollard
Educational Evaluation and Policy Analysis, June 2019
Programs saw stronger outcomes when they helped teachers learn to use curriculum materials; focused on improving teachers’ content knowledge, pedagogical content knowledge, and/or understanding of how students learn; incorporated summer workshops; and included teacher meetings to troubleshoot and discuss classroom implementation. We discuss implications for policy and practice.

Do Relative Advantages in STEM Grades Explain the Gender Gap in Selection of a STEM Major in College? A Multimethod Answer
Elizabeth Stearns, Martha Cecilia Bottia, Jason Giersch, Roslyn Arlin Mickelson, Stephanie Moller, Nandan Jha, Melissa Dancy
American Educational Research Journal, June 2019 
Researchers found that relative advantages in college academic performance in STEM versus non-STEM subjects do not contribute to the gender gap in STEM major declaration.

An Efficacy Study of a Digital Core Curriculum for Grade 5 Mathematics
Nicole Shechtman, Jeremy Roschelle, Mingyu Feng, Corinne Singleton
AERA Open, May 2019
As educational leaders throughout the United States adopt digital mathematics curricula and adaptive, blended approaches, the findings provide a relevant caution.

The Construct Validation of the Math Anxiety Scale for Teachers
Colleen M. Ganley, Robert C. Schoen, Mark LaVenia, Amanda M. Tazaz
AERA Open, March 2019
Factor analyses support a distinction between components of general math anxiety and anxiety about teaching math.

Finding Voice and Passion: Critical Race Theory Methodology in Science Teacher Education
Felicia Moore Mensah
American Educational Research Journal, February 2019 
The implications for practice in both teacher education and science education show that educational and emotional support for teachers of color throughout their educational and professional journey is imperative to increasing and sustaining Black teachers.

Young Women Face Disadvantage to Enrollment in University STEM Coursework Regardless of Prior Achievement and Attitudes
Herbert W. Marsh, Brooke Van Zanden, Philip D. Parker, Jiesi Guo, James Conigrave, Marjorie Seaton
American Educational Research Journal, February 2019 
Researchers evaluated STEM coursework selection by women and men in senior high school and university, controlling achievement and expectancy-value variables.

Mathematics Teachers’ Learning: Identifying Key Learning Opportunities Linked to Teachers’ Knowledge Growth
Yasemin Copur-Gencturk, Debra Plowman, Haiyan Bai
American Educational Research Journal, January 2019 
The results showed that a focus on curricular content knowledge and examining students’ work were significantly related to teachers’ learning.

(Re)framing Resistance to Culturally Relevant Education as a Multilevel Learning Problem
Rebecca Colina Neri, Maritza Lozano, Louis M. Gomez
Review of Research in Education, 2019
Researchers found that teacher resistance to CRE as a multilevel learning problem stems from (a) limited understanding and belief in the efficacy of CRE and (b) a lack of know-how needed to execute it.

The Relationship Between Advanced Placement Mathematics Courses and Students’ STEM Career Interest
Russell T. Warne, Gerhard Sonnert, and Philip M. Sadler
Educational Researcher, 2019
Researchers  investigated the relationship between participation in AP mathematics courses (AP Calculus and AP Statistics) and student career interest in STEM.

Does STEM Stand Out? Examining Racial/Ethnic Gaps in Persistence Across Postsecondary Fields
Catherine Riegle-Crumb, Barbara King, and Yasmiyn Irizarry
Educational Researcher, 2019 
Results reveal evidence of persistent racial/ethnic inequality in STEM degree attainment not found in other fields.

When Making the Grade Isn’t Enough: The Gendered Nature of Premed Science Course Attrition
Eben B. Witherspoon, Paulette Vincent-Ruz, and Christian D. Schunn
Educational Researcher, 2019 
Researchers found that high-performing women often graduate with lower paying, lower status degrees.

Worsening School Segregation for Latino Children?
Bruce Fuller, Yoonjeon Kim, Claudia Galindo, Shruti Bathia, Margaret Bridges, Greg J. Duncan, and Isabel García Valdivia
Educational Researcher, 2019
This article details the growing share of Latino children from low-income families populating schools, 1998 to 2010.

How Can Educators Confront Science Denial?
Rebekka Darner
Educational Researcher, 2019
Drawing from motivated reasoning and self-determination theories, this essay builds a theoretical model of how negative emotions, thwarting of basic psychological needs, and the backfire effect interact to undermine critical evaluation of evidence, leading to science denial.

Aligning English Language Proficiency Standards With Content Standards: Shared Opportunity and Responsibility Across English Learner Education and Content Areas
Okhee Lee
Educational Researcher, 2019
As the fast-growing population of English learners (ELs) is expected to meet college- and career-ready content standards, the purpose of this article is to highlight key issues in aligning ELP standards with content standards.

Life on the Frontier of AP Expansion: Can Schools in Less-Resourced Communities Successfully Implement Advanced Placement Science Courses?
Mark C. Long, Dylan Conger, and Raymond McGhee, Jr.
Educational Researcher, 2019
The authors offer the first model of the components inherent in a well-implemented AP science course and the first evaluation of AP implementation with a focus on public schools newly offering the inquiry-based version of AP Biology and Chemistry courses.

Teachers’ Bias Against the Mathematical Ability of Female, Black, and Hispanic Students
Yasemin Copur-Gencturk, Joseph R. Cimpian, Sarah Theule Lubienski, and Ian Thacker
Educational Researcher, 2019
Results indicate that teachers are not free of bias, and that teachers from marginalized groups may be susceptible to bias that favors stereotype-advantaged groups.

Mathematics Learning in Language Inclusive Classrooms: Supporting the Achievement of English Learners and Their English Proficient Peers
Geoffrey B. Saxe and Joshua Sussman
Educational Researcher, 2019 
Multilevel analysis of longitudinal data on a specialized integers and fractions assessment, as well as a California state mathematics assessment, revealed that the ELs in LMR classrooms showed greater gains than comparison ELs and gained at similar rates to their EP peers in LMR classrooms.

Response to Technical Comment on Rickles, Heppen, Allensworth, Sorensen, and Walters (2018)
Jordan Rickles, Jessica B. Heppen, Elaine Allensworth, Nicholas Sorensen, and Kirk Walters
Educational Researcher, 2019 
The authors discuss whether it would have been appropriate to test for nominally equivalent outcomes, given that the study was initially conceived and designed to test for significant differences, and that the conclusion of no difference was not solely based on a null hypothesis test.

The Impact of the Michigan Merit Curriculum on High School Math Course-Taking
Soobin Kim, Gregory Wallsworth, Ran Xu, Barbara Schneider, Kenneth Frank, Brian Jacob, Susan Dynarski
Educational Evaluation and Policy Analysis, 2019
Using detailed Michigan high school transcript data, this article examines the effect of the MMC on various students’ course-taking and achievement outcomes.

Teacher Characteristics, Student Beliefs, and the Gender Gap in STEM Fields
Dario Sansone
Educational Evaluation and Policy Analysis, December 2018
Researchers found that students were less likely to believe that men were better than women in math or science when assigned to female teachers or to teachers who valued and listened to ideas from their students.

“Black Genius, Asian Fail”: The Detriment of Stereotype Lift and Stereotype Threat in High-Achieving Asian and Black STEM Students
Ebony McGee
AERA Open, December 2018
The authors argues that both racial groups endure emotional distress because each group responds to its marginalization with an unrelenting motivation to succeed that imposes significant costs.

Broadening Participation in STEM College Majors: Effects of Attending a STEM-Focused High School
Barbara Means, Haiwen Wang, Xin Wei, Emi Iwatani, Vanessa Peters
AERA Open, November 2018
Students overall and from under-represented groups who had attended inclusive STEM high schools were significantly more likely to be in a STEM bachelor’s degree program two years after high school graduation.

Toward Equity in Mathematics Education for Students With Dis/abilities: A Case Study of Professional Learning
Paulo Tan, Kathleen King Thorius
American Educational Research Journal, November 2018 
Results indicate identity and power tensions that worked against equitable practices.

Validating and Adapting the Motivated Strategies for Learning Questionnaire (MSLQ) for STEM Courses at an HBCU
Caesar R. Jackson
AERA Open, November 2018
This study investigated the validity and reliability of the Motivated Strategies for Learning Questionnaire (MSLQ) for minority students enrolled in STEM courses at a historically black college/university (HBCU).

Changes in the Demographics, Qualifications, and Turnover of American STEM Teachers, 1988–2012
Tuan D. Nguyen, Christopher Redding
AERA Open, September 2018
The results highlight the importance of recruiting qualified STEM teachers to work in high-poverty schools and providing supports to help them thrive and remain in the classroom.

Investigating Science Education Effect Sizes: Implications for Power Analyses and Programmatic Decisions
Joseph A. Taylor, Susan M. Kowalski, Joshua R. Polanin, Karen Askinas, Molly A. M. Stuhlsatz, Christopher D. Wilson, Elizabeth Tipton, Sandra Jo Wilson
AERA Open, August 2018
The meta-analysis examines the relationship between science education intervention effect sizes and a host of study characteristics, allowing primary researchers to access better estimates of effect sizes for a priori power analyses. The results of this meta-analysis also support programmatic decisions by setting realistic expectations about the typical magnitude of impacts for science education interventions.

It Takes a Village: The Role of Emic and Etic Adaptive Strengths in the Persistence of Black Men in Engineering Graduate Programs
Brian A. Burt, Krystal L. Williams, Gordon J. M. Palmer
American Educational Research Journal, August 2018
Three factors are identified as helping them persist from year to year, and in many cases through completion of the doctorate: the role of family, spirituality and faith-based community, and undergraduate mentors.

Context Matters in the Effectiveness of Emotion Regulation Strategies
Anna-Lena Rottweiler, Jamie L. Taxer, Ulrike E. Nett
AERA Open, June 2018
Suppression improved mood in exam-related anxiety, while distraction improved mood only in non-exam-related anxiety.

Is Inquiry Science Instruction Effective for English Language Learners? A Meta-Analytic Review
Gabriel Estrella, Jacky Au, Susanne M. Jaeggi, Penelope Collins
AERA Open, April 2018
Although an analysis of 26 articles confirmed that inquiry instruction produced significantly greater impacts on measures of science achievement for ELLs compared to direct instruction, there was still a differential learning effect suggesting greater efficacy for non-ELLs compared to ELLs.

Connections Between Teachers’ Knowledge of Students, Instruction, and Achievement Outcomes
Heather C. Hill, Mark Chin
American Educational Research Journal, April 2018
In this article, evidence from 284 teachers suggests that accuracy can be adequately measured and relates to instruction and student outcomes.

Teacher-Led Math Inquiry: A Cluster Randomized Trial in Belize
Darrell M. Hull, Krystal M. Hinerman, Sarah L. Ferguson, Qi Chen, Emma I. Näslund-Hadley
Educational Evaluation and Policy Analysis, April 20, 2018
Both quantitative and qualitative evidence suggest students within this culture respond well to this relatively simple and inexpensive intervention that departs from traditional, expository math instruction in many developing countries.

Intersectional Analysis in Critical Mathematics Education Research: A Response to Figure Hiding
Erika C. Bullock
Review of Research in Education, April 2018
The author reviews CME studies that employ intersectionality as a way of analyzing the complexities of oppression.

A Longitudinal Study of Equity-Oriented STEM-Rich Making Among Youth From Historically Marginalized Communities
Angela Calabrese Barton, Edna Tan
American Educational Research Journal, March 2018 
Building a conceptual argument for an equity-oriented culture of making, the authors discuss the ways in which making with and in community opened opportunities for youth to project their communities’ rich culture knowledge and wisdom onto their making while also troubling and negotiating the historicized injustices they experience.

Looking Beyond Academic Performance: The Influence of Instructor Gender on Student Motivation in STEM Fields
Sabrina M. Solanki, Di Xu
American Educational Research Journal, March 2018 
Researchers found that having a female instructor narrows the gender gap in terms of engagement and interest; further, both female and male students tend to respond to instructor gender.

Editorial Special Topic: Neuroscience, Learning, and Educational Practice—Challenges, Promises, and Applications
Susanne M. Jaeggi, Priti Shah
AERA Open, February 2018
These articles provide excellent examples for how neuroscientific approaches can complement behavioral work, and they demonstrate how understanding the neural level can help researchers develop richer models of learning and development.

(Un)Hidden Figures: A Synthesis of Research Examining the Intersectional Experiences of Black Women and Girls in STEM Education
Danyelle T. Ireland, Kimberley Edelin Freeman, Cynthia E. Winston-Proctor, Kendra D. DeLaine, Stacey McDonald Lowe, Kamilah M. Woodson
Review of Research in Education, 2018
Researchers found that (1) identity; (2) STEM interest, confidence, and persistence; (3) achievement, ability perceptions, and attributions; and (4) socializers and support systems are key themes within the experiences of Black women and girls in STEM education.

Developing a STEM Identity Among Young Women: A Social Identity Perspective
Ann Y. Kim, Gale M. Sinatra, Viviane Seyranian
Review of Educational Research, 2018
Findings indicate that young women experience challenges to their participation and inclusion when they are in STEM settings.

Cross-Sectional and Longitudinal Disparities in STEM Career Aspirations at the Intersection of Gender, Race/Ethnicity, and Socioeconomic Status
Guan Saw, Chi-Ning Chang, and Hsun-Yu Chan
Educational Researcher, 2018 
Results indicated that female, Black, Hispanic, and low SES students were less likely to show, maintain, and develop an interest in STEM careers during high school years.

EASEing Students Into College: The Impact of Multidimensional Support for Underprepared Students
Di Xu, Sabrina Solanki, Peter McPartlan, and Brian Sato
Educational Researcher, 2018
This paper estimates the causal effects of a first-year STEM learning communities program on both cognitive and noncognitive outcomes at a large public 4-year institution.

Supporting a Culture of Replication: An Examination of Education and Special Education Research Grants Funded by the Institute of Education Sciences
Christina S. Chhin, Katherine A. Taylor, and Wendy S. Wei
Educational Researcher, 2018
Data showed that IES has not funded any direct replications that duplicate all aspects of the original study, but almost half of the funded grant applications can be considered conceptual replications that vary one or more dimensions of a prior study.

English Language Proficiency Standards Aligned With Content Standards
Okhee Lee
Educational Researcher, 2018
As federal legislation requires that English language proficiency (ELP) standards are aligned with content standards, this article addresses issues and concerns in aligning ELP standards with content standards in English language arts, mathematics, and science.

Online Credit Recovery and the Path to On-Time High School Graduation
Jordan Rickles, Jessica B. Heppen, Elaine Allensworth, Nicholas Sorensen, and Kirk Walters
Educational Researcher, 2018
Researchers found no statistically significant differences in longer term outcomes between students in the online and face-to-face courses. Implications of these null findings are discussed.

Gender Equity in College Majors: Looking Beyond the STEM/Non-STEM Dichotomy for Answers Regarding Female Participation
Colleen M. Ganley, Casey E. George, Joseph R. Cimpian, Martha B. Makowski
American Educational Research Journal, December 2017 
Researchers found that perceived gender bias against women emerges as the dominant predictor of the gender balance in college majors.

School District Educational Infrastructure and Change at Scale: Teacher Peer Interactions and Their Beliefs About Mathematics Instruction
James P. Spillane, Megan Hopkins, Tracy M. Sweet
American Educational Research Journal, December 2017
This article examines the relationship between teachers’ instructional ties and their beliefs about mathematics instruction in one school district working to transform its approach to elementary mathematics education. 

Teaching and Learning About Complex Systems in K–12 Science Education: A Review of Empirical Studies 1995–2015
Susan A. Yoon, Sao-Ee Goh, Miyoung Park
Review of Educational Research, December 6, 2017
Results revealed needs in five areas of research: a need to diversify the knowledge domains within which research is conducted, more research on learning about system states, agreement on the essential features of complex systems content, greater focus on contextual factors that support learning including teacher learning, and a need for more comparative research.

How Readability Factors Are Differentially Associated With Performance for Students of Different Backgrounds When Solving Mathematics Word Problems
Candace Walkington, Virginia Clinton, Pooja Shivraj
American Educational Research Journal, November 2017 
Textual features that make problems more difficult to process appear to differentially negatively impact struggling students, while features that make language easier to process appear to differentially positively impact struggling students.

Patterns of Gendered Performance Differences in Large Introductory Courses at Five Research Universities
Rebecca L. Matz, Benjamin P. Koester, Stefano Fiorini, Galina Grom, Linda Shepard, Charles G. Stangor, Brad Weiner, Timothy A. McKay
AERA Open, November 2017
Biology, chemistry, physics, accounting, and economics lecture courses regularly exhibit gendered performance differences that are statistically and materially significant, whereas lab courses in the same subjects do not.

STEM Pathways: Do Men and Women Differ in Why They Enter and Exit?
Adam V. Maltese, Christina S. Cooper
AERA Open, August 2017
The results reveal that although there is no singular pathway into STEM fields, self-driven interest is a large factor in persistence, especially for males, and females rely more heavily on support from others.

A Bayesian Network Meta-Analysis to Synthesize the Influence of Contexts of Scaffolding Use on Cognitive Outcomes in STEM Education
Brian R. Belland, Andrew E. Walker, Nam Ju Kim
Review of Educational Research, August 2017
Scaffolding has a consistently strong effect across student populations, STEM disciplines, and assessment levels, and a strong effect when used with most problem-centered instructional and educational levels.

The Effectiveness of Distance Education across Virginia's Community Colleges: Evidence from Introductory College-Level Math and English Courses
Di Xu, Shanna Smith Jaggars
Educational Evaluation and Policy Analysis, July 2017
The findings indicate a robust negative impact of online course taking for both subjects.

(Mis)Taken Identities: Reclaiming Identities of the “Collective Black” in Mathematics Education Research Through an Exercise in Black Specificity
Maisie L. Gholson, Charles E. Wilkes
Review of Research in Education, June 2017
This chapter reviews two strands of identity-based research in mathematics education related to Black children, exemplified by Martin (2000) and Nasir (2002).

Sex Differences in Doctoral Student Publication Rates
Sarah Theule Lubienski, Emily K. Miller, and Evthokia Stephanie Saclarides
Educational Researcher, November 2017 
Using data from a survey of doctoral students at one large institution, this study finds that men submitted and published more scholarly works than women across many fields, with differences largest in natural/biological sciences and engineering. 

Does Test Preparation Mean Low-Quality Instruction?
David Blazar, Cynthia Pollard
Educational Researcher, October 2017
Drawing on classroom observations and teacher surveys, researchers find that test preparation activities predict lower quality and less ambitious mathematics instruction in upper-elementary classrooms.

Black Women’s and Girls’ Persistence in the P–20 Mathematics Pipeline: Two Decades of Children, Youth, and Adult Education Research
Nicole M. Joseph, Meseret Hailu, Denise Boston
Review of Research in Education, June 2017
This integrative review used critical race theory (CRT) and Black feminism as interpretive frames to explore factors that contribute to Black women’s and girls’ persistence in the mathematics pipeline and the role these factors play in shaping their academic outcomes.

The ICAP Active Learning Framework Predicts the Learning Gains Observed in Intensely Active Classroom Experiences
Benjamin L. Wiggins, Sarah L. Eddy, Daniel Z. Grunspan, Alison J. Crowe
AERA Open, May 2017
Researchers describe the results of a quasi-experimental study to test the apex of the ICAP framework (interactive, constructive, active, and passive) in this ecological classroom environment.

The Roles of STEM Faculty Communities of Practice in Institutional and Departmental Reform in Higher Education
Sean Gehrke, Adrianna Kezar
American Educational Research Journal, May 2017 
This study examines how involvement in four cross-institutional STEM faculty communities of practice is associated with local departmental and institutional change for faculty members belonging to these communities.

Quality Assurance in Teacher Education and Outcomes: A Study of 17 Countries
Lawrence Ingvarson, Glenn Rowley
Educational Researcher, May 2017
This study investigated the relationship between policies related to the recruitment, selection, preparation, and certification of new teachers and (a) the quality of future teachers as measured by their mathematics content and pedagogy content knowledge and (b) student achievement in mathematics at the national level. 

Importance of Grades and Placement for Math Attainment
Will Tyson, Josipa Roksa
Educational Researcher, April 2017
This study examines how course grades and course rigor are associated with math attainment among students with similar eighth-grade standardized math test scores. 

Effects of Teacher Preparation Courses: Do Graduates Use What They Learned to Plan Mathematics Lessons?
Anne K. Morris, James Hiebert
American Educational Research Journal, March 2017
Researchers investigated whether the content pre-service teachers studied in elementary teacher preparation mathematics courses was related to their performance on a mathematics lesson planning task 2 and 3 years after graduation. 

Inside the Black Box: Examining Mediators and Moderators of a Middle School Science Intervention
Laura M. Desimone, Kirsten Lee Hill
Educational Evaluation and Policy Analysis, March 2017
Researchers use data from a randomized controlled trial of a middle school science intervention to explore the causal mechanisms by which the intervention produced previously documented gains in student achievement.

Common Core State Standards for ELA/Literacy and Next Generation Science Standards
Okhee Lee
Educational Researcher, March 2017
This article focuses on how the Common Core State Standards (CCSS) and the Next Generation Science Standards (NGSS) treat “argument,” especially in Grades K–5, and the extent to which each set of standards is grounded in research literature, as claimed.

Mathematics Curriculum Effects on Student Achievement in California
Cory Koedel, Diyi Li, Morgan S. Polikoff, Tenice Hardaway, Stephani L. Wrabel
AERA Open, February 2017
Researchers estimate relative achievement effects of the four most commonly adopted elementary mathematics textbooks in the fall of 2008 and fall of 2009 in California.

Using Theory and Measurement to Sharpen Conceptualizations of Mathematics Teaching in the Common Core Era
Mary Kay Stein, Richard Correnti, Debra Moore, Jennifer Lin Russell, Katelynn Kelly
AERA Open, January 2017
Researchers argue that large-scale, standards-based improvements in the teaching and learning of mathematics necessitate advances in theories regarding how teaching affects student learning and progress in how to measure instruction.

Research in Mathematics Education
Alan H. Schoenfeld
Review of Research in Education, December 2016
The author begins by tracing the growth and change in research in mathematics education and its interdependence with research in education in general over much of the 20th century, with an emphasis on changes in research perspectives and methods and the philosophical/empirical/disciplinary approaches that underpin them. 

Science Education: From Separation to Integration
Marcia C. Linn, Libby Gerard, Camillia Matuk, Kevin W. McElhaney
Review of Research in Education, December 2016
This chapter focuses on how investigators from varied fields of inquiry who initially worked separately began to interact, eventually formed partnerships, and recently integrated their perspectives to strengthen science education.

Gender Differences in Students’ Physical Science Motivation: Are Teachers’ Implicit Cognitions Another Piece of the Puzzle?
Almut E. Thomas
American Educational Research Journal, December 2016
Drawing on expectancy-value theory, this study investigated whether teachers’ implicit science-is-male stereotypes predict between-teacher variation in males’ and females’ motivational beliefs regarding physical science. 

Devalued Black and Latino Racial Identities: A By-Product of STEM College Culture?
Ebony O. McGee
American Educational Research Journal, December 2016 
The researcher found that the 38 high-achieving Black and Latino/a STEM study participants, who attended institutions with racially hostile academic spaces, deployed an arsenal of strategies (e.g., stereotype management) to deflect stereotyping and other racial assaults (e.g., racial microaggressions), which are particularly prevalent in STEM fields. 

Missing Elements in the Discussion of Teacher Shortages
James Cowan, Dan Goldhaber, Kyle Hayes, Roddy Theobald
Educational Researcher, November 2016
Researchers discuss public policies that contribute to teacher shortages in specific subjects (e.g., STEM and special education) and specific types of schools (e.g., disadvantaged) as well as potential solutions.

The “Exceptional” Physics Girl: A Sociological Analysis of Multimethod Data From Young Women Aged 10–16 to Explore Gendered Patterns of Post-16 Participation
Louise Archer, Julie Moote, Becky Francis, Jennifer DeWitt, Lucy Yeomans
American Educational Research Journal, November 2016
Researchers draw on survey data from more than 13,000 year 11 (age 15/16) students and interviews with 70 students (who had been tracked from age 10 to 16), focusing in particular on seven girls who aspired to continue with physics post-16, discussing how the cultural arbitrary of physics requires these girls to be highly “exceptional,” undertaking considerable identity work and deployment of capital in order to “possibilize” a physics identity—an endeavor in which some girls are better positioned to be successful than others.

Online Mathematics Homework Increases Student Achievement
Jeremy Roschelle, Mingyu Feng, Robert F. Murphy, Craig A. Mason
AERA Open, October 2016
In a randomized field trial with 2,850 seventh-grade mathematics students, researchers evaluated whether an educational technology intervention increased mathematics learning.

Essential Aspects of Science Teacher Professional Development: Making Research Participation Instructionally Effective
Sherry A. Southerland, Ellen M. Granger, Roxanne Hughes, Patrick Enderle, Fengfeng Ke, Katrina Roseler, Yavuz Saka, Miray Tekkumru-Kisa
AERA Open, October 2016
As current reform efforts in science place a premium on student sense making and participation in the practices of science, researchers use a close examination of 106 science teachers participating in Research Experiences for Teachers (RET) to identify, through structural equation modeling, the essential features in supporting teacher learning from these experiences.

Synthesizing Results From Empirical Research on Computer-Based Scaffolding in STEM Education: A Meta-Analysis
Brian R. Belland, Andrew E. Walker, Nam Ju Kim, Mason Lefler
Review of Educational Research, October 2016
This review addresses the need for a comprehensive meta-analysis of research on scaffolding in STEM education by synthesizing the results of 144 experimental studies (333 outcomes) on the effects of computer-based scaffolding designed to assist the full range of STEM learners (primary through adult education) as they navigated ill-structured, problem-centered curricula.

Coming to Know More Through and From Writing
Vaughan Prain, Brian Hand
Educational Researcher, October 2016
Researchers claim that there are strong evidence-based reasons for viewing writing as a central but not sole resource for learning, drawing on both past and current research on writing as an epistemological tool and on their professional background in science education research, acknowledging its distinctive take on the use of writing for learning. 

Exploring Issues of Implementation, Equity, and Student Achievement With Educational Software in the DC Public Schools
June Ahn, Austin Beck, John Rice, Michelle Foster
AERA Open, September 2016
Researchers present analyses from a researcher-practitioner partnership in the District of Columbia Public Schools, where the researchers are exploring the impact of educational software on students’ academic achievement.

Does Postsecondary Persistence in STEM Vary by Gender?
Barbara King
AERA Open, September 2016
This study uses nationally representative data from a recent cohort of college students to investigate thoroughly gender differences in STEM persistence. 

Understanding the Relationship Between Parental Education and STEM Course Taking Through Identity-Based and Expectancy-Value Theories of Motivation
Ryan C. Svoboda, Christopher S. Rozek, Janet S. Hyde, Judith M. Harackiewicz, Mesmin Destin
AERA Open, August 2016
This longitudinal study draws on identity-based and expectancy-value theories of motivation to explain the socioeconomic status (SES) and mathematics and science course-taking relationship. 

Detracking and Tracking UpMathematics Course Placements in California Middle Schools, 2003–2013
Thurston Domina, Paul Hanselman, NaYoung Hwang, Andrew McEachin
American Educational Research Journal, July 2016 
Researchers consider the organizational processes that accompanied the curricular intensification of the proportion of California eighth graders enrolled in algebra or a more advanced course nearly doubling to 65% between 2003 and 2013.

Evaluating Longitudinal Mathematics Achievement Growth
Lina Shanley
Educational Researcher, July 2016
Using a nationally representative longitudinal data set, this study compared various models of mathematics achievement growth on the basis of both practical utility and optimal statistical fit and explored relationships within and between early and later mathematics growth parameters. 

Mathematics Content Coverage and Student Learning in Kindergarten
Mimi Engel, Amy Claessens, Tyler Watts, George Farkas
Educational Researcher, June 2016
Analyzing data from two nationally representative kindergarten cohorts, researchers examine the mathematics content teachers cover in kindergarten.

Understanding Science Achievement Gaps by Race/Ethnicity and Gender in Kindergarten and First Grade
F. Chris Curran, Ann T. Kellogg
Educational Researcher, June 2016
Researchers present findings from the recently released Early Childhood Longitudinal Study, Kindergarten Class of 2010–2011 that demonstrate significant gaps in science achievement in kindergarten and first grade by race/ethnicity.

Impacts of Grouping and Time on the Math Learning of Language Minority Kindergartners
Rachel Garrett, Guanglei Hong
Educational Evaluation and Policy Analysis, June 2016
Analyzing the Early Childhood Longitudinal Study–Kindergarten cohort data, researchers find that heterogeneous grouping or a combination of heterogeneous and homogeneous grouping under relatively adequate time allocation is optimal for enhancing teacher ratings of language minority kindergartners’ math performance, while using homogeneous grouping only is detrimental. 

The Impact of Inclusive STEM High Schools on Student Achievement
Jennifer Gnagey, Stéphane Lavertu
AERA Open, May 2016
This study is one of the first to estimate the impact of “inclusive” science, technology, engineering, and mathematics (STEM) high schools using student-level data. 

Side Effects of Motivational Interventions? Effects of an Intervention in Math Classrooms on Motivation in Verbal Domains
Hanna Gaspard, Anna-Lena Dicke, Barbara Flunger, Isabelle Häfner, Brigitte M. Brisson, Ulrich Trautwein, Benjamin Nagengast
AERA Open, May 2016 
Through data from a cluster-randomized study in which a value intervention was successfully implemented in 82 ninth-grade math classrooms, researchers address how interventions on students’ STEM motivation in school affect motivation in subjects not targeted by the intervention.

Undermatched? School-Based Linguistic Status, College Going, and the Immigrant Advantage
Rebecca M. Callahan, Melissa H. Humphries
American Educational Research Journal, April 2016 
Researchers employ multivariate methods to investigate immigrant college going by linguistic status using the Educational Longitudinal Study of 2002.

How Can Placement Policy Improve Math Remediation Outcomes? Evidence From Experimentation in Community Colleges
Federick Ngo, Tatiana Melguizo
Educational Evaluation and Policy Analysis, March 2016
Researchers take advantage of heterogeneous placement policy in a large urban community college district in California to compare the effects of math remediation under different policy contexts.

Instruction and Students’ Declining Interest in Science: An Analysis of German Fourth- and Sixth-Grade Classrooms
Steffen Tröbst, Thilo Kleickmann, Kim Lange-Schubert, Anne Rothkopf, Kornelia Möller
American Educational Research Journal, February 2016 
Researchers examined if changes in instructional practices accounted for differences in situational interest in science instruction and enduring individual interest in science between elementary and secondary school classrooms.

Cumulative Advantage in the Skill Development of STEM Graduate Students: A Mixed-Methods Study
David F. Feldon, Michelle A. Maher, Josipa Roksa, James Peugh
American Educational Research Journal, February 2016 
Researchers offer evidence of a similar phenomenon to cumulative advantage, accounting for differential patterns of research skill development in graduate students over an academic year and explore differences in socialization that accompany diverging developmental trajectories. 

Student Movement in Social Context : The Influence of Time, Peers, and Place
Luke Dauter, Bruce Fuller
American Educational Research Journal, February 2016 
Researchers hypothesize that pupil mobility stems from the (a) student’s time in school and grade; (b) student’s race, class, and achievement relative to peers; (c) quality of schooling relative to nearby alternatives; and (4) proximity, abundance, and diversity of local school options. 

Navigating the Problem Space of Academic Work: How Workload and Curricular Affordances Shape STEM Faculty Decisions About Teaching and Learning
Matthew T. Hora
AERA Open, January 2016
In this study the idea of the “problem space” from cognitive science is used to examine how faculty construct mental representations for the task of planning undergraduate courses. 

Design Parameters for Impact Research in Science Education
Jessaca Spybrook, Carl D. Westine, Joseph A. Taylor
AERA Open, January 2016
This article provides empirical estimates of design parameters necessary for planning adequately powered cluster randomized trials (CRTs) focused on science achievement. 

Science Achievement Gaps Begin Very Early, Persist, and Are Largely Explained by Modifiable Factors
Paul L. Morgan, George Farkas, Marianne M. Hillemeier, Steve Maczuga
Educational Researcher, January 2016
Researchers examined the age of onset, over-time dynamics, and mechanisms underlying science achievement gaps in U.S. elementary and middle schools. 

In the Guise of STEM Education Reform: Opportunity Structures and Outcomes in Inclusive STEM-Focused High Schools
Lois Weis, Margaret Eisenhart, Kristin Cipollone, Amy E. Stich, Andrea B. Nikischer, Jarrod Hanson, Sarah Ohle Leibrandt, Carrie D. Allen, Rachel Dominguez
American Educational Research Journal, December 2015 
Researchers present findings from a three-year comparative longitudinal and ethnographic study of how schools in two cities, Buffalo and Denver, have taken up STEM education reform, including the idea of “inclusive STEM-focused schools,” to address weaknesses in urban high schools with majority low-income and minority students. 

Embedded Formative Assessment and Classroom Process Quality: How Do They Interact in Promoting Science Understanding?
Jasmin Decristan, Eckhard Klieme, Mareike Kunter, Jan Hochweber, Gerhard Büttner, Benjamin Fauth, A. Lena Hondrich, Svenja Rieser, Silke Hertel, Ilonca Hardy
American Educational Research Journal, December 2015
Researchers examine the interplay between curriculum-embedded formative assessment—a well-known teaching practice—and general features of classroom process quality (i.e., cognitive activation, supportive climate, classroom management) and their combined effect on elementary school students’ understanding of the scientific concepts of floating and sinking.

The Role of Schooling in Perpetuating Educational Inequality: An International Perspective
William H. Schmidt, Nathan A. Burroughs, Pablo Zoido, Richard T. Houang
Educational Researcher, October 2015
In this paper, student-level indicators of opportunity to learn (OTL) included in the 2012 Programme for International Student Assessment are used to explore the joint relationship of OTL and socioeconomic status (SES) to student mathematics literacy. 

Pathway to a Baccalaureate in STEM Fields: Are Community Colleges a Viable Route and Does Early STEM Momentum Matter?
Xueli Wang
Educational Evaluation and Policy Analysis, September 2015
This study examines the effect of beginning at a community college on baccalaureate success in science, technology, engineering, and mathematics (STEM) fields. 

Science Achievement Gaps by Gender and Race/Ethnicity in Elementary and Middle School: Trends and Predictors
David M. Quinn, North Cooc
Educational Researcher, August 2015
With research on science achievement disparities by gender and race/ethnicity often neglecting the beginning of the pipeline in the early grades, researchers address this limitation using nationally representative data following students from Grades 3 to 8. 

Middle School Math Acceleration and Equitable Access to Eighth-Grade Algebra: Evidence From the Wake County Public School System
Shaun M. Dougherty, Joshua S. Goodman, Darryl V. Hill, Erica G. Litke, Lindsay C. Page
Educational Evaluation and Policy Analysis, May 2015
Researchers highlight a collaboration to investigate one district’s effort to increase middle school algebra course-taking.

Faculty Mentors’, Graduate Students’, and Performance-Based Assessments of Students’ Research Skill Development
David F. Feldon, Michelle A. Maher, Melissa Hurst, Briana Timmerman
American Educational Research Journal, April 2015
This mixed-method study investigates agreement between student mentees’ and their faculty mentors’ perceptions of the students’ developing research knowledge and skills in STEM. 

Dewey’s “Science as Method” a Century Later: Reviving Science Education for Civic Ends
John L. Rudolph
American Educational Research Journal, December 2014 
This article revisits John Dewey’s now-well-known address “Science as Subject-Matter and as Method” and examines the development of science education in the United States in the years since that address.

Impacts and Characteristics of Computer-Based Science Inquiry Learning Environments for Precollege Students
Dermot F. Donnelly, Marcia C. Linn Sten Ludvigsen
Review of Educational Research, December 2014
The National Science Foundation–sponsored report Fostering Learning in the Networked World called for “a common, open platform to support communities of developers and learners in ways that enable both to take advantage of advances in the learning sciences”; we review research on science inquiry learning environments (ILEs) to characterize current platforms. 

Stemming the Diffusion of Responsibility: A Longitudinal Case Study of America’s Chemistry Teachers
Gregory T. Rushton, Herman E. Ray, Brett A. Criswell, Samuel J. Polizzi, Clyde J. Bearss, Nicholas Levelsmier, Himanshu Chhita, Mary Kirchhoff
Educational Researcher, November 2014 
Researchers perform a longitudinal case study of U.S. public school chemistry teachers to illustrate a diffusion of responsibility within the STEM community regarding who is responsible for the teacher workforce. 

What’s Past Is Prologue: Relations Between Early Mathematics Knowledge and High School Achievement
Tyler W. Watts, Greg J. Duncan, Robert S. Siegler, Pamela E. Davis-Kean
Educational Researcher, October 2014
Researchers find that preschool mathematics ability predicts mathematics achievement through age 15, even after accounting for early reading, cognitive skills, and family and child characteristics.

The Impact of Open Textbooks on Secondary Science Learning Outcomes
T. Jared Robinson, Lane Fischer, David Wiley, John Hilton, III
Educational Researcher, October 2014
The purpose of this quantitative study is to analyze whether the adoption of open science textbooks significantly affects science learning outcomes for secondary students in earth systems, chemistry, and physics.

A Survey of Mathematics Education Technology Dissertation Scope and Quality: 1968–2009
Robert N. Ronau, Christopher R. Rakes, Sarah B. Bush, Shannon O. Driskell, Margaret L. Niess, David K. Pugalee
American Educational Research Journal, October 2014 
We examined 480 dissertations on the use of technology in mathematics education and developed a Quality Framework (QF) that provided structure to consistently define and measure quality.

Intended and Unintended Effects of State-Mandated High School Science and Mathematics Course Graduation Requirements on Educational Attainment
Andrew D. Plunk, William F. Tate, Laura J. Bierut, Richard A. Grucza
Educational Researcher, June 2014
Using logistic regression with Census and American Community Survey (ACS) data (n = 2,892,444), researchers modeled mathematics and science course graduation requirement (CGR) exposure on (a) high school dropout, (b) beginning college, and (c) obtaining any college degree. 

Using Educative Curriculum Materials to Support the Development of Prospective Teachers’ Knowledge
Corey Drake, Tonia J. Land, Andrew M. Tyminski
Educational Researcher, April 2014
Building on the work of Ball and Cohen and that of Davis and Krajcik, as well as more recent research related to teacher learning from and about curriculum materials, researchers seek to answer the question, How can prospective teachers (PTs) learn to read and use educative curriculum materials in ways that support them in acquiring the knowledge needed for teaching?

Organized Interests and the Common Core
Lorraine M. McDonnell, M. Stephen Weatherford
Educational Researcher, December 2013
This article draws on theories of political and policy learning and interviews with major participants to examine the role that the Common Core State Standards (CCSS) supporters have played in developing and implementing the standards, supporters’ reasons for mobilizing, and the counterarguments and strategies of recently emerging opposition groups.

Why Students Choose STEM Majors: Motivation, High School Learning, and Postsecondary Context of Support
Xueli Wang
American Educational Research Journal, October 2013 
This study draws upon social cognitive career theory and higher education literature to test a conceptual framework for understanding the entrance into science, technology, engineering, and mathematics (STEM) majors by recent high school graduates attending 4-year institutions. 

The Influence of Teachers’ Knowledge on Student Learning in Middle School Physical Science Classrooms
Philip M. Sadler, Gerhard Sonnert, Harold P. Coyle, Nancy Cook-Smith, Jaimie L. Miller
American Educational Research Journal, October 2013
This study examines the relationship between teacher knowledge and student learning for 9,556 students of 181 middle school physical science teachers.

Between Politics and Equations: Teaching Critical Mathematics in a Remedial Secondary Classroom
Andrew Brantlinger
American Educational Research Journal, October 2013 
The researcher presents results from a practitioner research study of his own teaching of critical mathematics (CM) to low-income students of color in a U.S. context. 

Student Math Achievement and Out-of-Field Teaching
Jason G. Hill, Ben Dalton
Educational Researcher, October 2013
This study investigates the distribution of math teachers with a major or certification in math using data from the National Center for Education Statistics’ High School Longitudinal Study of 2009 (HSLS:09).

The Impact of a Classroom-Based Guidance Program on Student Performance in Community College Math Classes
Kristin F. Butcher, Mary G. Visher
Educational Evaluation and Policy Analysis, September 2013
This study uses random assignment to investigate the impact of a “light-touch” intervention, where an individual visited math classes a few times during the semester, for a few minutes each time, to inform students about available services.

Infusing Neuroscience Into Teacher Professional Development
Janet M. Dubinsky, Gillian Roehrig, Sashank Varma
Educational Researcher, August 2013 
Researchers argue that the neurobiology of learning, and in particular the core concept of plasticity, have the potential to directly transform teacher preparation and professional development, and ultimately to affect how students think about their own learning. 

Making a Difference in Science Education: The Impact of Undergraduate Research Programs
M. Kevin Eagan, Jr., Sylvia Hurtado, Mitchell J. Chang, Gina A. Garcia, Felisha A. Herrera, Juan C. Garibay
American Educational Research Journal, August 2013 
Researchers’ findings indicate that participation in an undergraduate research program significantly improved students’ probability of indicating plans to enroll in a STEM graduate program.

Science and Language for English Language Learners in Relation to Next Generation Science Standards and with Implications for Common Core State Standards for English Language Arts and Mathematics
Okhee Lee, Helen Quinn, Guadalupe Valdés
Educational Researcher, May 2013
This article addresses language demands and opportunities that are embedded in the science and engineering practices delineated in “A Framework for K–12 Science Education,” released by the National Research Council (2011).

Understanding the Impact of Affirmative Action Bans in Different Graduate Fields of Study
Liliana M. Garces
American Educational Research Journal, April 2013 
This study examines the effects of affirmative action bans in four states (California, Florida, Texas, and Washington) on the enrollment of underrepresented students of color within six different graduate fields of study: the natural sciences, engineering, social sciences, business, education, and humanities.

Critical Mass Revisited: Learning Lessons From Research on Diversity in STEM Fields
Shirley M. Malcom, Lindsey E. Malcom-Piqueux
Educational Researcher, April 2013
Researchers argue that social scientists ought to look to the vast STEM education research literature to begin the task of empirically investigating the questions raised in the Fisher case. 

Effects of School Racial Composition on K–12 Mathematics Outcomes: A Metaregression Analysis
Roslyn Arlin Mickelson, Martha Cecilia Bottia, Richard Lambert
Review of Educational Research, March 2013
This metaregression analysis reviewed the social science literature published in the past 20 years on the relationship between mathematics outcomes and the racial composition of the K–12 schools students attend. 

Effects of Two Scientific Inquiry Professional Development Interventions on Teaching Practice
Jeffrey Grigg, Kimberle A. Kelly, Adam Gamoran, Geoffrey D. Borman
Educational Evaluation and Policy Analysis, March 2013
Researchers examine classroom observations from a 3-year large-scale randomized trial in the Los Angeles Unified School District (LAUSD) to investigate the extent to which a professional development initiative in inquiry science influenced teaching practices in in 4th and 5th grade classrooms in 73 schools.

Crafting a Future in Science Tracing Middle School Girls’ Identity Work Over Time and Space
Angela Calabrese Barton, Hosun Kang, Edna Tan, Tara B. O’Neill, Juanita Bautista-Guerra, Caitlin Brecklin
American Educational Research Journal, February 2013 
This longitudinal ethnographic study traces the identity work that girls from nondominant backgrounds do as they engage in science-related activities across school, club, and home during the middle school years. 

Computational Thinking in K–12: A Review of the State of the Field
Shuchi Grover, Roy Pea
Educational Researcher, January 2013 
This article frames the current state of discourse on computational thinking in K–12 education by examining mostly recently published academic literature that uses Jeannette Wing’s article as a springboard, identifies gaps in research, and articulates priorities for future inquiries.

The More Things Change, the More They Stay the Same? Prior Achievement Fails to Explain Gender Inequality in Entry Into STEM College Majors Over Time
Catherine Riegle-Crumb, Barbara King, Eric Grodsky, Chandra Muller
American Educational Research Journal, December 2012 
This article investigates the empirical basis for often-repeated arguments that gender differences in entrance into science, technology, engineering, and mathematics (STEM) majors are largely explained by disparities in prior achievement. 

The Magnitude, Destinations, and Determinants of Mathematics and Science Teacher Turnover
Richard M. Ingersoll, Henry May
Educational Evaluation and Policy Analysis, December 2012
This study examines the magnitude, destinations, and determinants of mathematics and science teacher turnover. 

Science Aspirations, Capital, and Family Habitus: How Families Shape Children’s Engagement and Identification With Science
Louise Archer, Jennifer DeWitt, Jonathan Osborne, Justin Dillon, Beatrice Willis, Billy Wong
American Educational Research Journal, October 2012 
Drawing on the conceptual framework of Bourdieu, this article explores how the interplay of family habitus and capital can make science aspirations more “thinkable” for some (notably middle-class) children than others.

Experimental and Quasi-Experimental Studies of Inquiry-Based Science Teaching: A Meta-Analysis
Erin Marie Furtak, Tina Seidel, Heidi Iverson, Derek C. Briggs
Review of Educational Research, September 2012
This meta-analysis introduces a framework for inquiry-based teaching that distinguishes between cognitive features of the activity and degree of guidance given to students. 

Revisiting the Impact of NCLB High-Stakes School Accountability, Capacity, and Resources: State NAEP 1990–2009 Reading and Math Achievement Gaps and Trends
Jaekyung Lee, Todd Reeves
Educational Evaluation and Policy Analysis, June 2012
This study examines the impact of high-stakes school accountability, capacity, and resources under NCLB on reading and math achievement outcomes through comparative interrupted time-series analyses of 1990–2009 NAEP state assessment data. 

Learning Trajectory Based Instruction: Toward a Theory of Teaching
Paola Sztajn, Jere Confrey, P. Holt Wilson, Cynthia Edgington
Educational Researcher, June 2012
Researchers propose a theoretical connection between research on learning and research on teaching through recent research on students’ learning trajectories (LTs). 

Promoting Student Interest in Science: The Perspectives of Exemplary African American Teachers
Jianzhong Xu, Linda T. Coats, Mary L. Davidson
American Educational Research Journal, February 2012 
Researchers argue both the urgency and the promise of establishing a constructive conversation among different bodies of research, including science interest, sociocultural studies in science education, and culturally relevant teaching. 

Science Teacher Learning Progressions: A Review of Science Teachers’ Pedagogical Content Knowledge Development
Rebecca M. Schneider, Kellie Plasman
Review of Educational Research, December 2011
This review examines the research on science teachers’ pedagogical content knowledge (PCK) in order to refine ideas about science teacher learning progressions and how to support them. 

Implicit Social Cognitions Predict Sex Differences in Math Engagement and Achievement
Brian A. Nosek, Frederick L. Smyth
American Educational Research Journal, October 2011 
Researchers examined implicit math attitudes and stereotypes among a heterogeneous sample of 5,139 participants. 

Professional Development for Technology-Enhanced Inquiry Science
Libby F. Gerard, Keisha Varma, Stephanie B. Corliss, Marcia C. Linn
Review of Educational Research, September 2011
Researchers’ findings suggest that professional development programs that engaged teachers in a comprehensive, constructivist-oriented learning process and were sustained beyond 1 year significantly improved students’ inquiry learning experiences in K–12 science classrooms. 

Integrating Literacy and Science in Biology: Teaching and Learning Impacts of Reading Apprenticeship Professional Development
Cynthia L. Greenleaf, Cindy Litman, Thomas L. Hanson, Rachel Rosen, Christy K. Boscardin, Joan Herman, Steven A. Schneider, Sarah Madden, Barbara Jones
American Educational Research Journal, June 2011 
This study examined the effects of professional development integrating academic literacy and biology instruction on science teachers’ instructional practices and students’ achievement in science and literacy. 

Assessing the Quality of the Common Core State Standards for Mathematics
Paul Cobb, Kara Jackson
Educational Researcher, May 2011
The authors comment on Porter, McMaken, Hwang, and Yang’s recent analysis of the Common Core State Standards for Mathematics by critiquing their measures of the focus of the standards and the absence of an assessment of coherence. 

Patching the Pipeline: Reducing Educational Disparities in the Sciences Through Minority Training Programs
P. Wesley Schultz, Paul R. Hernandez, Anna Woodcock, Mica Estrada, Randie C. Chance, Maria Aguilar, Richard T. Serpe
Educational Evaluation and Policy Analysis, March 2011
This study reports results from a longitudinal study of students supported by a national National Institutes of Health–funded minority training program, and a propensity score matched control. 

Integration of Technology, Curriculum, and Professional Development for Advancing Middle School Mathematics: Three Large-Scale Studies
Jeremy Roschelle, Nicole Shechtman, Deborah Tatar, Stephen Hegedus, Bill Hopkins, Susan Empson, Jennifer Knudsen, Lawrence P. Gallagher
American Educational Research Journal, December 2010 
The authors present three studies (two randomized controlled experiments and one embedded quasi-experiment) designed to evaluate the impact of replacement units targeting student learning of advanced middle school mathematics. 

Questioning a White Male Advantage in STEM: Examining Disparities in College Major by Gender and Race/Ethnicity
Catherine Riegle-Crumb, Barbara King
Educational Researcher, December 2010 
The authors analyze national data on recent college matriculants to investigate gender and racial/ethnic disparities in STEM fields, with an eye toward the role of academic preparation and attitudes in shaping such disparities. 

Selecting and Supporting the Use of Mathematics Curricula at Scale
Mary Kay Stein, Julia H. Kaufman
American Educational Research Journal, September 2010 
This article begins to unravel the question, “What curricular materials work best under what kinds of conditions?” The authors address this question from the point of view of teachers and their ability to implement mathematics curricula that place varying demands and provide varying levels of support for their learning. 

Argument to Foster Scientific Literacy: A Review of Argument Interventions in K–12 Science Contexts
Andy R. Cavagnetto
Review of Educational Research, September 2010
This study of 54 articles from the research literature examines how argument interventions promote scientific literacy. 

The Co-Construction of Opposition in a Low-Track Mathematics Classroom
Victoria M. Hand
American Educational Research Journal, March 2010
The researcher examined how the teacher and students in a low-track mathematics classroom jointly constructed opposition through their classroom interactions.

College Graduation Rates for Minority Students in a Selective Technical University: Will Participation in a Summer Bridge Program Contribute to Success?
Terrence E. Murphy, Monica Gaughan, Robert Hume, S. Gordon Moore, Jr.
Educational Evaluation and Policy Analysis, March 2010
Researchers evaluate the association of a summer bridge program with the graduation rate of underrepresented minority (URM) students at a selective technical university.