What's New on CADREK12.org

Resource | Longitudinal Investigation of Primary Inservice Teachers’ Modelling the Hydrological Phenomena
To develop students’ capacity for science and to engage them productively in science and engineering practices, science education reform efforts have focused on supporting teachers’ development of conceptual understandings through engagement with both disciplinary content and practices, including science teaching at the primary level. One topic of importance for primary science instruction...
Posted: Wednesday, December 11
Resource | Making Mathematical Thinking Visible
For English language learners, diagrams can be a powerful tool to develop and communicate mathematical understanding. Imagine being a 6th grade student who is still learning English, sitting in a mathematics classroom and trying to navigate the lesson. You might wonder: What is the teacher saying I should do? Did my classmates solve it the way I did? Will the other students laugh at me when I...
Posted: Wednesday, December 11
Resource | Developing Student 21st Century Skills in Selected Exemplary Inclusive STEM High Schools
There is a need to arm students with noncognitive, or 21st Century, skills to prepare them for a more STEM-based job market. As STEM schools are created in a response to this call to action, research is needed to better understand how exemplary STEM schools successfully accomplish this goal. This conversion mixed method study analyzed student work samples and teacher lesson plans from seven...
Posted: Wednesday, December 11
Resource | Supporting the Scientific Practices through Epistemologically Responsive Science Teaching
Meaningfully engaging students in the NGSS scientific practices requires that student ideas become the driving force of classroom activity. However, in order for student ideas to take on this new role, teachers must engage in responsive teaching in which they elicit, notice, and respond to the substance of student thinking. In this work, we explore a variety of types of responsive teaching and...
Posted: Wednesday, December 11
Resource | Eliminating Counterexamples: A Case Study Intervention for Improving Adolescents’ Ability to Critique Direct Arguments
Students’ difficulties with argumentation, proving, and the role of counterexamples in proving are well documented. Students in this study experienced an intervention for improving their argumentation and proving practices. The intervention included the eliminating counterexamples (ECE) framework as a means of constructing and critiquing viable arguments for a general claim. This framework...
Posted: Wednesday, December 11
Early Career News | Understanding Factors related to Undergraduate Student Decision-making about a Complex Socio-scientific Issue: Mountain Lion Management
Jenny Dauer (2012-13 CADRE Fellow) and Ashley R. Alred published this article in the Eurasia Journal of Mathematics, Science and Technology Education.
Posted: Wednesday, December 11
Resource | Empowering Students with Specific Learning Disabilities: Jim’s Concept of Unit Fraction
Cognitive differences have historically led to deficit assumptions concerning the mathematical experiences that children with learning disabilities (LD) can access. We argue that the problem can be located not within children but instead as a mismatch between features of instruction and children’s unique learning abilities. In this paper, we investigate how one elementary school child, Jim, with...
Posted: Wednesday, December 11
Event | EHR Core Research (ECR): Building Capacity in STEM Education Research (ECR: BCSER) Full Proposal Deadline
Learn more at https://www.nsf.gov/funding/pgm_summ.jsp?pims_id=505645&org=EHR&sel_org=EHR&from=fund
Posted: Tuesday, December 10
Early Career News | Faculty Early Career Development Program (CAREER) Solicitation & PECASE
The deadline for CAREER proposals is July 27, 2020. Read the solicitation, which includes a description of the NSF Presidential Early Career Awards for Scientists and Engineers (PECASE). Learn more about the CAREER program.
Posted: Monday, December 09
Announcement | Faculty Early Career Development Program (CAREER) Solicitation & PECASE
The deadline for CAREER proposals is July 27, 2020. Read the solicitation, which includes a description of the NSF Presidential Early Career Awards for Scientists and Engineers (PECASE). Learn more about the CAREER program.
Posted: Monday, December 09
Early Career News | Fall 2019 Job Openings
Several universities are hiring for postdoc, junior faculty, and non-faculty positions in STEM education deparments, including: University of California, Irvine; Simon Fraser University; Drexel University; New York University; Southern Methodist University; University of Arizona; University of Connecticut; University of Georgia; University of Texas at Austin; University of Wisconsin-Madison; and...
Posted: Tuesday, November 26
Early Career News | The Impact of The Cat in the Hat Knows a Lot About That! on Learning
This report by Todd Grindal, Megan Silander, Sarah Gerard, Tiffany Maxon (2019-20 CADRE Fellow), Elisa Garcia, Naomi Hupert, Phil Vahey, and Shelley Pasnik shares findings from a study that examined the impact of The Cat in the Hat Knows a Lot About That! media resources.
Posted: Tuesday, November 26
Early Career News | Empowering Students with Specific Learning Disabilities: Jim’s Concept of Unit Fraction
Jessica Hunt (CAREER awardee) published this Journal of Mathematics Behavior article with co-authors Juanita Silva and Rachel Lambert.
Posted: Tuesday, November 26
Posted: Tuesday, November 26
Blog | Positioning Students’ Perspectives at the Center in Developing and Teaching with Science Curriculum Materials
These are exciting times for science education. Decades of research has led to the innovations reflected in the National Research Council’s  (2012) Framework for K-12 Science and the Next Generation Science Standards (NGSS 2013). These documents call for students to engage in science and engineering practices to build and use science ideas, rather than solely learning about the science others...
Posted: Tuesday, November 26
Blog | Coherence Across the Mathematics Curriculum
One important aspect of any mathematics curriculum is its coherence, or connections, across lessons. This coherence links lessons and activities so that mathematical ideas, representations, practices, skills, instructional strategies, and ways of thinking build upon each other to help students construct mathematical meaning. When teachers rely predominantly on published curriculum materials,...
Posted: Monday, November 25
Newsletter | November 2019 Newsletter
Dear Colleagues, This month, we spotlight research on supporting teachers in choosing, adapting, and/or developing STEM instructional materials. Teachers are increasingly involved in these curriculum activities and decisions. Congratulations to all of you who submitted a DRK-12 research proposal this month! If you didn't submit, consider volunteering to review proposals. The NSF Education and...
Posted: Monday, November 25
Resource | STEM Student Reporting Labs: Youth Engagement Through Journalism
Existing research indicates that engaging and sustaining youth interest in STEM subjects past elementary school remains challenging. This is especially true for girls, students from minority groups, and economically disadvantaged individuals. Strategies for expanding and diversifying pathways for individuals to pursue STEM and STEM adjacent careers could approach the issue by helping students...
Posted: Monday, November 25
Resource | Teachers’ Views of Students’ Mathematical Capabilities: Challenges and Possibilities for Ambitious Reform
Background: Research suggests that teachers’ views of their students’ capabilities matter when attempting to accomplish instructional reform, particularly in settings serving historically marginalized groups of students. However, to date, this issue has received minimal attention in the scholarship and practice of mathematics instructional reform. Purpose: This study offers a large-scale snapshot...
Posted: Thursday, November 21
Resource | In-Game Actions to Promote Game-Based Math Learning Engagement
Game-based learning (GBL) has increasingly been used to promote students’ learning engagement. Although prior GBL studies have highlighted the significance of learning engagement as a mediator of students’ meaningful learning, the existing accounts failed to capture specific evidence of how exactly students’ in-game actions in GBL enhance learning engagement. Hence, this mixed-method study was...
Posted: Thursday, November 21
Resource | Profiling Self-Regulation Behaviors in STEM Learning of Engineering Design
Engineering design is a complex process which requires science, technology, engineering, and mathematic (STEM) knowledge. Students' self-regulation plays a critical role in interdisciplinary tasks. However, there is limited research investigating whether and how self-regulation leads to different learning outcomes among students in engineering design. This study analyzes the engineering design...
Posted: Thursday, November 21
Resource | The Effect of Automated Feedback on Revision Behavior and Learning Gains in Formative Assessment of Scientific Argument Writing
Application of new automated scoring technologies, such as natural language processing and machine learning, makes it possible to provide automated feedback on students' short written responses. Even though many studies investigated the automated feedback in the computer-mediated learning environments, most of them focused on the multiple-choice items instead of the constructed response items....
Posted: Thursday, November 21
Resource | The Impact of Engineering Curriculum Design Principles on Elementary Students’ Engineering and Science Learning
The Framework for K‐12 Science Education and the Next Generation Science Standards propose that students learn core ideas and practices related to engineering as well as science. To do so, students will need high‐quality curricular materials designed to meet these goals. We report an efficacy study of an elementary engineering curriculum, Engineering is Elementary (EiE) that includes a set of...
Posted: Thursday, November 21
Resource | Complementary Assessments of Prospective Teachers’ Skill with Eliciting Student Thinking
As teacher education shifts to focus on teaching beginners to do the work of teaching, assessments need to shift to focus on assessing practice. We focus on one teaching practice, eliciting student thinking, in the context of elementary mathematics. We describe assessments in two contexts (field and simulation). For each assessment, we describe the eliciting of three prospective teachers what...
Posted: Thursday, November 21
Project | A Research-Practice Partnership for Developing Computational Thinking through Linguistically and Culturally Relevant CS Curriculum in Middle School
This project will develop a research-practice partnership to plan and pilot a linguistically and culturally relevant computer science curriculum in middle school with the goal of broadening the participation of emergent bilingual (or English learner) students and Latino/a students in computer science education.
Posted: Thursday, November 21
Posted: Thursday, November 21
Posted: Thursday, November 21
Early Career News | Who Gets in? Examining Inequality in Eighth-Grade Algebra
Karisma Morton (2018 CADRE Postdoc) published this article with co-author Catherine Riegle-Crumb in the Journal for Research in Mathematics Education.
Posted: Thursday, November 21
Early Career News | Effects of an Art-based Environmental Education Camp Program on the Environmental Attitudes and Awareness of Diverse Youth
Ami Flowers, Lincoln R. Larson, Ti’Era Worsley (2019-20 CADRE Fellow), Gary T. Green, and John P. Carroll published this article in the Journal of Environmental Education.
Posted: Thursday, November 21
Early Career News | Discussion Supports Sense-Making Within and Across Lessons
Tanya S. Wright, JoAnne West, Amelia Wenk Gotwals, and Christa Haverly (2018-19 CADRE Fellow) published this Science and Children article.
Posted: Thursday, November 21

Pages