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Early Career News | Communities of Practice and the Elevation of Urban Elementary Teacher Discourse About Critical Pedagogy of Place
Gail Richmond, Roberta Hunter (2020 CADRE Postdoc), Tali Tal, and Grace Tukurah co-authored this article in Cultural Studies of Science Education.
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Early Career News | “Navigating and Applying Epistemic Integrity” as a Missing Science Practice: Re-envisioning Ethics for Both Undergraduate Chemistry Students and Instructors
Meng-Yang Matthew Wu (2022 CADRE Fellow) and Jon-Marc G. Rodriguez published this article in the Journal of Chemical Education.
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Early Career News | Not Honors Material: The High Stakes of Educational Triage for Science Education
Melissa Braaten (2009-10 CADRE Fellow) published this American Journal of Education article.
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Early Career News | Engaging Elementary Mathematics Specialists: Strengthening the Connections Between University Coursework and Practice
Susan O. Cannon (CAREER Awardee) co-authored this School Science and Mathematics article with Brittney Castanheira, Jeffrey Keese, and Shaffiq Welji.
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Early Career News | The Making of an Outdoor Educator: A Mixed Methods Study of Identity Through Voice and Discourse
Aimee Fraulo, Sarah J. Carrier, and K. C. Busch (2013-14 CADRE Fellow) published this article in the International Journal of Science Education, Part B.
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Early Career News | “I Really Got to Think About My Background, Their Background, and How Do We Come Together on Something?”: One Emergent Mathematics Teacher Leader's Reflexive Journey with Social Justice Mathematics
Kari Kokka (CAREER Awardee) published this article in School Science and Mathematics.
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Early Career News | Incorporating Design Based Implementation Research with a Randomized Controlled Trial to Develop and Evaluate the Efficacy of Playful Rational Number Learning
Kreshnik N. Begolli (2013-14 CADRE Fellow), Vanessa N. Bermudez, LuEttaMae Lawrence, Lourdes M. Acevedo-Farag, Sabrina V. Valdez, Evelyn Santana, Daniela Alvarez-Vargas, June Ahn, Drew Bailey, Katherine Rhodes, Lindsey E. Richland, and Andres S. Bustamante published this Contemporary Educational Psychology article.
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Early Career News | “This Isn't School, You Know”: Designing for Science Teachers’ Sensemaking of STEM Ecosystems
Sara C. Porter and Carrie D. Allen (2014-15 CADRE Fellow) co-authored this article for Science Education.
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Early Career News | Political Conocimiento in Teaching Mathematics: Mathematics Teacher Candidates Enacting Their Ethical Identities
Rochelle Gutiérrez, Kari Kokka (CAREER Awardee), and Marrielle Myers published this article in the Journal of Mathematics Teacher Education.
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Early Career News | The Impact of Team Synchrony on Argument Construction and Science Knowledge Acquisition: Insights from a Science Learning Game
Lili Yan (2022 CADRE Fellow) published this Journal of Science Education and Technology article with co-authors Chungsoo Na and Jina Kang.
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Early Career News | Shining Light on Preschool Science Investigations: Exploring Shadows and Strengthening Visual Spatial Skills
Danae Kamdar, Tiffany Leones, Regan Vidiksis (2014-15 CADRE Fellow), and Ximena Dominguez published this article in Science and Children.
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Early Career News | Re-imagining Science Education Research Toward a Language for Science Perspective
María González-Howard (CAREER Awardee, 2015-16 CADRE Fellow), Sage Andersen, Karina Méndez Pérez, and Samuel Lee (2024 CADRE Fellow) published this Cultural Studies of Science Education article.
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Early Career News | Racialized Spatial Imaginaries: Authoring an Elementary School Teacher of Engineering Identity
Christopher Wright, Monet Harbison, Eli Tucker-Raymond, Kareem Edouard, Sinead Meehan, Tajma Cameron (2024 CADRE Fellow), and George Schafer published this Science Education article.
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Early Career News | Examining What and How Secondary Science Preservice Teachers Learn from Using a Suite of Online Simulations
Calli Shekell (2021 CADRE Postdoc), Jamie N. Mikeska (2010-11 CADRE Fellow), and Pavneet Kaur Bharaj published this article in the Journal of Science Teacher Education.
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Early Career News | Developing Preservice Elementary Teachers’ Self-Efficacy Toward Teaching Science
Amal Ibourk (CAREER Awardee) and Clausell Mathis published this International Journal of Science Education article.
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Early Career News | Design Parameter Values for Planning Mediation Studies with Teacher and Student Mathematics Outcomes
Fangxing Bai (2024 CADRE Fellow), Yanli Xie, Ben Kelcey, Amota Ataneka, Leigh McLean, and Geoffrey Phelps co-authored this article for the Journal of Research on Educational Effectiveness.
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Early Career News | Addressing Disproportionality and Racial Inequities in Special Education Through Policy Change
Brenda Barrio and Carrie D. Allen (2014-15 CADRE Fellow) published this article in Theory Into Practice.
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Early Career News | A Case Study Comparison of Undergraduate Education and Engineering Majors’ Understanding of Community Engineering
Tina Vo (2016-17 CADRE Fellow), Rebekah Hammack, Paul Gannon, Nicholas Lux, Blake Wiehe, Miracle Moonga, and Brock LaMeres published this Journal of Science Teacher Education article.
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Early Career News | Exploring and Promoting a Student's Covariational Reasoning and Developing Graphing Meanings
Teo Paoletti (CAREER Awardee) published this article in The Journal of Mathematical Behavior with co-authors Irma E. Stevens, Srujana Acharya, Claudine Margolis, Allison Olshefke-Clark, and Allison L Gantt.
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Early Career News | Co-ML: Collaborative Machine Learning Model Building for Developing Dataset Design Practices
Tiffany Tseng, Matt J. Davidson, Luis Morales-Navarro, Jennifer King Chen (2018 CADRE Postdoc), Victoria Delaney, Mark Leibowitz, Jazbo Beason, and R. Benjamin Shapiro published this article for Transactions on Computing Education.
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Early Career News | Beyond the Monolith: A Systematic Review of the Literature on Latiné/x/a/o Students in Engineering Using a Liberative Approach
Renata A. Revelo, Joel Alejandro Mejia (2013-14 CADRE Fellow), Janice Mejía, and Idalis Villanueva Alarcón published this Journal of Engineering Education article.
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Early Career News | All Sorts of Quality Interactions with English Learners
Haiwen Chu and Guillermo Virgilio Lopez (2022 CADRE Fellow) co-authored this article for Mathematics Teacher: Learning and Teaching PK-12.
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Resource | Situating Teacher Movement, Space, and Relationships to Pedagogy: A Visual Method and Framework
In conversations about pedagogy, researchers often overlook how physical space and movement shape teacher sensemaking. This article offers a comparative case study of classroom videos using a dynamic visual method to map embodied interaction called “interaction geography.” Our analysis proposes an integrative framework to study classroom interactions and teacher movement over space and time…
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Resource | Supporting Students’ Participation in Collective Argumentation: Use of Displays in a Secondary Mathematics Classroom
Thoughtful and purposeful displays can support students’ participation in argumentation. This report addresses how displays are used within collective argumentation. We examined a secondary mathematics teacher’s and her students’ use of displays during selected episodes of collective argumentation. From video classroom observations and interviews with the teacher, we extracted several kinds of…
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Resource | Learning About Science Topics of Social Relevance Using Lower and Higher Autonomy-Supportive Scaffolds
Evaluation of plausible alternative explanations of scientific phenomena is an authentic scientific activity. Instructional scaffolding can facilitate students’ engagement in such evaluations by facilitating their reflections on how well various lines of scientific evidence support alternative explanations. In the present study, we examined two forms of such scaffolding, with one form providing…
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Resource | Learning About Science Topics of Social Relevance Using Lower and Higher Autonomy-Supportive Scaffolds
Evaluation of plausible alternative explanations of scientific phenomena is an authentic scientific activity. Instructional scaffolding can facilitate students’ engagement in such evaluations by facilitating their reflections on how well various lines of scientific evidence support alternative explanations. In the present study, we examined two forms of such scaffolding, with one form providing…
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Resource | Investigating the Complexity in Elementary Teachers’ Noticing of Children’s Mathematical Thinking in Written Work
This study investigated upper elementary teachers’ framings of their students’ mathematical thinking in written across the three component skills of noticing. Drawing on a situated perspective, the research examines the influences of teachers’ culturalhistorical backgrounds, attitudes, dispositions, interactions with students, and other situated elements of teaching on noticing mathematical…
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Resource | “I Really Got to Think About My Background, Their Background, and How Do We Come Together on Something?”: One Emergent Mathematics Teacher Leader's Reflexive Journey with Social Justice Mathematics
This 2-year qualitative case study focuses on one emergent mathematics teacher leader, Mr. Miller, and his conceptualization of Social Justice Mathematics (SJM). SJM is a justice-oriented pedagogical approach where students simultaneously learn dominant mathematics and explore social injustices to take action toward justice. Using Rodriguez's (Journal of Research in Science Teaching, 1998, 35,…
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Resource | Communities of Practice and the Elevation of Urban Elementary Teacher Discourse About Critical Pedagogy of Place
Children who live in under-resourced communities and attend under-resourced schools deserve access to high-quality teachers and educational opportunities to support their success and well-being. This study emerged from a professional development (PD) for urban teachers working in such schools, to expand educational opportunities for elementary students through outdoor science teaching. Engaging…
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Resource | Using Simulations to Support Students’ Conceptual Development Related to Wildfire Hazards and Risks from an Experiential Learning Perspective
From the experiential learning perspective, this study investigates middle and high school students (n = 1009) who used an online module to learn about wildfire hazards, risks, and impacts through computational simulations of wildfire phenomena. These students were taught by 18 teachers in urban, rural, and suburban schools across the United States. We analyzed students’ simulation behaviors…
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