Projects
Research Projects
LSRI Project Descriptions and Publications
The AIM system is an indexed and annotated database of electronic resources that shows state-of-the-art examples to illustrate the core principles of How People Learn and Knowing What Students Know. View project
We evalute the embedded assessments of, two of the nation's most popular math curricula, Everyday Mathematics and Math Trailblazers. View project
The partnership between LSRI and the Chicago Zoological Society helped build an interactive exhibit to teach audiences the impact of climate change. View project
The projects aims to develop an assessment system that identifies the skills elementary students need to grapple with information from many kinds of texts, identify where students struggle, and to offer teachers assistance for meaningful instruction. View project
Reading for Understanding Across Grades 6-12: Evidence-based Argumentation for Disciplinary Learning
Project READI(Reading,Evidence and Argumentation in Disciplinary Instruction) is a 5-year IES study that aims to improve students’ abilities to create arguments from multiple text sources within the content areas of history, science, and literature. View project
The University of Illinois at Chicago-All Learn Mathematics Project is a school-university initiative designed to improve the teaching and learning of mathematics in grades K to 8. View project
We partner with the University of Texas Charles A. Dana Center, to develop a comprehensive program to address the needs of 9th grade students who are underprepared for algebra courses. View project
This NSF-funded project develops classroom- and web-based materials to teach cryptography and related mathematics. It also supports leaders of these activities. View project
The TIMS project is at the forefront of current national efforts to improve the teaching and learning of mathematics and science in elementary schools. It publishes one of the nation's most popular math curricula, Math Trailblazers and evaluates the effectiveness of it. View project
The project partners with 32 high-needs school districts in west and south Cook County to improve the teaching and learning of mathematics using Common Core standards in grades 6 through 9. View project
Our symposium series is a forum for faculty and graduate students in education, mathematics, and science devoted to improving teaching and learning of mathematics and science. View project
James Pellegrino and Louis DiBello are leading a project funded by the National Science Foundation and the Gordon and Betty Moore Foundation to develop a new system of classroom assessments that aligns with the Next Generation Science Standards (NGSS) View project
The goal of the iFAST Algebra Project is to develop innovative instructional resources and a professional development model to support middle school teachers’ use of formative assessment practices to improve student learning in algebra. The project team is working collaboratively with teachers View project
The PRAIRIE Group engages in formative evaluation and applied research of education and training programs, policies, and initiatives with the goal of improving the quality of education and community life in urban settings.
We also provide training and technical support to enhance the View project
The MER forum works to support the successful involvement of mathematicians in education reform. View project
The projects focuses on how to improve tutoring to help undergraduate and high school students better understand genetics and molecular biology. View project
The Connected Chemistry Curriculum project is developing and assessing a self-contained, technology-infused curriculum for teaching high school chemistry. View project
LSRI's work with the NSF-funded The National Center for Learning and Teaching in Nanoscale Science and Engineering looks at how representational types and design-based activities support students' learning of nanoscience, and how to create materials and curricula that are practical and useful in the classroom. View project
UIC researchers developed inquiry-based laboratory exercises that provide students hands-on experience in conducting “real science” to address issues that are major current concerns in ecology and conservation biology. View project
The three-year study investigates how GIS inquiry projects that have iterative designs will increase student reflection on data artifacts, domain concepts and inquiry processes. It also looks at how students relate data to the world around them. View project
