Alongside curriculum, assessment, and professional development, the SCALE Science team's involvment in research spans a wide range of educational fields. At the curriculum level, the team has analyzed student outcomes (standardized test scores and internal assessments), resulting shifts in teacher instruction, as well as the partnership process between teachers, administrators, and experts. Regarding assessments, the team has long been the vanguard of using performance assessments to measure student thinking and reasoning. More recently, our work has examined student engagement with the project-based learning approach using curriculum-embedded assessments. Finally, with respect to designing professional learning experiences for teachers, we draw from our recent work in analyzing the shifts in the instructional practices of teachers participating in our projects related specifically to the Next Generation Science Standards.
By drawing from a rich research base, we aim to support teachers and provide them with the tools necessary for adapting to the rigors of an ever-changing system.
Our Publications (by date)
Holthuis, N., Deutscher, R., Schultz, S., and Jamshidi, A. (2018). The new NGSS classroom: A curriculum framework for Project-Based Science Learning. American Educator.
Ardoin, N., Bowers, A., Roth, N. & Holthuis, N. (2017) Environmental education and K-12 student outcomes: A review and analysis of research, The Journal of Environmental Education, 49:1, 1-17, DOI: 10.1080/00958964.2017.1366155
Understanding Language/Stanford Center for Assessment, Learning, & Equity (2016). Evaluating Item Quality in Large-Scale Assessments, Phase I Report of the Study of State Assessment Systems. Stanford, CA: Author.
Wertheim, J., Holthuis, N., and Schultz, S. (2016). Evaluating Item Quality in Science Assessments. In Understanding Language/Stanford Center for Assessment Learning and Equity. Evaluating Item Quality in Large-Scale Assessments: Phase I Report of the Study of State Assessment Systems. Stanford, CA: Author.
Ardoin, N.M., DiGiano, M., O’Connor, K., and Holthuis, N. (2015). Using Online Narratives to Explore Participant Experiences in a Residential Environmental Education Program. Children’s Geographies.
Holthuis, N., Lotan, R., Mastrandrea, M., and Saltzman, J. (2015). Why and How We Teach about Climate Change. In E. Fretz (ed). Climate Change Across the Curriculum. New York: Lexington Books.
Osborne, J., Pecheone, R., Quinn, H., Holthuis, N., Schultz, S., Wertheim, J. & Martin, P. (2015). A system of assessments for NGSS science in California: A discussion document. Stanford, CA: Stanford University. Retrieve from https://web.stanford.edu/group/ngss_assessment/cgi-bin/snapgse/wp-conten...
Holthuis, N., Lotan, R., Saltzman, J., Mastrandrea, M., and Wild, A. (2014). Supporting students’ epistemological understanding of climate change, Journal of Geoscience Education, 62(3), 374-387.
Gouvea, J. S., Jamshidi, A., & Passmore, C. (2014). Model-based reasoning: A framework for coordinating authentic scientific practice with science learning. Boulder, CO: International Society of the Learning Sciences.
Ardoin, N.M., DiGiano, M., Bundy, J., Chang, S., Holthuis, N., and O’Connor, K. (2013). Using Digital Photography and Journaling in Evaluation of Field-Based Environmental Education Programs. Studies in Educational Evaluation. DOI: 10.1016/j.stueduc.2013.09.009.
Bianchini, J. and Holthuis, N. (2013). The Legacy of Mary Budd Rowe. In J. Pederson, B. Spector, K. Finson, and P. Jablon (eds.). Pioneers of Science Education. Charlotte, NC: Information Age Press.
Deutscher, R. (2011, Spring). Summary: How does multimedia integrated within a planetary science course help students with difficult material? FOSS Newsletter, 37, 2-4.
Deutscher, R. (2009, Fall). Challenges using multimedia integrated within a science curriculum. FOSS Newsletter, 34, 10-11. Retrieved October 27, 2009 from Lawrence Hall of Science FOSS Web site: http://lhsfoss.org/newsletters/present/foss34.pdf
Deutscher, R. (2007, Fall). FOSS: Research: Middle school multimedia evaluation. FOSS Newsletter, 30, 5. Retrieved July 8, 2009 from Lawrence Hall of Science FOSS Web site: http://lhsfoss.org/newsletters/archive/FOSS30.multimedia.html
Conference Talks/Presentations (by date)
Schultz, S., Jamshidi, A., Holthuis, N, Deutscher, R., and Stoll, L. (2018) NGSS Curriculum and Performance Assessments: Mechanisms for Classroom Change and Student Learning. Paper presented at the Annual Meeting of the National Association for Research in Science Teaching, Atlanta, 2018
Holthuis, N. and Dozier, S. (2017). Using Short Performance Assessments to Elicit Evidence of Three-Dimensional Understanding. Workshop presented at the California Science Teachers Association, Sacramento, October 2017.
Daro, V., Holthuis N., Martin, D., Renner, N., (2017). Developing Design Principles for Improving State Assessment Items to Support More Valid and Equitable Measurement. Paper presented at the Annual Meeting of the American Educational Research Association, San Antonio, April, 2017.
Holthuis, N., and Schultz, S. (2016). The Promise and Challenge of Eliciting and Measuring Evidence of Three-Dimensional Learning. Paper presented at the Annual Meeting of the National Association for Research in Science Teaching, Chicago, 2016
Deutscher, R. & Peach, C.L. (2012, February). What we have learned: Connecting scientists with students through the use of communications technology. Poster presented at the 2012 Ocean Sciences Meeting, Salt Lake City, UT.
Holthuis, N. (2013). Speaking of Climate Change: Moving from what we know to how we know it. Invited talk at the Annual Meeting of the American Geophysical Union, San Francisco, December, 2013
Holthuis, N. and Saltzman, J. (2012) Speaking of Climate Change. Presentation at the Annual Meeting of the North American Association for Environmental Education, Oakland, October.
Holthuis, N., Lotan, R., Saltzman, J., Mastrandrea, M., Gray, S., Bofferding, L., and Sullivan, S. (2012) The Stanford Global Climate Change Education Project: Classroom Implementation, Student Achievement, and Project Evaluation. Paper presented at the Annual Meeting of the American Educational Research Association, Vancouver, April.
Deutscher, R. (2011, April). Google Earth: How are teachers using this virtual globe and how can they be further supported? Paper presented at the meeting of the National Association of Research in Science Teaching, Orlando, FL.
Holthuis, N., Lotan, R., Saltzman, J. Mastrandrea, M., Diffenbaugh, P., Gray, S., and Kloser, M. (2011) Advancing Climate Change Education: Student Engagement and Teacher Talk in the Classroom. Paper Presented at the Annual Meeting of the American Geophysical Union, San Francisco, December.
Holthuis, N. Workforce Development in Stem Cell Technology. (2011) Presented at the Annual Regional BioLink Meeting (A Next Generation National Advanced Technological Education (ATE) Center of Excellence for Biotechnology and Life Sciences), June.
Osmundsen, E., Kennedy, C., & Deutscher, R. (2011, March). The promise of formative assessment: What research has to say. Paper presented at the meeting of the National Science Teachers Association, San Francisco, CA.
Peach, C.L., Gerwick, W., Gerwick, L., Senise, M., Jones, C.S., Malloy, K., Jones, A., Trentacoste, E., Nunnery, J., Mendibles, T., Tayco, D., Justice, L., & Deutscher, R. (2010, December). Teaching ocean sciences in the 21st century classroom: Lab to classroom videoconferencing. Paper presented at the meeting of the American Geophysical Union, San Francisco, CA.
Deutscher, R. (2010, March). How does multimedia integrated within a planetary science course help students with difficult material? Paper presented at the meeting of the National Association of Research in Science Teaching, Philadelphia, PA.
For more information on professional development around assessment, visit our professional development page. If you are interested in SCALE-developed assessments, or need help developing your own assessments, please contact us.