Suchira Channoi was selected as a teaching authority for developing the STEM curriculum for WPI. Michaels has been involved with curriculum development projects for Head Start classrooms in math and science. Michaels‘ book Ready, Set, Science!: Putting Research to Work in the K-8 Science Classroom (2007, co-authored with Andy Shouse and Heidi Schweingruber for the NRC) summarizes a rich body of findings from the learning sciences and builds detailed cases of science educators at work to make the implications of research clear, accessible, and stimulating for a broad range of science educators. She was the founding Director of the Hiatt Center for Urban Education and works to bring together teacher education, educational research on classroom discourse, and district-based efforts at educational reform. She is actively involved in teaching and research in the area of language, culture, “multiliteracies,” and the discourses of math and science. Michaels is a Professor of Education at Clark University. Michaels’ vast research experience guides the project‘s team on research in early childhood settings and STEM education best practices. Michaels participates in advisory board meetings, helps determine the curriculum framework and student outcome and provides feedback on unit plans. She also provides feedback on curriculum development, data coding, and analyses.ĭr. Anggoro contributes her expertise in conceptual development and helps develop assessments of conceptual change in children. In her role as Co-PI on the Seeds of STEM project, Dr. space-based) help children integrate the different perspectives and better understand scientific explanations of the day-night cycle. Working with Worcester Public Schools, the project aims to test whether successive comparisons of different perspectives of the solar system (i.e., Earth-based vs. Recently she was awarded an IES grant of $311,139 to examine cognitive factors that support children’s learning in astronomy. Her work has been published in multiple peer-reviewed scientific journals including Psychological Science, Child Development, and Journal of Cognition and Culture. She has conducted numerous studies on children‘s acquisition of biological concepts and children‘s learning of relational categories. Her research program focuses on conceptual development, particularly the role of language, culture, and formal learning experiences in shaping children‘s concepts. She completed a postdoctoral fellowship at the University of Chicago and University of Illinois at Chicago, where she studied children’s physical science learning on an NSF-funded project. in Cognitive Psychology from Northwestern University, with a specialization in Cognitive Science. Co-PI, Florencia Anggoro is an Associate Professor of Psychology at the College of the Holy Cross.
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