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View the latest additions to the CADREK12.org website.

Event | Charting the Future of Making in STEM Education: Partnerships
In December the National Science Foundation convened nearly 60 Principal Investigators from projects funded through the Dear Colleague Letter (NSF-086) “Enabling the Future of Making to Catalyze New Approaches in STEM Learning and Innovation.” The NSF EAGER Maker Summit: Charting the Future of Making in STEM Education tasked these projects with exploring topics of interest to NSF and the Maker...
Posted: Monday, April 15
Event | Charting the Future of Making in STEM Education: Broadening Participation
In December the National Science Foundation convened nearly 60 Principal Investigators from projects funded through the Dear Colleague Letter (NSF-086) “Enabling the Future of Making to Catalyze New Approaches in STEM Learning and Innovation.” The NSF EAGER Maker Summit: Charting the Future of Making in STEM Education tasked these projects with exploring topics of interest to NSF and the Maker...
Posted: Monday, April 15
Event | Charting the Future of Making in STEM Education: Research & Evaluation
In December the National Science Foundation convened nearly 60 Principal Investigators from projects funded through the Dear Colleague Letter (NSF-086) “Enabling the Future of Making to Catalyze New Approaches in STEM Learning and Innovation.” The NSF EAGER Maker Summit: Charting the Future of Making in STEM Education tasked these projects with exploring topics of interest to NSF and the Maker...
Posted: Monday, April 15
Event | Charting the Future of Making in STEM Education: Process and Pedagogy
In December the National Science Foundation convened nearly 60 Principal Investigators from projects funded through the Dear Colleague Letter (NSF-086) “Enabling the Future of Making to Catalyze New Approaches in STEM Learning and Innovation.” The NSF EAGER Maker Summit: Charting the Future of Making in STEM Education tasked these projects with exploring topics of interest to NSF and the Maker...
Posted: Monday, April 15
Event | Charting the Future of Making in STEM Education: Workforce Development
In December the National Science Foundation convened nearly 60 Principal Investigators from projects funded through the Dear Colleague Letter (NSF-086) “Enabling the Future of Making to Catalyze New Approaches in STEM Learning and Innovation.” The NSF EAGER Maker Summit: Charting the Future of Making in STEM Education tasked these projects with exploring topics of interest to NSF and the Maker...
Posted: Monday, April 15
Announcement | New NSF Job Opportunity Posted
NSF is currently seeking a full-time, permanent Division Director, Division of Human Resource Development, EHR. Learn more.
Posted: Tuesday, April 02
Event | 2019 STEM for All Video Showcase
Join us May 13-20 for the 2019 STEM for All Video Showcase, a free, interactive, week-long video showcase event that will feature over 200 federally funded projects. https://stemforall2019.videohall.com/
Posted: Friday, March 29
Newsletter | March 2019 Newsletter
Dear Colleagues, This month, we are celebrating International Women's Day and Women's History Month by highlighting women and girls in STEM (@UN_Women; #WomenInScience)! On PI Day (March 14, 2019), NASA sent two women into space to upgrade the International Space Station and almost complete the first-ever all-female spacewalk! Still, UNESCO reports that "low female participation in STEM studies...
Posted: Monday, March 25
Announcement | Applications Invited for the 2019 Summer Research Training Institute on Cluster-Randomized Trials
Northwestern University, with a grant from the National Center for Education Research (NCER) in the Institute of Education Sciences (IES) of the U.S. Department of Education, is providing support for the 2019 Summer Research Training Institute on Cluster-Randomized Trials. The Summer Training Institute's aim is to increase the national capacity of researchers to develop and conduct rigorous...
Posted: Monday, March 25
Resource | Webinar: Evidence Standards for Evaluating Math and Science Programs
What are evidence standards for evaluating math and science programs? Watch this webinar recording with experts from the American Institutes for Research (AIR) for an engaging webinar about evidence standards. Presenters discussed the Every Student Succeeds Act (ESSA) Tiers of Evidence and the What Works Clearinghouse (WWC) evidence rating system and how these evidence standards relate to...
Posted: Thursday, March 21
Resource | Examining physics identity development through two high school interventions
As part of the STEP UP 4 Women project, a national initiative to empower high school teachers to recruit women to pursue physics degrees in college, we developed two lessons for high school physics classes that are intended to facilitate the physics identity development of female students. One discusses physics careers and links to students' own values and goals; the other focuses on a discussion...
Posted: Thursday, March 21
Posted: Thursday, March 21
Resource | In Praise of Messy Data
Gould, R. R., S. Sunbury, & Dussault, M. (2014). In praise of messy data: Lessons from the search for alien worlds. The Science Teacher, 31.
Posted: Thursday, March 21
Resource | Using online telescopes to explore exoplanets from the physics classroom
The search for habitable planets offers excellent opportunities to advance students’ understanding of core ideas in physics, including gravity and the laws of motion, the interaction of light and matter, and especially the nature of scientific inquiry. Thanks to the development of online telescopes, students can detect more than a dozen of the known exoplanets from the classroom, using data...
Posted: Thursday, March 21
Resource | Integrating Geospatial Technologies in Fifth-Grade Curriculum: Impact on Spatial Ability and Map-Analysis Skills
This study explores the effects of geographic information systems (GIS) curriculum on fifth-grade students' spatial ability and map-analysis skills. A total of 174 students from an urban public school district and their teachers participated in a quasi-experimental design study. Four teachers implemented a GIS curriculum in experimental classes over six weeks while three teachers continued...
Posted: Thursday, March 21
Project Spotlight | Engaging and Supporting Women and Girls in STEM
Women have been historically underrepresented in STEM fields, and this is especially true for women from minoritized racial and ethnic groups. According to the National Science Board’s Science & Engineering Indicators 2018, however, the number of women earning STEM degrees and choosing STEM occupations has been increasing. NSF’s National Center for Science and Engineering Statistics reports...
Posted: Thursday, March 21
Resource | Ramp It Up!
Presser, A. L. Dominguez, X., Goldstein, M., Vidiksis, R., and Kamdar, D. (2019). Ramp It Up! Science & Children.
Posted: Saturday, March 16
Resource | What does it mean to notice my students’ ideas in science today?: An investigation of elementary teachers’ practice of noticing their students’ thinking in science
Efforts toward improving K-12 science education emphasize teachers noticing students’ thinking as they engage in disciplinary practices and reasoning. This noticing requires specialized teacher knowledge and skills as it involves attending to students’ ideas, as well as making sense of and responding to those ideas so that the disciplinary substance in them is recognized, made explicit, and...
Posted: Thursday, March 14
Resource | The Computational Algorithmic Thinking (CAT) Capability Flow: An Approach to Articulating CAT Capabilities over Time in African-American Middle-school Girls
Computational algorithmic thinking (CAT) is the ability to design, implement, and assess the implementation of algorithms to solve a range of problems. It involves identifying and understanding a problem, articulating an algorithm or set of algorithms in the form of a solution to the problem, implementing that solution in such a way that the solution solves the problem, and evaluating the...
Posted: Tuesday, March 12
Resource | Exploring African American Middle-School Girls' Perceptions of Themselves as Game Designers
Computational algorithmic thinking (CAT) is the ability to design, implement, and assess the implementation of algorithms to solve a range of problems. Supporting Computational Algorithmic Thinking (SCAT) is a longitudinal project that explores the development of CAT capabilities by guiding African American middle-school girls through the iterative game design cycle, resulting in a set of complex...
Posted: Tuesday, March 12
Resource | Exploring the Difficulties African-American Middle School Girls Face Enacting Computational Algorithmic Thinking over three Years while Designing Games for Social Change
Computational algorithmic thinking (CAT) is the ability to design, implement, and assess the implementation of algorithms to solve a range of problems. It involves identifying and understanding a problem, articulating an algorithm or set of algorithms in the form of a solution to the problem, implementing that solution in such a way that the solution solves the problem, and evaluating the...
Posted: Tuesday, March 12
Event | ECR Building Capacity in STEM Education Research (ECR: BCSER) Full Proposal Deadline
Learn more at https://nsf.gov/funding/pgm_summ.jsp?pims_id=505645.
Posted: Tuesday, March 12
Announcement | EHR Building Capacity in STEM Education Research Solicitation
ECR’s Building Capacity for STEM Education Research (ECR: BCSER) solicitation supports projects that build individuals’ capacity to carry out high quality STEM education research that will enhance the nation’s STEM education enterprise and broaden the pool of researchers that can conduct fundamental research in STEM learning and learning environments, broadening participation in STEM fields, and...
Posted: Tuesday, March 12
Resource | #BlackGirlMagic: The identity conceptualization of Black women in undergraduate STEM education
Much of the research in science education that explores the influence of a racial and gendered identity on science, technology, engineering, and mathematics (STEM) engagement for Black women situate their identities primarily as responses to the oppression and struggles they face in STEM. In this study, we use Phenomenological Variant Ecological Systems Theory as a strengths‐based approach to...
Posted: Thursday, March 07
Announcement | Call for US Department of Education Peer Reviewers
The US Dept of Ed is looking for peer reviewers with K-12 education experience to evaluate Education Innovation and Research (EIR) grant applications. Learn more In the FY 2019 EIR grant competition, the US Department of Educations seeks to support: 1) innovative K-12 education projects that have the potential to increase student achievement and attainment, particularly among high-need students;...
Posted: Saturday, March 02
Event | AIR Webinar: Evidence Standards for Evaluating Math and Science Programs
Register online: https://zoom.us/webinar/register/WN_Wowse7ofQGuMBU-1Gk-Rvw What are evidence standards for evaluating math and science programs? Join experts from the American Institutes for Research (AIR) for an engaging webinar about evidence standards. Presenters will discuss the Every Student Succeeds Act (ESSA) Tiers of Evidence and the What Works Clearinghouse (WWC) evidence rating system...
Posted: Friday, March 01
Announcement | AIR Webinar: Evidence Standards for Evaluating Math and Science Programs
Wednesday March 20, 2019 | 2-3 pm ET/ 1-2pm CT/ 12-1 pm MT/ 11-12 pm PT Register online: https://zoom.us/webinar/register/WN_Wowse7ofQGuMBU-1Gk-Rvw What are evidence standards for evaluating math and science programs? Join experts from the American Institutes for Research (AIR) for an engaging webinar about evidence standards. Presenters will discuss the Every Student Succeeds Act (ESSA) Tiers...
Posted: Friday, March 01
Resource | Understanding the Difficulties African-American Middle School Girls Face While Enacting Computational Algorithmic Thinking in the Context of Game Design
Computational algorithmic thinking (CAT) is the ability to design, implement, and assess the implementation of algorithms to solve a range of problems. It involves identifying and understanding a problem, articulating an algorithm or set of algorithms in the form of a solution to the problem, implementing that solution in such a way that it solves the problem, and evaluating the solution based on...
Posted: Wednesday, February 27
Project Spotlight | Technology-Enhanced Assessment
In this spotlight... Featuring a bunch of people Introduction & Reflections by James Lester Featured DRK-12 Projects Assessment of Mathematical Learning in Action in the Game-based Learning Environment – E-Rebuild Development and Empirical Recovery for a Learning Progression-Based Assessment of the Function Concept Graphing Research on Inquiry with Data in Science (GRIDS) Math-Mapper 6-8: A...
Posted: Tuesday, February 26

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