University of California at Berkeley
For Supporting Teachers In Designing OER To Develop Self-directed Student Learning In Science
-
Amount$189,666
-
Program
-
Date Awarded10/12/2018
-
Term12 Months
-
Type of SupportProject
Strategies
Overview
The Technology-Enhanced Learning in Science group at the University of California, Berkeley is a partnership of classroom teachers, researchers, and technologists who conduct design-based research to develop OER that promotes integrated, coherent understanding. With this grant, the group will develop POWER (Personalizing Open Web-based Educational Resources), which will support teachers as they design OER curricular units that develop students’ self-directed learning. Self-directed learning is key to ensuring that every student and teacher has access to and ownership of activities that advance deeper learning.
About the Grantee
Grantee Website
www.berkeley.edu
Address
Sponsored Projects Office
1608 Fourth Street, Suite 220, Berkeley, CA, 94710-5940, United States
Grants to this Grantee
for big city district and university social studies professional learning community
UC Berkeley, in partnership with Loyola University Chicago, is facilitating the Big City Social Studies Group, a collective of large city school districts and university partners that meet regularly to address common challenges in the teaching of social studies in K-12 schools. This grant will support the development of internal capacity to formalize membership, establish protocols, collaboratively identify strategic projects, and publicly communicate learnings. The group will examine large urban district social studies departments’ and university partners’ current and future directions as they seek to create a model of networked expertise and district-university partnerships that can influence the broader field of social studies education. (Substrategy: Sustainable Systems)
for a joint initiative to explore inclusion in global development research
The East Africa Social Science Translation Collaborative enables East African researchers to conduct impact evaluations of social and economic programs, generating evidence for public policymaking. Researchers receive fellowships and grants from the Center for Effective Global Action (CEGA) at the University of California at Berkeley to carry out field studies, build capacity in African universities, and engage with governments. This supplemental grant will enable CEGA to work with African researchers and research institutions to encourage equitable partnerships between scholars across continents. Its aim is to change norms and practices across the field, not just in its own work. (Strategy: Evidence-Informed Policymaking)
for support of a research practice partnership
The University of California, Berkeley Graduate School of Education is one of 14 schools and colleges at the University of California, Berkeley specializing in teacher, leader, and doctoral student training. This grant will support a research practice partnership between the school and the Oakland Unified School District to address a suite of equity issues throughout the district with the goal of advancing student achievement. (Substrategy: Educator Capacity)
