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Resource | Secondary Mathematics Teachers’ Anticipations of Student Responses to Cognitively Demanding Tasks
This study examines secondary mathematics teachers’ anticipations of student responses related to a series of cognitively demanding mathematics tasks from multiple mathematical domains presented in the context of voluntary and asynchronous online professional development modules. We analyze 283 anticipations made by 127 teachers to 17 mathematics tasks and present four distinct foci of teachers’…
This study examines secondary mathematics teachers’ anticipations of student responses related to a series of cognitively demanding mathematics tasks from multiple mathematical domains presented in the context of voluntary and asynchronous online professional development modules. We analyze 283 anticipations made by 127 teachers to 17 mathematics tasks and present four distinct foci of teachers’…
Posted: Friday, February 16
Resource | Reasoning About Data in Elementary School: Student Strategies and Strengths when Reasoning with Multiple Variables
The need for data literacy is an increasingly pressing priority in society, but most of the work in data-centred education has focused on developing skills at the middle school, secondary, and post-secondary levels, with little attention on the potential for engaging elementary-aged students in reasoning with and about data. This paper reports findings from a foundational study to explore the…
The need for data literacy is an increasingly pressing priority in society, but most of the work in data-centred education has focused on developing skills at the middle school, secondary, and post-secondary levels, with little attention on the potential for engaging elementary-aged students in reasoning with and about data. This paper reports findings from a foundational study to explore the…
Posted: Friday, February 16
Resource | Reasoning About Data in Elementary School: Student Strategies and Strengths when Reasoning with Multiple Variables
The need for data literacy is an increasingly pressing priority in society, but most of the work in data-centred education has focused on developing skills at the middle school, secondary, and post-secondary levels, with little attention on the potential for engaging elementary-aged students in reasoning with and about data. This paper reports findings from a foundational study to explore the…
The need for data literacy is an increasingly pressing priority in society, but most of the work in data-centred education has focused on developing skills at the middle school, secondary, and post-secondary levels, with little attention on the potential for engaging elementary-aged students in reasoning with and about data. This paper reports findings from a foundational study to explore the…
Posted: Friday, February 16
Resource | Multidimensional Science Assessment: Design Challenges and Technology Affordances
Contemporary views on what students should learn increasingly emphasize that students need to acquire more than a base of knowledge; they need to acquire the skills and abilities to use such knowledge in dynamic and flexible ways. To be most effective, learning environments need assessments that are aligned to these perspectives. Using a principled design framework can help guide assessment…
Contemporary views on what students should learn increasingly emphasize that students need to acquire more than a base of knowledge; they need to acquire the skills and abilities to use such knowledge in dynamic and flexible ways. To be most effective, learning environments need assessments that are aligned to these perspectives. Using a principled design framework can help guide assessment…
Posted: Friday, February 16
Resource | Multidimensional Science Assessment: Design Challenges and Technology Affordances
Contemporary views on what students should learn increasingly emphasize that students need to acquire more than a base of knowledge; they need to acquire the skills and abilities to use such knowledge in dynamic and flexible ways. To be most effective, learning environments need assessments that are aligned to these perspectives. Using a principled design framework can help guide assessment…
Contemporary views on what students should learn increasingly emphasize that students need to acquire more than a base of knowledge; they need to acquire the skills and abilities to use such knowledge in dynamic and flexible ways. To be most effective, learning environments need assessments that are aligned to these perspectives. Using a principled design framework can help guide assessment…
Posted: Friday, February 16
Resource | Embodied, Dramatizing Performances in Science Class: Multimodal Spaces and Places of Knowledge and Identity Construction
We explored the semiotic choices children in grades 1–6 made that nurtured embodied, dramatizing performances in science classes at urban public schools, serving predominantly students of color in a large US city. We studied how such choices in school and home settings (when instruction was remote during the COVID-19 pandemic) were implicated in the children’s knowledge and identity construction…
We explored the semiotic choices children in grades 1–6 made that nurtured embodied, dramatizing performances in science classes at urban public schools, serving predominantly students of color in a large US city. We studied how such choices in school and home settings (when instruction was remote during the COVID-19 pandemic) were implicated in the children’s knowledge and identity construction…
Posted: Friday, February 16
Resource | Elementary Teachers’ Knowledge of Using Language as an Epistemic Tool in Science Classrooms: A Case Study
Language is a fundamental tool for learning science. This study highlights the importance of teacher knowledge in utilising language as a tool for knowledge generation in the classrooms. This case study examines elementary teachers’ development of declarative, procedural, and epistemic knowledge related to using language, particularly focusing on how a three-year professional development…
Language is a fundamental tool for learning science. This study highlights the importance of teacher knowledge in utilising language as a tool for knowledge generation in the classrooms. This case study examines elementary teachers’ development of declarative, procedural, and epistemic knowledge related to using language, particularly focusing on how a three-year professional development…
Posted: Friday, February 16
Resource | Design Talks: Whole-Class Conversations During Engineering Design Units
Teacher-facilitated whole-class conversations can help elementary students apply the full power of the NGSS science and engineering practices to an engineering design process. In this article we describe and provide examples for five kinds of Design Talks. Each type of Design Talk centers on a different framing question and is facilitated by specific prompts that help students voice their ideas…
Teacher-facilitated whole-class conversations can help elementary students apply the full power of the NGSS science and engineering practices to an engineering design process. In this article we describe and provide examples for five kinds of Design Talks. Each type of Design Talk centers on a different framing question and is facilitated by specific prompts that help students voice their ideas…
Posted: Friday, February 16
Early Career News | STEM Role Models for Students with Disabilities: A Systematic Review Highlighting Recommendations for the Classroom and Future Research
Shannon Locke, Jessica Rodrigues (CAREER Awardee), and Lindsey G. Mirielli published this article in School Science and Mathematics.
Shannon Locke, Jessica Rodrigues (CAREER Awardee), and Lindsey G. Mirielli published this article in School Science and Mathematics.
Posted: Friday, February 16
Resource | Can Generative AI and ChatGPT Outperform Humans on Cognitive-Demanding Problem-Solving Tasks in Science?
This study aimed to examine an assumption regarding whether generative artificial intelligence (GAI) tools can overcome the cognitive intensity that humans suffer when solving problems. We examine the performance of ChatGPT and GPT-4 on NAEP science assessments and compare their performance to students by cognitive demands of the items. Fifty-four 2019 NAEP science assessment tasks were coded by…
This study aimed to examine an assumption regarding whether generative artificial intelligence (GAI) tools can overcome the cognitive intensity that humans suffer when solving problems. We examine the performance of ChatGPT and GPT-4 on NAEP science assessments and compare their performance to students by cognitive demands of the items. Fifty-four 2019 NAEP science assessment tasks were coded by…
Posted: Friday, February 16
Resource | Can Generative AI and ChatGPT Outperform Humans on Cognitive-Demanding Problem-Solving Tasks in Science?
This study aimed to examine an assumption regarding whether generative artificial intelligence (GAI) tools can overcome the cognitive intensity that humans suffer when solving problems. We examine the performance of ChatGPT and GPT-4 on NAEP science assessments and compare their performance to students by cognitive demands of the items. Fifty-four 2019 NAEP science assessment tasks were coded by…
This study aimed to examine an assumption regarding whether generative artificial intelligence (GAI) tools can overcome the cognitive intensity that humans suffer when solving problems. We examine the performance of ChatGPT and GPT-4 on NAEP science assessments and compare their performance to students by cognitive demands of the items. Fifty-four 2019 NAEP science assessment tasks were coded by…
Posted: Friday, February 16
Resource | An Exploratory Study of the Relation Between Teachers’ Implicit Theories and Teacher Noticing
Despite interest in how students’ implicit theories—their growth and fixed mindsets about their own learning—affect students as learners, relatively little research on mindset has looked at teachers as learners. This study explores elementary teachers’ implicit theories about the malleability of mathematics intelligence and teaching ability. It also examines how implicit theories of learning…
Despite interest in how students’ implicit theories—their growth and fixed mindsets about their own learning—affect students as learners, relatively little research on mindset has looked at teachers as learners. This study explores elementary teachers’ implicit theories about the malleability of mathematics intelligence and teaching ability. It also examines how implicit theories of learning…
Posted: Friday, February 16
Resource | A Magical Moment Counting Tires: A Counterstory About Missed Opportunities
This counterstory (Delgado, 1989; Martinez, 2020) is based on field notes (Oct. 19 & Nov. 1, 2022) from our collective’s ethnographic project working with upper elementary Latiné learners and their transition to middle school mathematics. We see counterstories as a creative endeavor helping us in exploring the experiences of Latiné learners’ mathematics and our own narratives of navigating…
This counterstory (Delgado, 1989; Martinez, 2020) is based on field notes (Oct. 19 & Nov. 1, 2022) from our collective’s ethnographic project working with upper elementary Latiné learners and their transition to middle school mathematics. We see counterstories as a creative endeavor helping us in exploring the experiences of Latiné learners’ mathematics and our own narratives of navigating…
Posted: Friday, February 16
Early Career News | 2020-21 CADRE Fellow awarded U.S. Department of Education grant
Rachel Juergensen (2020-21 CADRE Fellow) was awarded a five-year, $1.06 million U.S. Department of Education grant to develop a Delaware Special Educator Certificate Program (Project DE-SPEC). Project DE-SPEC is designed offer master degree-level courses that will enable more teachers to obtain Special Education Certification and reduce the shortage of special education teachers in the state.
Rachel Juergensen (2020-21 CADRE Fellow) was awarded a five-year, $1.06 million U.S. Department of Education grant to develop a Delaware Special Educator Certificate Program (Project DE-SPEC). Project DE-SPEC is designed offer master degree-level courses that will enable more teachers to obtain Special Education Certification and reduce the shortage of special education teachers in the state.
Posted: Friday, February 16
Early Career News | A Magical Moment Counting Tires: A Counterstory About Missed Opportunities
Carlos Nicolas Gómez Marchant (2014-15 CADRE Fellow; CAREER Awardee), Alexandra R. Aguilar, Amy Rae Johnson, Gerardo Sánchez Gutiérrez, and Mona Baniahmadi published this Teaching for Excellence and Equity in Mathematics article.
Carlos Nicolas Gómez Marchant (2014-15 CADRE Fellow; CAREER Awardee), Alexandra R. Aguilar, Amy Rae Johnson, Gerardo Sánchez Gutiérrez, and Mona Baniahmadi published this Teaching for Excellence and Equity in Mathematics article.
Posted: Friday, February 16
Early Career News | Balancing Teachers’ Needs in Times of Crisis: Investigating How Computer Science Instructional Coaches and Teachers Navigated Remote Professional Development During COVID-19
Naomi Blaushild (2023 CADRE Fellow), Raisa Blazquez, Steven McGee, and Randi McGee-Tekula co-authored this article in Computer Science Education.
Naomi Blaushild (2023 CADRE Fellow), Raisa Blazquez, Steven McGee, and Randi McGee-Tekula co-authored this article in Computer Science Education.
Posted: Friday, February 16
Early Career News | Considering the 5 Practices Through a Statistical Lens
Karoline Smucker, Francisco Sepúlveda, Travis Weiland (CAREER Awardee) Susan Cannon (CAREER Awardee), Stephanie Casey, and Sunghwan Byun published this article in Mathematics Teacher: Learning and Teaching PK-12.
Karoline Smucker, Francisco Sepúlveda, Travis Weiland (CAREER Awardee) Susan Cannon (CAREER Awardee), Stephanie Casey, and Sunghwan Byun published this article in Mathematics Teacher: Learning and Teaching PK-12.
Posted: Friday, February 16
Early Career News | Using Videos as a Tool for Self-Reflection: The Nature of In-Service Elementary Teachers’ Reflections on Their Ability to Facilitate Argumentation-Focused Discussions in a Simulated Classroom
Jamie N. Mikeska (2010-11 CADRE Fellow) published this Journal of Science Education and Technology article with co-authors Pamela S. Lottero-Perdue and Devon Kinsey.
Jamie N. Mikeska (2010-11 CADRE Fellow) published this Journal of Science Education and Technology article with co-authors Pamela S. Lottero-Perdue and Devon Kinsey.
Posted: Friday, February 16
Event | Innovative Technology Experiences for Students and Teachers (ITEST) Full Proposal Deadline
Learn more at https://new.nsf.gov/funding/opportunities/innovative-technology-experie….
Learn more at https://new.nsf.gov/funding/opportunities/innovative-technology-experie….
Posted: Friday, February 16
Event | Centers of Research Excellence in Science and Technology HBCU Research Infrastructure for Science and Engineering (CREST HBCU-RISE) Full Proposal Deadline
Learn more at https://new.nsf.gov/funding/opportunities/centers-research-excellence-s….
Learn more at https://new.nsf.gov/funding/opportunities/centers-research-excellence-s….
Posted: Friday, February 16
Event | Centers of Research Excellence in Science and Technology (CREST Centers) Full Proposal Deadline
Learn more at https://new.nsf.gov/funding/opportunities/centers-research-excellence-s….
Learn more at https://new.nsf.gov/funding/opportunities/centers-research-excellence-s….
Posted: Friday, February 16
Event | Science, Technology, Engineering and Mathematics Education Individual Postdoctoral Research Fellowships (STEMEdIPRF) Full Proposal Deadline
Learn more at https://new.nsf.gov/funding/opportunities/science-technology-engineerin….
Learn more at https://new.nsf.gov/funding/opportunities/science-technology-engineerin….
Posted: Friday, February 16
Event | Discovery Research PreK-12 (DRK-12) Full Proposal Deadline
Learn more at https://new.nsf.gov/funding/opportunities/discovery-research-prek-12-dr….
Learn more at https://new.nsf.gov/funding/opportunities/discovery-research-prek-12-dr….
Posted: Friday, February 16
Event | Research on Innovative Technologies for Enhanced Learning (RITEL) Full Proposal Deadline
Learn more at https://new.nsf.gov/funding/opportunities/research-innovative-technolog….
Learn more at https://new.nsf.gov/funding/opportunities/research-innovative-technolog….
Posted: Friday, February 16
Event | Racial Equity in STEM Education (EHR Racial Equity) Full Proposal Deadline
Learn more at https://new.nsf.gov/funding/opportunities/racial-equity-stem-education-….
Learn more at https://new.nsf.gov/funding/opportunities/racial-equity-stem-education-….
Posted: Friday, February 16
Event | EDU Core Research (ECR:Core) Full Proposal Deadline
Learn more at https://new.nsf.gov/funding/opportunities/edu-core-research-ecrcore.
Learn more at https://new.nsf.gov/funding/opportunities/edu-core-research-ecrcore.
Posted: Friday, February 16
Event | Accelerating Research Translation (ART) Full Proposal Deadline
Learn more at https://new.nsf.gov/funding/opportunities/accelerating-research-transla….
Learn more at https://new.nsf.gov/funding/opportunities/accelerating-research-transla….
Posted: Friday, February 16
Event | Improving Undergraduate STEM Education: Hispanic-Serving Institutions (HSI Program) Full Proposal Deadline
Learn more at https://new.nsf.gov/funding/opportunities/improving-undergraduate-stem-….
Learn more at https://new.nsf.gov/funding/opportunities/improving-undergraduate-stem-….
Posted: Friday, February 16
Newsletter | February 2024 Newsletter
Dear Colleagues, This month’s Spotlight on Social Studies and STEM Integration showcases how educators and researchers are melding history, geography, economics, and civics with STEM to support real-world applications, interdisciplinary skills, analytical rigor, and more. We are surveying DRK-12 projects to collect information that will help to characterize the DRK-12 portfolio of research. We…
Dear Colleagues, This month’s Spotlight on Social Studies and STEM Integration showcases how educators and researchers are melding history, geography, economics, and civics with STEM to support real-world applications, interdisciplinary skills, analytical rigor, and more. We are surveying DRK-12 projects to collect information that will help to characterize the DRK-12 portfolio of research. We…
Posted: Thursday, February 15
Project Spotlight | Social Studies and STEM Integration
In this Spotlight, three projects describe their interdisciplinary approaches to the development of curricula, resources, and tools that use social studies as context for STEM learning and practices. In this Spotlight: Featured Projects Contextualizing Data Education via Project-based Learning (PI: Chad Dorsey) Exploring Data Science Through the Lens of Civics Education (PI: Traci Higgins)…
In this Spotlight, three projects describe their interdisciplinary approaches to the development of curricula, resources, and tools that use social studies as context for STEM learning and practices. In this Spotlight: Featured Projects Contextualizing Data Education via Project-based Learning (PI: Chad Dorsey) Exploring Data Science Through the Lens of Civics Education (PI: Traci Higgins)…
Posted: Thursday, February 15