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Newsletter | August 2025 Newsletter
Dear Colleagues, Last week, NSF announced significant changes to preK–12 funding with the launch of the NSF STEM K–12 program and solicitation. DRK–12 will no longer accept proposals. (Read our full article below.) New DRK–12 awards have been announced since our July newsletter. Congratulations to these newest project teams! We eagerly await to hear about additional awards. As DRK–12 and CADRE…
Dear Colleagues, Last week, NSF announced significant changes to preK–12 funding with the launch of the NSF STEM K–12 program and solicitation. DRK–12 will no longer accept proposals. (Read our full article below.) New DRK–12 awards have been announced since our July newsletter. Congratulations to these newest project teams! We eagerly await to hear about additional awards. As DRK–12 and CADRE…
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Project Spotlight | Early STEM Learning
New evidence continues to emerge on the formative potential of the early years in a person's life. NSF is investing in programs to transform STEM teaching and learning in preK and the early grades. This Spotlight features DRK–12-funded projects and other resources that seek to leverage early learning opportunities. In this Spotlight: Featured Projects Related Resources CADRE Reports and…
New evidence continues to emerge on the formative potential of the early years in a person's life. NSF is investing in programs to transform STEM teaching and learning in preK and the early grades. This Spotlight features DRK–12-funded projects and other resources that seek to leverage early learning opportunities. In this Spotlight: Featured Projects Related Resources CADRE Reports and…
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Resource | Early Childhood Teachers’ Use of Asset-based Computational Thinking Pedagogy: Centering Students’ Expertise and Life Experiences
Computational thinking (CT) is central to computer science, yet there is a gap in the literature on how CT emerges and develops in early childhood especially for children from historically marginalized communities. Yet, lack of access to computational materials and effective instruction can create inequities that have lasting effects on young children (Chaudry, et al., 2017). To alleviate the…
Computational thinking (CT) is central to computer science, yet there is a gap in the literature on how CT emerges and develops in early childhood especially for children from historically marginalized communities. Yet, lack of access to computational materials and effective instruction can create inequities that have lasting effects on young children (Chaudry, et al., 2017). To alleviate the…
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Resource | Asset-based Computational Thinking in Early Childhood Classrooms: Centering Students’ Expertise in a Community of Learners
Computational thinking (CT) is central to computer science, yet there is a gap in the literature on the best ways to implement CT in early childhood classrooms. The purpose of this qualitative study was to explore how early childhood teachers enacted asset-based pedagogies while implementing CT in their classrooms. We followed a group of 28 early childhood educators who began with a summer…
Computational thinking (CT) is central to computer science, yet there is a gap in the literature on the best ways to implement CT in early childhood classrooms. The purpose of this qualitative study was to explore how early childhood teachers enacted asset-based pedagogies while implementing CT in their classrooms. We followed a group of 28 early childhood educators who began with a summer…
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Resource | Expressive STEM Storymaking: Art, Literacy, and Creative Computing
This chapter features intersections of art, literacy, and creative computing. As a component of STEAM, creative computing augments story creation, or storymaking (Buganza et al., 2023; Compton & Thompson, 2018), prompting learners to explore expressive meaning making as collective interactions with texts. To signify a way of teaching that supports such learning activities, we propose…
This chapter features intersections of art, literacy, and creative computing. As a component of STEAM, creative computing augments story creation, or storymaking (Buganza et al., 2023; Compton & Thompson, 2018), prompting learners to explore expressive meaning making as collective interactions with texts. To signify a way of teaching that supports such learning activities, we propose…
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Resource | Fostering Mathematics Engagement Through Citizen Science
Teach mathematics and science using materials for the weather-focused Community Collaborative Rain, Hail, & Snow Network project. Scharen, D. R., McInerney, E., Sachs, L. H., Hayes, M. L., & Smith, P. S. (2025). Fostering mathematics engagement through citizen science. Mathematics Teacher: Learning and Teaching PK-12, 118(6), 425–436. https://doi.org/10.5951/MTLT.2024.0236
Teach mathematics and science using materials for the weather-focused Community Collaborative Rain, Hail, & Snow Network project. Scharen, D. R., McInerney, E., Sachs, L. H., Hayes, M. L., & Smith, P. S. (2025). Fostering mathematics engagement through citizen science. Mathematics Teacher: Learning and Teaching PK-12, 118(6), 425–436. https://doi.org/10.5951/MTLT.2024.0236
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Resource | Citizen Science in the Elementary Classroom: Going Beyond Data Collection
This article portrays how citizen science (CS) projects can be integrated into elementary classrooms to enhance students’ sensemaking skills and connect to real-world science problems. For the last several years, we have been involved in a study, Teacher Learning for Effective School-Based Citizen Science (TL4CS), that developed materials for elementary school teachers to engage their…
This article portrays how citizen science (CS) projects can be integrated into elementary classrooms to enhance students’ sensemaking skills and connect to real-world science problems. For the last several years, we have been involved in a study, Teacher Learning for Effective School-Based Citizen Science (TL4CS), that developed materials for elementary school teachers to engage their…
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Resource | Unveiling Scoring Processes: Dissecting the Differences Between LLMs and Human Graders in Automatic Scoring
Large language models (LLMs) have demonstrated strong potential in performing automatic scoring for constructed response assessments. While constructed responses graded by humans are usually based on given grading rubrics, the methods by which LLMs assign scores remain largely unclear. It is also uncertain how closely AI’s scoring process mirrors that of humans or if it adheres to the same…
Large language models (LLMs) have demonstrated strong potential in performing automatic scoring for constructed response assessments. While constructed responses graded by humans are usually based on given grading rubrics, the methods by which LLMs assign scores remain largely unclear. It is also uncertain how closely AI’s scoring process mirrors that of humans or if it adheres to the same…
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Resource | Unveiling Scoring Processes: Dissecting the Differences Between LLMs and Human Graders in Automatic Scoring
Large language models (LLMs) have demonstrated strong potential in performing automatic scoring for constructed response assessments. While constructed responses graded by humans are usually based on given grading rubrics, the methods by which LLMs assign scores remain largely unclear. It is also uncertain how closely AI’s scoring process mirrors that of humans or if it adheres to the same…
Large language models (LLMs) have demonstrated strong potential in performing automatic scoring for constructed response assessments. While constructed responses graded by humans are usually based on given grading rubrics, the methods by which LLMs assign scores remain largely unclear. It is also uncertain how closely AI’s scoring process mirrors that of humans or if it adheres to the same…
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Resource | Artificial Intelligence in Science Education Research: Current States and Challenges
The recent surge of artificial intelligence (AI) in science education has heightened interest among the NARST community—a curiosity about how technology can transform education that has lasted for decades. Founded in 1928, NARST is an international organization of thousands of members focused on improving science education through research. This growing interest is evidenced by the launch of the…
The recent surge of artificial intelligence (AI) in science education has heightened interest among the NARST community—a curiosity about how technology can transform education that has lasted for decades. Founded in 1928, NARST is an international organization of thousands of members focused on improving science education through research. This growing interest is evidenced by the launch of the…
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Resource | Supporting Multilingual Students’ Mathematical Discourse Through Teacher Professional Development Grounded in Design-based Research: A Conceptual Framework
This conceptual paper presents a framework for supporting multilingual students’ mathematical discourse through teacher professional development grounded in design-based research (DBR). Drawing on sociocultural learning theory, the Integrated Language and Mathematics Project (ILMP) was co-developed with elementary educators to promote integrated instruction that simultaneously advances students’…
This conceptual paper presents a framework for supporting multilingual students’ mathematical discourse through teacher professional development grounded in design-based research (DBR). Drawing on sociocultural learning theory, the Integrated Language and Mathematics Project (ILMP) was co-developed with elementary educators to promote integrated instruction that simultaneously advances students’…
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Resource | STEM Education with a Focus on Equity and Justice: Traditional Approaches, Contemporary Approaches, and Proposed Future Approach
The disproportionate impacts of societal challenges (e.g., climate change, air and water pollution) on minoritized groups expose systemic injustices and compels STEM educators to reframe the role of STEM education in society. In this article, we describe traditional approaches, contemporary approaches, and our proposed future approach in science and STEM education with a focus on equity and…
The disproportionate impacts of societal challenges (e.g., climate change, air and water pollution) on minoritized groups expose systemic injustices and compels STEM educators to reframe the role of STEM education in society. In this article, we describe traditional approaches, contemporary approaches, and our proposed future approach in science and STEM education with a focus on equity and…
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Resource | Seeing Our World Through Data: Sixth Graders Integrating Data Investigations in Collaborative Knowledge Building
Data science, as a multidisciplinary field, has gained considerable interest in K-12 education. Prior research has explored innovative ways to introduce data science to young learners, emphasizing not only the development of data skills but also the connection of data science to students’ authentic inquiries and critical actions. Building on this foundation, this study aims to achieve two…
Data science, as a multidisciplinary field, has gained considerable interest in K-12 education. Prior research has explored innovative ways to introduce data science to young learners, emphasizing not only the development of data skills but also the connection of data science to students’ authentic inquiries and critical actions. Building on this foundation, this study aims to achieve two…
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Resource | Promoting Family Science Conversations in the LaCuKnoS Project
The Language, Culture, and Knowledge-building through Science (LaCuKnoS) project tests and refines a model of science teaching and learning that brings together current research on the role of language in science communication, the role of cultural and community connections in science engagement, and the ways people apply science knowledge to their daily decision making. One key component of the…
The Language, Culture, and Knowledge-building through Science (LaCuKnoS) project tests and refines a model of science teaching and learning that brings together current research on the role of language in science communication, the role of cultural and community connections in science engagement, and the ways people apply science knowledge to their daily decision making. One key component of the…
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Resource | More Than a Sprinkle: Elevating Multiple Perspectives in a Unit Exploring Coasts and Coastal Change in Hawai‘i
The Exploring Coasts and Coastal Change in Hawai‘i unit supports middle school haumana (students) in developing multi-perspective understanding and personal stances about coastal change in their community. The unit was collaboratively developed by a partnership among educators bringing together Indigenous and Western ways of knowing and learning. Through lessons that take place over three weeks,…
The Exploring Coasts and Coastal Change in Hawai‘i unit supports middle school haumana (students) in developing multi-perspective understanding and personal stances about coastal change in their community. The unit was collaboratively developed by a partnership among educators bringing together Indigenous and Western ways of knowing and learning. Through lessons that take place over three weeks,…
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Resource | Engaging Students in Sensemaking via the Science and Engineering Practices
As educators, we recognize that commercially prepared curricula advertised as “NGSS aligned” do not necessarily emphasize student sensemaking. In this article, we describe our process of modifying such curricula by reflecting on previous instruction and planning for future instruction that centers student sensemaking in a middle school unit on chemical reactions. We highlight the ways that a set…
As educators, we recognize that commercially prepared curricula advertised as “NGSS aligned” do not necessarily emphasize student sensemaking. In this article, we describe our process of modifying such curricula by reflecting on previous instruction and planning for future instruction that centers student sensemaking in a middle school unit on chemical reactions. We highlight the ways that a set…
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Resource | Discursive Differences in Written Feedback of Individuals with Varied Teaching Experiences: Towards Validating Knowledge of Content and Teaching Specific to Proof
Fostering student engagement with mathematical reasoning and proving requires a special kind of teacher knowledge – Mathematical Knowledge for Teaching Proof (MKT-P). One important component of MKT-P is Knowledge of Content and Teaching specific to Proof (KCT-P), which is knowledge of pedagogical practices for supporting student learning of proof. Providing effective feedback on students'…
Fostering student engagement with mathematical reasoning and proving requires a special kind of teacher knowledge – Mathematical Knowledge for Teaching Proof (MKT-P). One important component of MKT-P is Knowledge of Content and Teaching specific to Proof (KCT-P), which is knowledge of pedagogical practices for supporting student learning of proof. Providing effective feedback on students'…
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Resource | Development of an Observation Protocol for Teachers' Culturally and Linguistically Responsive Science Instruction
This study is part of a larger project on culturally and linguistically responsive instruction for multilingual learners (MLs) in biology (CLIMB), aimed at enhancing MLs’ engagement in science practices, biology content, and language development. We developed the CLIMB observation protocol to capture how teachers implement responsive instruction, integrating language development, biology content…
This study is part of a larger project on culturally and linguistically responsive instruction for multilingual learners (MLs) in biology (CLIMB), aimed at enhancing MLs’ engagement in science practices, biology content, and language development. We developed the CLIMB observation protocol to capture how teachers implement responsive instruction, integrating language development, biology content…
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Resource | Developing Science Classroom Expectations That Encourage Risk-Taking for Learning Science Together
Reform-oriented science classrooms encourage environments in which students engage in a collective enterprise of making sense of their science ideas together. Teachers who strive for these sorts of environments support students in collaboratively constructing and answering their own questions about phenomena and making sense of competing ideas together. However, to engage with one another…
Reform-oriented science classrooms encourage environments in which students engage in a collective enterprise of making sense of their science ideas together. Teachers who strive for these sorts of environments support students in collaboratively constructing and answering their own questions about phenomena and making sense of competing ideas together. However, to engage with one another…
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Resource | Connecting Expertise in Noticing Children’s Mathematical Thinking and Conducting Whole-Class Discussions
We extend research that connects teacher noticing expertise and instructional quality by providing rich illustrations of these connections at three levels of noticing expertise. Grounded in a vision of teaching that is responsive to children’s mathematical thinking, we investigated connections between teachers’ expertise in noticing children’s thinking and their centering of children’s thinking…
We extend research that connects teacher noticing expertise and instructional quality by providing rich illustrations of these connections at three levels of noticing expertise. Grounded in a vision of teaching that is responsive to children’s mathematical thinking, we investigated connections between teachers’ expertise in noticing children’s thinking and their centering of children’s thinking…
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Resource | Characterizing Teacher Knowledge Tests and Their Use in the Mathematics Education Literature
We present findings from an analysis of tests of teacher mathematical knowledge identified over a 20-year period of mathematics education literature. This analysis is part of a larger project aimed at developing a repository of instruments and their associated validity evidence for use in mathematics education. We report on how these tests are discussed in the literature, with a focus on validity…
We present findings from an analysis of tests of teacher mathematical knowledge identified over a 20-year period of mathematics education literature. This analysis is part of a larger project aimed at developing a repository of instruments and their associated validity evidence for use in mathematics education. We report on how these tests are discussed in the literature, with a focus on validity…
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Resource | An Activity-based Perspective on Mathematical Authority
In this mixed-methods study, we introduce an activity-based perspective on mathematical authority that considers who leads mathematical activities in a classroom. Our framework for mathematical authority extends existing research that focuses primarily on Authoring mathematical ideas to include the activities of Visualizing and Speaking. Using data from 129 lessons, we identified six authority…
In this mixed-methods study, we introduce an activity-based perspective on mathematical authority that considers who leads mathematical activities in a classroom. Our framework for mathematical authority extends existing research that focuses primarily on Authoring mathematical ideas to include the activities of Visualizing and Speaking. Using data from 129 lessons, we identified six authority…
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Resource | Tips for Establishing Authentic and Equitable Partnerships
This resource shares insights and actionable guidance from CADRE's 2024 Community Partners on how to foster authentic partnerships with schools, districts, and out-of-school learning organizations. Designed for K–12 STEM education researchers, the tips emphasize trust-building, shared leadership, responsiveness to community needs, and long-term commitment. These recommendations offer a roadmap…
This resource shares insights and actionable guidance from CADRE's 2024 Community Partners on how to foster authentic partnerships with schools, districts, and out-of-school learning organizations. Designed for K–12 STEM education researchers, the tips emphasize trust-building, shared leadership, responsiveness to community needs, and long-term commitment. These recommendations offer a roadmap…
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Blog | Making the Most of Summer in STEM Education Research
Summer offers a welcome shift in rhythm for many STEM education research teams. With fewer school-year demands, it is an ideal time to regroup, analyze data, and prepare for dissemination and the next grant proposal. For many DRK-12 projects, summer is more than a pause—it is a time to innovate, deepen partnerships, and amplify learning. Here are examples of how summer work can go further:…
Summer offers a welcome shift in rhythm for many STEM education research teams. With fewer school-year demands, it is an ideal time to regroup, analyze data, and prepare for dissemination and the next grant proposal. For many DRK-12 projects, summer is more than a pause—it is a time to innovate, deepen partnerships, and amplify learning. Here are examples of how summer work can go further:…
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Blog | Beyond Academia: How CADRE Fellows Are Leading, Innovating, and Driving Change in K–12 STEM Education
As STEM education funding and academic research opportunities continue to shift, early career researchers are increasingly finding fulfilling careers outside traditional academic settings. Survey responses from former CADRE Fellows working outside of academia highlight the many ways they are applying their research training to improve education and lead in diverse professional landscapes.…
As STEM education funding and academic research opportunities continue to shift, early career researchers are increasingly finding fulfilling careers outside traditional academic settings. Survey responses from former CADRE Fellows working outside of academia highlight the many ways they are applying their research training to improve education and lead in diverse professional landscapes.…
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Project Spotlight | DRK-12 Partnership Development Projects
This Spotlight features DRK-12 partnership development projects. This project type seeks to build or strengthen connections among school partners and researchers for the purpose of co-designing future DRK-12 research and development. In this Spotlight, PIs describe their processes for building partnerships, share challenges and strategies, and outline partnership next steps. We also share a…
This Spotlight features DRK-12 partnership development projects. This project type seeks to build or strengthen connections among school partners and researchers for the purpose of co-designing future DRK-12 research and development. In this Spotlight, PIs describe their processes for building partnerships, share challenges and strategies, and outline partnership next steps. We also share a…
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Poster | CAREER: A Transformative Approach for Teaching and Learning Geometry by Representing and Interacting with Three-Dimensional Figures
This project explores how virtual and augmented reality can create new opportunities for representing and interacting with geometric concepts. The poster will report on our efforts to work with secondary mathematics teachers to design immersive virtual environments and test them with students in public high schools in the north east.
This project explores how virtual and augmented reality can create new opportunities for representing and interacting with geometric concepts. The poster will report on our efforts to work with secondary mathematics teachers to design immersive virtual environments and test them with students in public high schools in the north east.
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Poster | Quantifying Curricular Reasoning as a Critical Practice in Teaching Mathematics (Collaborative Research)
Teachers of mathematics engage in curricular reasoning as they design and implement high-quality instruction. In this research project, the team develops and validates two measures of middle school mathematics teachers' curricular reasoning. The CR-SASS has teachers self-report their curricular reasoning, and the CROA is an observation protocol to identify teachers’ curricular reasoning while…
Teachers of mathematics engage in curricular reasoning as they design and implement high-quality instruction. In this research project, the team develops and validates two measures of middle school mathematics teachers' curricular reasoning. The CR-SASS has teachers self-report their curricular reasoning, and the CROA is an observation protocol to identify teachers’ curricular reasoning while…
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Poster | Quantifying Curricular Reasoning as a Critical Practice in Teaching Mathematics (Collaborative Research)
Teachers of mathematics engage in curricular reasoning as they design and implement high-quality instruction. In this research project, the team develops and validates two measures of middle school mathematics teachers' curricular reasoning. The CR-SASS has teachers self-report their curricular reasoning, and the CROA is an observation protocol to identify teachers’ curricular reasoning while…
Teachers of mathematics engage in curricular reasoning as they design and implement high-quality instruction. In this research project, the team develops and validates two measures of middle school mathematics teachers' curricular reasoning. The CR-SASS has teachers self-report their curricular reasoning, and the CROA is an observation protocol to identify teachers’ curricular reasoning while…
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Poster | Quantifying Curricular Reasoning as a Critical Practice in Teaching Mathematics (Collaborative Research)
Teachers of mathematics engage in curricular reasoning as they design and implement high-quality instruction. In this research project, the team develops and validates two measures of middle school mathematics teachers' curricular reasoning. The CR-SASS has teachers self-report their curricular reasoning, and the CROA is an observation protocol to identify teachers’ curricular reasoning while…
Teachers of mathematics engage in curricular reasoning as they design and implement high-quality instruction. In this research project, the team develops and validates two measures of middle school mathematics teachers' curricular reasoning. The CR-SASS has teachers self-report their curricular reasoning, and the CROA is an observation protocol to identify teachers’ curricular reasoning while…
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