How well qualified is the proposer individual or team to conduct the project? If appropriate, the reviewer will comment on the quality of the prior work. To what extent does the proposed activity suggest and explore creative and original concepts? How well conceived and organized is the proposed activity? Is there sufficient access to resources?
What are the broader impacts of the proposed activity? How well does the activity advance discovery and understanding while promoting teaching, training, and learning?
How well does the proposed activity broaden the participation of underrepresented groups e. To what extent will it enhance the infrastructure for research and education, such as facilities, instrumentation, networks, and partnerships? Will the results be disseminated broadly to enhance scientific and technological understanding? What may be the benefits of the proposed activity to society? Integration of Research and Education One of the principal strategies in support of NSF's goals is to foster integration of research and education through the programs, projects, and activities it supports at academic and research institutions.
These institutions provide abundant opportunities where individuals may concurrently assume responsibilities as researchers, educators, and students and where all can engage in joint efforts that infuse education with the excitement of discovery and enrich research through the diversity of learning perspectives. Integrating Diversity into NSF Programs, Projects, and Activities Broadening opportunities and enabling the participation of all citizens -- women and men, underrepresented minorities, and persons with disabilities -- is essential to the health and vitality of science and engineering.
NSF is committed to this principle of diversity and deems it central to the programs, projects, and activities it considers and supports. Proposals submitted in response to this program solicitation will be reviewed by Adhoc Review or Panel Review. Reviewers will be asked to formulate a recommendation to either support or decline each proposal.
The Program Officer assigned to manage the proposal's review will consider the advice of reviewers and will formulate a recommendation. After scientific, technical and programmatic review and consideration of appropriate factors, the NSF Program Officer recommends to the cognizant Division Director whether the proposal should be declined or recommended for award.
NSF is striving to be able to tell applicants whether their proposals have been declined or recommended for funding within six months. The time interval begins on the date of receipt. The interval ends when the Division Director accepts the Program Officer's recommendation. A summary rating and accompanying narrative will be completed and submitted by each reviewer.
In all cases, reviews are treated as confidential documents. In addition, the proposer will receive an explanation of the decision to award or decline funding. In all cases, after programmatic approval has been obtained, the proposals recommended for funding will be forwarded to the Division of Grants and Agreements for review of business, financial, and policy implications and the processing and issuance of a grant or other agreement.
Proposers are cautioned that only a Grants and Agreements Officer may make commitments, obligations or awards on behalf of NSF or authorize the expenditure of funds. A Principal Investigator or organization that makes financial or personnel commitments in the absence of a grant or cooperative agreement signed by the NSF Grants and Agreements Officer does so at their own risk.
Notification of the award is made to the submitting organization by a Grants Officer in the Division of Grants and Agreements. Organizations whose proposals are declined will be advised as promptly as possible by the cognizant NSF Program administering the program. Verbatim copies of reviews, not including the identity of the reviewer, will be provided automatically to the Principal Investigator.
See Section VI. Paper copies may be obtained from the NSF Publications Clearinghouse, telephone or by e-mail from pubs nsf. For all multi-year grants including both standard and continuing grants , the Principal Investigator must submit an annual project report to the cognizant Program Officer at least 90 days before the end of the current budget period.
Some programs or awards require more frequent project reports. Within 90 days after expiration of a grant, the PI also is required to submit a final project report. Failure to provide the required annual or final project reports will delay NSF review and processing of any future funding increments as well as any pending proposals for that PI.
PIs should examine the formats of the required reports in advance to assure availability of required data. PIs are required to use NSF's electronic project-reporting system, available through FastLane, for preparation and submission of annual and final project reports.
Such reports provide information on activities and findings, project participants individual and organizational publications; and, other specific products and contributions. However, for those that do, the results and implications of the Pathways work must be explicitly described. Synthesis proposals should identify areas where the knowledge base is sufficiently robust to support strong scientific claims, identify areas of importance to education research, evaluation or practice, and propose rigorous methods for synthesizing findings and drawing conclusions from a range of relevant literatures.
Proposals should identify the criteria to be used for including or excluding studies in the synthesis. Investigators are permitted to propose workshops and other meetings in pursuit of the diffusion of research-based knowledge or to provide training on topics of advanced research or evaluation methods, analysis, modeling, or measurement.
Emphasis will be placed on the proposed dissemination plan. Empirical Research proposals should identify areas that have the potential for advancing discovery and innovation in STEM learning. These projects are designed to support the collection of new empirical data or to conduct secondary analyses from existing state, national or international databases.
Such projects are expected to be based deeply in the STEM disciplines. Proposals must carefully justify why a budget of this size would be required to carry out the research. The proposals will generally involve teams of multi-disciplinary experts working on conceptually related projects. For example, one team could seek to develop a new behavioral measure of learning in a content area of particular STEM importance, while a second team studied the neural underpinnings of learning in the area.
A proposal may have one team generating a mature prototype, while another team might test the hypotheses about learning in a randomized control trial. Another example would be one team conducting largely theory-generating work from an ethnographic approach, while other teams conduct complementary quantitative studies.
Such proposals must also include a Coordination Plan that provides 1 a description of how the separate activities are conceptually interlinked, 2 the agreements for data sharing among the partners, 3 a description of how samples or data collection will be complementary or will use parallel data definitions, 4 a discussion of how data will be jointly modeled or analyzed or how findings will be aggregated across teams, 5 plans for joint publication and dissemination, and 6 a plan for ongoing dialogue, communication, and scholarly exchange.
The Coordination Plan should be described in no more than five pages and submitted as Supplementary Documentation. Other types of proposals that might be appropriate for a large award would be a longitudinal study of a large sample of participants, a randomized control trial of an intervention whose efficacy has been established in more limited conditions, or a study addressing replication or scale-up.
These projects do not require a Coordination Plan. American Educational Research Association Estimating causal effects using experimental and observational designs. American Statistical Association Using statistics effectively in mathematics education research. Commission on Mathematics and Science Education.
The opportunity equation : Transforming mathematics and science education for the global economy. National Mathematics Advisory Panel Department of Education: Washington, DC. National Research Council. How people learn : Brain, mind, experience, and school. Scientific research in education. National Research Council Taking science to school: Learning and teaching science in grades K Learning science in informal environments: People, places, and pursuits.
National Science Foundation The mathematics education portfolio brief , NSF Retrieved July 9, from www. Fostering learning in the networked world : The cyberlearning opportunity and challenge , NSF Retrieved July 1, from www. Mathematical proficiency for all students: Toward a strategic research and development program in mathematics education.
NSF expects to make standard or continuing grant awards. The estimated number of awards will be 30 to 50 for the competition in FY , pending availability of funds.
It is anticipated that about Pathways, Knowledge Diffusion, Empirical, and Large Empirical awards will be made. Proposals requesting support for postdoctoral positions should take special note of the requirement for a mentoring plan for postdoctoral appointees.
Proposals that request support for a postdoctoral position and do not have a mentoring plan will be returned without review. Please refer to the updated GPG for specific requirements. The REESE program has four additional proposal preparation requirements that each proposal must address: 1 Research design and methodology; 2 project personnel and management; 3 dissemination; and 4 project evaluation.
Research design and methodology : REESE expects investigators to propose rigorous and replicable research methods that are well-justified, are suited to the particular research questions being studied, and that have the likelihood of yielding significant knowledge in pursuit of core problems in STEM education and learning. Each supported project must meet the following basic requirements:.
Project personnel and management : The research and management roles of each of the senior personnel on the project must be described in brief within the project description. In addition, at least one of the senior personnel must be designated as the methodology and measurement leader of the project.
In single-investigator projects, this person will necessarily be the principal investigator. In multi-investigator projects, this person must be listed among senior personnel and may or may not be the principal or a co-investigator.
All projects should address the role to be played by STEM disciplinary experts, as appropriate. Where projects request time for students and other trainees, specific plans must be discussed for how any postdoctoral associates, graduate students, undergraduates, or others will benefit in their education and training in connection to the proposed research. Involvement of students is encouraged as a means of building capacity in STEM education research.
REESE does not necessarily expect the same team of investigators to conduct research across all components of the cycle of research and development. However, investigators are expected to conduct research so that relevant models, frameworks, data and measures are well-documented, replicable, and usable by other research teams wishing to work on similar problems from other vantage points or by using other research designs.
It is the intention of the REESE program to encourage investigative teams to work simultaneously, as part of a larger knowledge community, on a given problem of national importance.
Dissemination : All REESE projects are expected to accumulate and communicate knowledge to the relevant research, policy, and practitioner communities. As part of DRL's strong and unwavering commitment to the broader impacts of funded research, reports from successful REESE projects must be published in peer-reviewed professional or scholarly journals, and findings positive or negative must be disseminated through appropriate means to audiences relevant to the goals of the project.
Projects are encouraged to seek out appropriate audiences across disciplinary boundaries. Project Evaluation : All projects must have an evaluation plan that includes measures that the project team intends to use in assessing its success and meeting its milestones and objectives.
It is critical that all projects have a substantive external expert review mechanism that provides regular feedback on the project's research methods and progress, analysis procedures, interpretation of data into findings, and dissemination activities. Proposals must make a clear argument for what steps will be taken to ensure that the proposed evaluation is distant from the project and is objective, and must describe how evaluation input will be used to shape the project.
Compliance with this requirement is critical to determining the relevant proposal processing guidelines. Failure to submit this information may delay processing. Cost Sharing: Cost sharing is not required under this solicitation. Proposers are required to prepare and submit all proposals for this program solicitation through use of the NSF FastLane system. Specific questions related to this program solicitation should be referred to the NSF program staff contact s listed in Section VIII of this funding opportunity.
Submission of Electronically Signed Cover Sheets. The AOR must provide the required electronic certifications within five working days following the electronic submission of the proposal. All proposals are carefully reviewed by a scientist, engineer, or educator serving as an NSF Program Officer, and usually by three to ten other persons outside NSF who are experts in the particular fields represented by the proposal.
These reviewers are selected by Program Officers charged with the oversight of the review process. These suggestions may serve as one source in the reviewer selection process at the Program Officer's discretion. Submission of such names, however, is optional.
Care is taken to ensure that reviewers have no conflicts of interest with the proposal. The proposal must specify how the databases to be studied are representative of state, national, or international levels.
Statistical models to be tested should be included, as appropriate. The above examples are demonstrative; REESE welcomes proposals for secondary analyses of any data source that has state, national, or international implications. REESE encourages projects that seek to enhance our understanding of issues underlying the differential learning and participation of members of groups underrepresented in STEM fields. Underrepresented groups may include but are not necessarily limited to women and girls, people with disabilities, underrepresented minorities e.
Proposers must document the STEM disciplinary underrepresentation of the groups they wish to study and place the proposed work in the broader context of STEM education and workforce participation in the U. The more long-term goal of the strand is to catalyze the acquisition of knowledge that informs the development of interventions that could have an impact on learning, persistence, and success in STEM for members of various groups under specific conditions and in specific contexts.
Proposed research may investigate behavioral, cognitive, affective, and social factors as well as organizational, institutional, or systemic processes that may have an impact on participation and learning in STEM fields. Proposals that explore the various influences of an individual's identity in multiple groups are especially invited e. Proposers must document the STEM disciplinary underrepresentation of the groups they wish to study and place the proposed work in the broader context of STEM education and workforce participation in the US.
More information on each proposal type is specified below. Synthesis proposals should identify areas where the knowledge base is sufficiently robust to support strong scientific claims, identify areas of importance to education research or practice, and propose rigorous methods for synthesizing findings and drawing conclusions from a range of relevant literatures. Proposals should identify the criteria to be used for including or excluding studies in the synthesis.
Investigators are permitted to propose workshops and other meetings as one of the means of completing the syntheses and diffusing the research-based knowledge that is developed. Additional emphasis will be placed on the proposed dissemination plan. Empirical Research projects are designed to support the design and conduct of research projects including the collection of new empirical data or the use of secondary analyses from existing state, national, international or other databases.
In all cases, the proposal must carefully justify why a budget of the respective size would be appropriate to carry out the research. Any proposal may involve teams of multi-disciplinary experts working on conceptually related problems. The program supports FIRE projects that facilitate scholars crossing disciplinary boundaries to acquire the skills and knowledge that would improve their abilities to conduct rigorous research on STEM learning and education.
Proposals must have both a research and a professional development component. The primary goal of FIRE is to facilitate the development of innovative theoretical, methodological, and analytic approaches to understanding complex STEM education issues of national importance and, by so doing, make progress toward solving them.
A secondary goal of FIRE is to broaden and deepen the pool of investigators engaged in STEM educational research, by bringing their communities into closer and more systematic interaction with another.
To address this goal, investigators must pair with a mentoring scholar in the to-be-learned field. Each proposal must include one individual who will serve as the mentor and one individual who will be mentored.
There is no restriction about whether the mentor is designated as the PI and the mentee as the co-PI, or vice versa, except as allowed by the submitting organization. Other personnel and co-PIs are allowed. Investigators may receive an award at any point in their post-graduate careers, whether at a more junior or senior level.
Awards are open to investigators who have received a doctoral degree in a disciplinary STEM field outside of education proper and wish to pursue research in learning and education, or who have received a doctoral degree from an educational research program and wish to complement their expertise with training in a disciplinary STEM field outside of education.
In addition, investigators should describe what their professional development goals are and what activities they will engage in to achieve those goals e.
The proposal should make clear the collaborative activities among the investigators, how these activities will develop capacity in STEM educational research, and why an interdisciplinary collaboration will make progress on the educational issue addressed. REESE may support a few well-focused conferences or workshops related to the goals of the program. Budgets are expected to be commensurate with the duration of the event and the number of participants.
Proposals should include a conceptual framework for the conference, draft agenda, possible participant list, and the outcomes or products that will result. Conference and workshop proposals are evaluated on an ad hoc basis and so may be submitted at any time not only to the competition deadline , generally at least one year in advance of when the event would be held. Investigators are encouraged to contact a Program Officer prior to submission. American Statistical Association. Using statistics effectively in mathematics education research.
Common Core State Standards Initiative. The Standards: Mathematics. Hawkey, R. Learning, Media and Technology, 32 1 , The National Academies Facilitating Interdisciplinary Research. NCES Washington, DC: Author. The mathematics education portfolio brief Publication No. NSF Arlington, VA: Author. National Research Council. PISA Results. Paris: Author. Rhoten, D. Risks and rewards of an interdisciplinary research path. Science, , NSF expects to make standard or continuing grant awards.
The estimated number of awards will be new awards in FY Full proposals submitted via FastLane: Proposals submitted in response to this program solicitation should be prepared and submitted in accordance with the general guidelines contained in the NSF Grant Proposal Guide GPG.
Compliance with this requirement is critical to determining the relevant proposal processing guidelines. Failure to submit this information may delay processing.
Full proposals submitted via Grants. The complete text of the NSF Grants. Paper copies of the Grants. In determining which method to utilize in the electronic preparation and submission of the proposal, please note the following:. Collaborative Proposals. All collaborative proposals submitted as separate submissions from multiple organizations must be submitted via the NSF FastLane system.
Chapter II, Section D. The REESE program has five additional preparation requirements that each proposal must address: 1 letters of agreement to participate, 2 research design and methodology, 3 project personnel and management, 4 dissemination, and 5 project evaluation. Rigorous research is needed to ascertain the effectiveness of different instructional strategies e. We encourage rigorous research that takes up questions of cause and effect, including studies that employ multi-level methods of causal inference.
We especially encourage proposals from cross-disciplinary teams of researchers that include disciplinary experts. Finally, REESE encourages proposals that unite research in teaching, learning, and assessment through the study of particular learning trajectories or progressions of STEM content across age bands or grade levels. These learning progressions research projects may seek to test conceptual models for what may be needed for the effective teaching, learning, and assessment of the novel, deep, or foundational content proposed.
We encourage learning progressions studies of advanced STEM content at critical transition areas e. For example, policies and standards shaping large-scale testing programs at the state level affect the opportunities students have to learn STEM content, the selection of curriculum and instructional materials and so what is taught at which grade level and how it is taught , and rewards and incentive structures for organizational change.
The data-analytic and interpretation capabilities of schools, administrators, and teachers may have implications for the implementation and use of such assessment programs. Similarly, general education requirements at the postsecondary level and graduation requirements at the secondary level may have important benefits, opportunity costs, and individual and organizational responses.
Systems studies can include such entities as K school systems, informal educational organizations, and institutions of higher education including graduate education and requisite governance authorities.
It also includes broader conceptions and organizational designs for learning such as those distributed in both virtual and real environments, those connected with larger national and international systems of innovation, or those linked across the various levels of the education system. In all cases, an argument for why the particular research questions are relevant for STEM learning must be provided.
Systems studies may examine the mechanisms for the spread of research findings or other innovations. REESE welcomes research that deepens understanding of how systems-related resources can be engaged to advance the STEM learning of students who are members of underserved populations, perhaps identifying and modeling points within an organizational system that are particularly vulnerable or resistant to change. REESE encourages research that seeks to understand the ways individuals, organizations, and whole systems respond to education laws, regulations, and other interventions across various levels i.
Issues of adaptive and emergent organizational behavior are of interest in producing theoretical, descriptive, and potentially predictive models of change in STEM education and learning. REESE is also interested in projects that conduct secondary analyses of large-scale data sets. Organizational and systems research problems are likely to require collaborative teams of researchers and practitioners, including social psychologists, sociologists, systems and institutional theorists, organizational sociologists, policy experts and economists, STEM education researchers, and STEM disciplinary experts.
REESE invites proposals for projects that simultaneously undertake evaluation studies and advance theory, knowledge, methods, or implementation of evaluation. Projects to address relevant evaluation questions for STEM-education initiatives at the national level are being sought for this competition.
Some of these programs are NSF-supported initiatives, and others are funded from other sources, but they share goals to advance STEM learning in the K, undergraduate, or informal arenas. For example, there are specific initiatives or programs to increase the supply, retention, and quality of STEM teachers; efforts to reform the preparation of STEM teachers; efforts to introduce new instructional materials in K classrooms; and efforts to change assessment or standards at the state and national levels.
Proposals in this category must make an argument for why an evaluation study of this initiative or a focused component of it is important for informing national policy and practice. In addition, proposals should describe the key evaluation questions being pursued, explain the methodologies to be used, and provide evidence of how the evaluation will have access to relevant data and programmatic information. Research design and methodology: REESE expects investigators to propose rigorous and replicable research methods that are well-justified, are suited to the particular research questions being studied, and that have the likelihood of yielding significant knowledge in pursuit of core problems in STEM education and learning.
Each supported project must meet the following basic requirements:. Project personnel and management: The research and management roles of each of the senior personnel on the project must be described in brief within the project description.
In addition, at least one of the senior personnel must be designated as the methodology and measurement leader of the project. In single-investigator projects, this person will necessarily be the principal investigator. In multi-investigator projects, this person must be listed among senior personnel and may or may not be the principal or a co-investigator.
All projects should address the role to be played by STEM disciplinary experts, as appropriate. Where projects request time for students and other trainees, specific plans must be discussed for how any postdoctoral associates, graduate students, undergraduates, or others will benefit in their education and training in connection to the proposed research. Involvement of students is encouraged as a means of building capacity in STEM education research. REESE does not necessarily expect the same team of investigators to conduct research across all components of the cycle of innovation.
However, investigators are expected to conduct research so that relevant models, frameworks, data and measures are well-documented, replicable, and usable by other research teams wishing to work on similar problems from other vantage points or by using other research designs. It is the intention of the REESE program to encourage investigative teams to work simultaneously, as part of a larger knowledge community, on a given problem of national importance.
Dissemination: All REESE projects are expected to accumulate and communicate knowledge to the relevant research, policy, and practitioner communities. As part of DRL's strong and unwavering commitment to the broader impacts of funded research, reports from successful REESE projects must be published in peer-reviewed professional or scholarly journals, and findings positive or negative must be disseminated through appropriate means to audiences relevant to the goals of the project.
Projects are encouraged to seek out appropriate audiences across disciplinary boundaries. Projects will also be expected to share research designs, findings, and overall project information with policymakers and the REESE Diffusion and Evaluation Network, and possibly report annually to an on-line data system. Project Evaluation: All projects must have an evaluation plan that includes measures that the project team intends to use in assessing its success and meeting its milestones and objectives.
It is critical that all projects have a substantive external expert review mechanism that provides regular feedback on the project's research methods and progress, analysis procedures, interpretation of data into findings, and dissemination activities.
Proposals must make a clear argument for what steps will be taken to ensure that the proposed evaluation is distant from the project and is objective, and must describe how evaluation input will be used to shape the project. The content of all proposals, regardless of their type, must be responsive to one or more topics in the Emerging Research or Contextual Research strands described above.
Synthesis proposals should identify areas where the knowledge base is sufficiently robust to support strong scientific claims, identify areas of importance to education research, evaluation or practice, and propose rigorous methods for synthesizing findings and drawing conclusions from a range of relevant literatures. Proposals should identify the criteria to be used for including or excluding studies in the synthesis. Investigators are permitted to propose workshops and other meetings in pursuit of the diffusion of research-based knowledge or to provide training on topics of advanced research or evaluation methods, analysis, modeling, or measurement.
Emphasis will be placed on the proposed dissemination plan. Empirical Research proposals should identify areas that have the potential for advancing discovery and innovation in STEM learning. These projects are designed to support the collection of new empirical data or to conduct secondary analyses from existing state, national or international databases. Such projects are expected to be based deeply in the STEM disciplines. Proposals must carefully justify why a budget of this size would be required to carry out the research.
The proposals will generally involve teams of multi-disciplinary experts working on conceptually related projects. For example, one team could seek to develop a new behavioral measure of learning in a content area of particular STEM importance, while a second team studied the neural underpinnings of learning in the area.
A proposal may have one team generating a mature prototype, while another team might test the hypotheses about learning in a randomized control trial. Another example would be one team conducting largely theory-generating work from an ethnographic approach, while other teams conduct complementary quantitative studies. Such proposals must also include a Coordination Plan that provides 1 a description of how the separate activities are conceptually interlinked, 2 the agreements for data sharing among the partners, 3 a description of how samples or data collection will be complementary or will use parallel data definitions, 4 a discussion of how data will be jointly modeled or analyzed or how findings will be aggregated across teams, 5 plans for joint publication and dissemination, and 6 a plan for ongoing dialogue, communication, and scholarly exchange.
The Coordination Plan should be described in no more than five pages and submitted as Supplementary Documentation. Other types of proposals that might be appropriate for a large award would be a longitudinal study of a large sample of participants, or a randomized control trial of an intervention whose efficacy has been established in more limited conditions.
These projects do not require a Coordination Plan. REESE may support a few well-focused conferences or workshops related to the goals of the program. Proposals may be submitted at any time, generally at least one year in advance of when the conference would be held. All conference proposals should provide for an evaluation of the impact of the conference done 18 months after the conference.
NSF expects to make standard or continuing grant awards. The estimated number of awards will be 30 to 45 per year for each competition in FY and FY , pending availability of funds. It is anticipated that about Knowledge Diffusion awards, Empirical awards, and Large Empirical awards will be made. T he intended proposal type and its research strand must be specified in the first sentence of the Letter. When submitting a Letter of Intent through FastLane in response to this Program Solicitation please note the conditions outlined below:.
Full proposals submitted via FastLane: Proposals submitted in response to this program solicitation should be prepared and submitted in accordance with the general guidelines contained in the NSF Grant Proposal Guide GPG. Compliance with this requirement is critical to determining the relevant proposal processing guidelines. Failure to submit this information may delay processing. Full proposals submitted via Grants. The complete text of the NSF Grants.
Paper copies of the Grants. In determining which method to utilize in the electronic preparation and submission of the proposal, please note the following:. Collaborative Proposals. All collaborative proposals submitted as separate submissions from multiple organizations must be submitted via the NSF FastLane system. Chapter II, Section D. Refer to Section II, Program Description, for additional proposal preparation information and instructions.
In addition, the proposal type and its research strand must be specified in the title on the cover page of all proposals and the project summary, preferably in the first sentence.
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