What's New on CADREK12.org
Resource | Transdisciplinary STEM: Converging Around Inquiry
The disciplines provide a wealth of resources to make sense of complex problems; when taking a transdisciplinary approach, students have the opportunity to engage in inquiry with local issues of meaning that can allow for deeper learning and engagement. Curriculum design experts from the Center for Technology and School Change propose a process for teachers to design STEM curriculum that…
The disciplines provide a wealth of resources to make sense of complex problems; when taking a transdisciplinary approach, students have the opportunity to engage in inquiry with local issues of meaning that can allow for deeper learning and engagement. Curriculum design experts from the Center for Technology and School Change propose a process for teachers to design STEM curriculum that…
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Resource | Teachers' Customizations of Storyline Science Curriculum: Adapting for Their Students and Instructional Contexts
Curriculum materials can play an essential role to help teachers shift their instruction. However, curricular enactment does not look identical in every classroom, because teachers need to be responsive to their students. In this study, we investigated the customizations teachers made while enacting storyline science curriculum. Specifically, we collected two data sources: a teacher survey and…
Curriculum materials can play an essential role to help teachers shift their instruction. However, curricular enactment does not look identical in every classroom, because teachers need to be responsive to their students. In this study, we investigated the customizations teachers made while enacting storyline science curriculum. Specifically, we collected two data sources: a teacher survey and…
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Resource | Seeing Science Through Play: Three Lenses to Enhance Early Learning
This article explores how unstructured playtime in early childhood settings offers rich opportunities for science learning. Despite play being crucial for children’s development, its potential for science education remains largely untapped. We introduce our framework featuring three observational lenses—actions, exploration, and environment—to help educators identify specific scientific practices…
This article explores how unstructured playtime in early childhood settings offers rich opportunities for science learning. Despite play being crucial for children’s development, its potential for science education remains largely untapped. We introduce our framework featuring three observational lenses—actions, exploration, and environment—to help educators identify specific scientific practices…
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Resource | Seeing Science Through Play: Three Lenses to Enhance Early Learning
This article explores how unstructured playtime in early childhood settings offers rich opportunities for science learning. Despite play being crucial for children’s development, its potential for science education remains largely untapped. We introduce our framework featuring three observational lenses—actions, exploration, and environment—to help educators identify specific scientific practices…
This article explores how unstructured playtime in early childhood settings offers rich opportunities for science learning. Despite play being crucial for children’s development, its potential for science education remains largely untapped. We introduce our framework featuring three observational lenses—actions, exploration, and environment—to help educators identify specific scientific practices…
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Resource | Playing to Know the World Mathematically
To begin exploring how children’s play can support the development of the foundations of mathematics learning, we outline the landscape of play and mathematics. We introduce two debates concerning play and math, the resolution of which could advance the field. Because the main issue is the type(s) of play that should be encouraged, we provide a taxonomy of play that illustrates the contributions…
To begin exploring how children’s play can support the development of the foundations of mathematics learning, we outline the landscape of play and mathematics. We introduce two debates concerning play and math, the resolution of which could advance the field. Because the main issue is the type(s) of play that should be encouraged, we provide a taxonomy of play that illustrates the contributions…
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Resource | Playing to Know the World Mathematically
To begin exploring how children’s play can support the development of the foundations of mathematics learning, we outline the landscape of play and mathematics. We introduce two debates concerning play and math, the resolution of which could advance the field. Because the main issue is the type(s) of play that should be encouraged, we provide a taxonomy of play that illustrates the contributions…
To begin exploring how children’s play can support the development of the foundations of mathematics learning, we outline the landscape of play and mathematics. We introduce two debates concerning play and math, the resolution of which could advance the field. Because the main issue is the type(s) of play that should be encouraged, we provide a taxonomy of play that illustrates the contributions…
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Resource | Inquiry-based Science Instruction for Students with Disabilities: A Systematic and Meta-analytic Review
Developing scientific literacy is necessary for students with disabilities (SWD) as it supports the ability to create solutions to real-world problems and understand current events, and it strengthens critical thinking, problem-solving, and complex communication skills. The purpose of this systematic review and meta-analysis was to evaluate extant literature on inquiry-based science interventions…
Developing scientific literacy is necessary for students with disabilities (SWD) as it supports the ability to create solutions to real-world problems and understand current events, and it strengthens critical thinking, problem-solving, and complex communication skills. The purpose of this systematic review and meta-analysis was to evaluate extant literature on inquiry-based science interventions…
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Resource | How Does Modifying a Scratch Game Support Teacher Learning?
There is a compelling need to strengthen professional learning (PL) regarding systems thinking, since it crosses all disciplinary boundaries and is a crosscutting concept in the Next Generation Science Standards. Yet research has shown that effectively deploying systems thinking in the classroom is challenging both for students and for teachers. The Exploring the Integration of Systems Thinking…
There is a compelling need to strengthen professional learning (PL) regarding systems thinking, since it crosses all disciplinary boundaries and is a crosscutting concept in the Next Generation Science Standards. Yet research has shown that effectively deploying systems thinking in the classroom is challenging both for students and for teachers. The Exploring the Integration of Systems Thinking…
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Resource | Designing for Systemic Coherence: A Framework for Supporting Instructional Improvement in Mathematics Education
Design research offers an approach for developing innovations in authentic educational settings and generating knowledge about learning and the designs that support it. Yet scaling and sustaining these innovations across contexts remains a persistent challenge. In this paper, we present a design framework developed by a nine-year partnership focused on building a statewide professional learning…
Design research offers an approach for developing innovations in authentic educational settings and generating knowledge about learning and the designs that support it. Yet scaling and sustaining these innovations across contexts remains a persistent challenge. In this paper, we present a design framework developed by a nine-year partnership focused on building a statewide professional learning…
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Resource | Designing for Systemic Coherence: A Framework for Supporting Instructional Improvement in Mathematics Education
Design research offers an approach for developing innovations in authentic educational settings and generating knowledge about learning and the designs that support it. Yet scaling and sustaining these innovations across contexts remains a persistent challenge. In this paper, we present a design framework developed by a nine-year partnership focused on building a statewide professional learning…
Design research offers an approach for developing innovations in authentic educational settings and generating knowledge about learning and the designs that support it. Yet scaling and sustaining these innovations across contexts remains a persistent challenge. In this paper, we present a design framework developed by a nine-year partnership focused on building a statewide professional learning…
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Resource | Designing for Systemic Coherence: A Framework for Supporting Instructional Improvement in Mathematics Education
Design research offers an approach for developing innovations in authentic educational settings and generating knowledge about learning and the designs that support it. Yet scaling and sustaining these innovations across contexts remains a persistent challenge. In this paper, we present a design framework developed by a nine-year partnership focused on building a statewide professional learning…
Design research offers an approach for developing innovations in authentic educational settings and generating knowledge about learning and the designs that support it. Yet scaling and sustaining these innovations across contexts remains a persistent challenge. In this paper, we present a design framework developed by a nine-year partnership focused on building a statewide professional learning…
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Resource | Designing for Systemic Coherence: A Framework for Supporting Instructional Improvement in Mathematics Education
Design research offers an approach for developing innovations in authentic educational settings and generating knowledge about learning and the designs that support it. Yet scaling and sustaining these innovations across contexts remains a persistent challenge. In this paper, we present a design framework developed by a nine-year partnership focused on building a statewide professional learning…
Design research offers an approach for developing innovations in authentic educational settings and generating knowledge about learning and the designs that support it. Yet scaling and sustaining these innovations across contexts remains a persistent challenge. In this paper, we present a design framework developed by a nine-year partnership focused on building a statewide professional learning…
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Announcement | NSF Resumes Operations
NSF asks for patience as they resume operations. They will be prioritizing the capacity to make awards and the continued management and oversight of existing awards. If you are a panelist or have a pending proposal, please continue to monitor NSF.gov for updates. If you are a current awardee, contact your program officer with any questions. Details: https://www.nsf.gov/resumption-operations
NSF asks for patience as they resume operations. They will be prioritizing the capacity to make awards and the continued management and oversight of existing awards. If you are a panelist or have a pending proposal, please continue to monitor NSF.gov for updates. If you are a current awardee, contact your program officer with any questions. Details: https://www.nsf.gov/resumption-operations
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Blog | Assessment as a Critical Element in Advancing STEM Education: Expanding the R&D Knowledge Base?
When we developed the CADRE report Classroom-based STEM Assessment: Contemporary Issues and Perspectives (Harris, Wiebe, Grover & Pellegrino, 2023), we explicitly noted the NSF DRK–12 program’s position on issues of assessment: “For assessment to be a driving knowledge engine that moves STEM education forward it must be integrated with systems of learning and teaching, with specific attention…
When we developed the CADRE report Classroom-based STEM Assessment: Contemporary Issues and Perspectives (Harris, Wiebe, Grover & Pellegrino, 2023), we explicitly noted the NSF DRK–12 program’s position on issues of assessment: “For assessment to be a driving knowledge engine that moves STEM education forward it must be integrated with systems of learning and teaching, with specific attention…
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Project Spotlight | Student Assessment
In this month's Spotlight, we highlight projects researching and developing student assessment to support STEM teaching and learning. In a blog post, James Pellegrino reflects on the DRK–12 program's contributions to the knowledge base on student assessment. Finally, the Spotlight highlights key resources and milestones related to assessment in the DRK–12 program, including the 2023 report…
In this month's Spotlight, we highlight projects researching and developing student assessment to support STEM teaching and learning. In a blog post, James Pellegrino reflects on the DRK–12 program's contributions to the knowledge base on student assessment. Finally, the Spotlight highlights key resources and milestones related to assessment in the DRK–12 program, including the 2023 report…
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Newsletter | November 2025 Newsletter
Dear Colleagues, This month's Spotlight showcases DRK–12 projects advancing student assessment to enhance STEM teaching and learning. It features a reflective blog post by James Pellegrino on the program’s contributions to assessment research, highlights exemplary projects developing innovative assessment approaches and tools, and points readers to related resources, including the 2023 Classroom…
Dear Colleagues, This month's Spotlight showcases DRK–12 projects advancing student assessment to enhance STEM teaching and learning. It features a reflective blog post by James Pellegrino on the program’s contributions to assessment research, highlights exemplary projects developing innovative assessment approaches and tools, and points readers to related resources, including the 2023 Classroom…
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Event | Spencer Foundation; Small Research Grants on Education; Full Proposal Deadline
Learn more at https://www.spencer.org/grant_types/small-research-grant.
Learn more at https://www.spencer.org/grant_types/small-research-grant.
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Event | Spencer Foundation; Research-Practice Partnerships: Collaborative Research for Educational Change; Pre-proposal Deadline
Learn more at https://www.spencer.org/grant_types/research-practice-partnerships.
Learn more at https://www.spencer.org/grant_types/research-practice-partnerships.
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Blog | Why Build K-12 Data Literacy When the Path Is Unclear, There’s No Time, and the Machines Are Coming Anyway?
According to one source, the world will have gathered 181 zettabytes of data by the end of 2025 (Bartley, 2025). Unknown to me previously, I learned that a zettabyte equals 1 sextillion bytes of data, or roughly what can be stored on 250 billion DVDs. Clearly, the world has been collecting vast amounts of data that can help to address almost any empirical question we may pose. How much have we…
According to one source, the world will have gathered 181 zettabytes of data by the end of 2025 (Bartley, 2025). Unknown to me previously, I learned that a zettabyte equals 1 sextillion bytes of data, or roughly what can be stored on 250 billion DVDs. Clearly, the world has been collecting vast amounts of data that can help to address almost any empirical question we may pose. How much have we…
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Resource | Engineering in Action: Hands-On Strategies for Students with MSD
This presentation, Engineering in Action: Hands-On Strategies for Students with MSD, was given at the Jefferson County Public Schools (JCPS) 2025 Diverse Learners Institute in Louisville, KY on July 15, 2025.
This presentation, Engineering in Action: Hands-On Strategies for Students with MSD, was given at the Jefferson County Public Schools (JCPS) 2025 Diverse Learners Institute in Louisville, KY on July 15, 2025.
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Resource | Developing Inclusive Engineering Education Opportunities
This presentation, Developing Inclusive Engineering Education Opportunities, was given at the 2025 American Society for Engineering Education (ASEE) Annual Conference and Exposition in Montreal, Canada on June 23, 2025.
This presentation, Developing Inclusive Engineering Education Opportunities, was given at the 2025 American Society for Engineering Education (ASEE) Annual Conference and Exposition in Montreal, Canada on June 23, 2025.
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Resource | What Does Knowledge of Dialogue and Argument Mean for Elementary Teachers’ Instructional Practices? A Case Study
This study aimed to explore the development of teachers’ knowledge of dialogue and argument through three specific knowledge bases: declarative, procedural, and epistemic. Additionally, the study sought to understand the implications of this knowledge for implementing a knowledge generation approach in classroom settings. To achieve these objectives, a multiple-case study was conducted with 12…
This study aimed to explore the development of teachers’ knowledge of dialogue and argument through three specific knowledge bases: declarative, procedural, and epistemic. Additionally, the study sought to understand the implications of this knowledge for implementing a knowledge generation approach in classroom settings. To achieve these objectives, a multiple-case study was conducted with 12…
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Resource | Pathways into the CTE Teaching Profession: A Descriptive Analysis of Degrees, Licenses, and Race in Maryland
Despite significant interest in Career and Technical Education (CTE), little is known about CTE teachers. Using ten years of Maryland administrative data, we find that almost one-fifth of CTE teachers enter the profession with a high school diploma or associate’s degree, reflecting state policies allowing trade/industry professional experience to substitute for higher degrees. Relatedly, CTE…
Despite significant interest in Career and Technical Education (CTE), little is known about CTE teachers. Using ten years of Maryland administrative data, we find that almost one-fifth of CTE teachers enter the profession with a high school diploma or associate’s degree, reflecting state policies allowing trade/industry professional experience to substitute for higher degrees. Relatedly, CTE…
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Resource | Moving Beyond “Hands-On” Instruction: Preservice Elementary Teachers Focusing on Sensemaking
In our elementary science methods courses, we aim to shift our preservice teachers’ view of science instruction beyond teacher-directed, hands-on “touching and telling,” toward a student-centered approach that emphasizes scientific sensemaking. To that end, we have been emphasizing the sensemaking nature of the eight science and engineering practices (SEPs) defined in the Next Generation Science…
In our elementary science methods courses, we aim to shift our preservice teachers’ view of science instruction beyond teacher-directed, hands-on “touching and telling,” toward a student-centered approach that emphasizes scientific sensemaking. To that end, we have been emphasizing the sensemaking nature of the eight science and engineering practices (SEPs) defined in the Next Generation Science…
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Resource | Moving Beyond “Hands-On” Instruction: Preservice Elementary Teachers Focusing on Sensemaking
In our elementary science methods courses, we aim to shift our preservice teachers’ view of science instruction beyond teacher-directed, hands-on “touching and telling,” toward a student-centered approach that emphasizes scientific sensemaking. To that end, we have been emphasizing the sensemaking nature of the eight science and engineering practices (SEPs) defined in the Next Generation Science…
In our elementary science methods courses, we aim to shift our preservice teachers’ view of science instruction beyond teacher-directed, hands-on “touching and telling,” toward a student-centered approach that emphasizes scientific sensemaking. To that end, we have been emphasizing the sensemaking nature of the eight science and engineering practices (SEPs) defined in the Next Generation Science…
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Resource | Middle School Science Talk: Coupling Natural Language Processing with Classroom Video Analyses to Explore Discursive Resources in Hybrid Spaces
This study applies natural language processing and qualitative classroom video analyses to examine classroom discourse. Guided by hybridity theory, which emphasizes the benefits of blending everyday with academic language practices for expanding students’ opportunities to engage with disciplinary ideas, our study systematically identifies how teachers’ and students’ discursive resources operate…
This study applies natural language processing and qualitative classroom video analyses to examine classroom discourse. Guided by hybridity theory, which emphasizes the benefits of blending everyday with academic language practices for expanding students’ opportunities to engage with disciplinary ideas, our study systematically identifies how teachers’ and students’ discursive resources operate…
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Resource | Large-Scale Online Science and Engineering Professional Learning for Rural Elementary Teachers
Online professional learning (PL) is widely used to help rural teachers overcome geographical isolation and access quality teacher professional learning. Although there are a handful of studies examining the effectiveness of online PL, much of the existing research includes rural teachers without specifically focusing on what effective online PL means for them. In particular, the research offers…
Online professional learning (PL) is widely used to help rural teachers overcome geographical isolation and access quality teacher professional learning. Although there are a handful of studies examining the effectiveness of online PL, much of the existing research includes rural teachers without specifically focusing on what effective online PL means for them. In particular, the research offers…
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Resource | Identity and Power in Physics Teachers’ Discourse About Equity
Gutiérrez’s equity framework, derived from mathematics education research, defines equity in terms of four dimensions: access, achievement, identity, and power. Access and achievement yield outcomes that reify the status quo while identity and power transform schooling to redistribute power. We use Gutiérrez’s equity framework to study discourse about equity from 36 high school physics teachers…
Gutiérrez’s equity framework, derived from mathematics education research, defines equity in terms of four dimensions: access, achievement, identity, and power. Access and achievement yield outcomes that reify the status quo while identity and power transform schooling to redistribute power. We use Gutiérrez’s equity framework to study discourse about equity from 36 high school physics teachers…
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Resource | History, Hope, and Humility in Praxis: Co-determining Priorities for Professional Learning with Content Area Teachers
This study examines an expansive shift in the priorities of professional learning within a collective of high school science teachers, scientists, community organizers, youth, and educational researchers who were working together on classroom science projects grounded in community concerns of environmental racism. Through a participatory design-based approach, we challenge the assumed…
This study examines an expansive shift in the priorities of professional learning within a collective of high school science teachers, scientists, community organizers, youth, and educational researchers who were working together on classroom science projects grounded in community concerns of environmental racism. Through a participatory design-based approach, we challenge the assumed…
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Resource | Beyond Implementation: How Teachers Reflect, Adapt, and Grow with an Innovative Science Curriculum
Innovative science curricula aim to transform classroom instruction by emphasizing socio-scientific issues (SSI), student-centered inquiry, and culturally relevant pedagogy. Engaging with new and innovative curricula has the potential to stretch teachers’ instructional practices when they fully commit to implementation, challenging them to navigate tensions between their existing approaches and…
Innovative science curricula aim to transform classroom instruction by emphasizing socio-scientific issues (SSI), student-centered inquiry, and culturally relevant pedagogy. Engaging with new and innovative curricula has the potential to stretch teachers’ instructional practices when they fully commit to implementation, challenging them to navigate tensions between their existing approaches and…
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