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Resource | Attributes of instances of student mathematical thinking that are worth building on in whole-class discussion
This study investigated attributes of 278 instances of student mathematical thinking during whole-class interactions that were identified as having high potential, if made the object of discussion, to foster learners’ understanding of important mathematical ideas. Attributes included the form of the thinking (e.g., question vs. declarative statement), whether the thinking was based on earlier…
This study investigated attributes of 278 instances of student mathematical thinking during whole-class interactions that were identified as having high potential, if made the object of discussion, to foster learners’ understanding of important mathematical ideas. Attributes included the form of the thinking (e.g., question vs. declarative statement), whether the thinking was based on earlier…
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Resource | Attributes of instances of student mathematical thinking that are worth building on in whole-class discussion
This study investigated attributes of 278 instances of student mathematical thinking during whole-class interactions that were identified as having high potential, if made the object of discussion, to foster learners’ understanding of important mathematical ideas. Attributes included the form of the thinking (e.g., question vs. declarative statement), whether the thinking was based on earlier…
This study investigated attributes of 278 instances of student mathematical thinking during whole-class interactions that were identified as having high potential, if made the object of discussion, to foster learners’ understanding of important mathematical ideas. Attributes included the form of the thinking (e.g., question vs. declarative statement), whether the thinking was based on earlier…
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Resource | Attributes of instances of student mathematical thinking that are worth building on in whole-class discussion
This study investigated attributes of 278 instances of student mathematical thinking during whole-class interactions that were identified as having high potential, if made the object of discussion, to foster learners’ understanding of important mathematical ideas. Attributes included the form of the thinking (e.g., question vs. declarative statement), whether the thinking was based on earlier…
This study investigated attributes of 278 instances of student mathematical thinking during whole-class interactions that were identified as having high potential, if made the object of discussion, to foster learners’ understanding of important mathematical ideas. Attributes included the form of the thinking (e.g., question vs. declarative statement), whether the thinking was based on earlier…
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Resource | The eight essential elements of inclusive STEM high schools
Background Inclusive STEM (traditionally known to stand for “Science, Technology, Engineering, and Math”) high schools are emerging across the country as a mechanism for improving STEM education and getting more and diverse students into STEM majors and careers. However, there is no consensus on what these schools are or should be, making it difficult to both evaluate their effectiveness and…
Background Inclusive STEM (traditionally known to stand for “Science, Technology, Engineering, and Math”) high schools are emerging across the country as a mechanism for improving STEM education and getting more and diverse students into STEM majors and careers. However, there is no consensus on what these schools are or should be, making it difficult to both evaluate their effectiveness and…
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Resource | Assessing students’ evaluations on the model-evidence link diagram
Assessing both knowledge of Earth science concepts and students’ scientific evaluations in making sense of these concepts is important to gauge understanding. In the Model- Evidence Link (MEL) diagram activities, students engage with Earth science content knowledge and evaluate the connections between evidence and alternative explanations. We have developed a rubric for assessing the quality of…
Assessing both knowledge of Earth science concepts and students’ scientific evaluations in making sense of these concepts is important to gauge understanding. In the Model- Evidence Link (MEL) diagram activities, students engage with Earth science content knowledge and evaluate the connections between evidence and alternative explanations. We have developed a rubric for assessing the quality of…
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Resource | Evaluating the connections between fracking and earthquakes
The Fracking Model-Evidence Link (MEL) activity engages students in a scientific discussion around the topic of whether or not there is a relation between hydraulic fracturing (fracking) operations and increases in moderate magnitude earthquakes in Midwestern US. With increases in fracking operations, it is important for students to understand how to weigh the connection between evidence and…
The Fracking Model-Evidence Link (MEL) activity engages students in a scientific discussion around the topic of whether or not there is a relation between hydraulic fracturing (fracking) operations and increases in moderate magnitude earthquakes in Midwestern US. With increases in fracking operations, it is important for students to understand how to weigh the connection between evidence and…
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Resource | Wetlands: Good or bad? Evaluating competing models
Teaching with socio-scientific issues can be a challenge given the tug-of-war between the scientific, social, economic, and political perspectives upon which many topics can be viewed. However, in an Earth science classroom, socio-scientific issues provide a rich stage upon which various lines of scientific evidence can be weighed against alternative viewpoints. This article describes how a Model…
Teaching with socio-scientific issues can be a challenge given the tug-of-war between the scientific, social, economic, and political perspectives upon which many topics can be viewed. However, in an Earth science classroom, socio-scientific issues provide a rich stage upon which various lines of scientific evidence can be weighed against alternative viewpoints. This article describes how a Model…
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Resource | Understanding the Formation of Earth’s Moon
Understanding how the Moon formed supports understanding of Earth’s formation and early history. The Moon Model-Evidence Link (MEL) diagram is an activity that has students weighing the connections between four lines of evidence and two different models explaining the Moon’s formation—capture theory and giant impact theory. By evaluating alternative models, students can improve upon their…
Understanding how the Moon formed supports understanding of Earth’s formation and early history. The Moon Model-Evidence Link (MEL) diagram is an activity that has students weighing the connections between four lines of evidence and two different models explaining the Moon’s formation—capture theory and giant impact theory. By evaluating alternative models, students can improve upon their…
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Resource | Beyond the controversy: Instructional scaffolds to promote critical evaluation and understanding of Earth science
The Model-Evidence Link (MEL) diagram activities are scaffolds that facilitate students’ weighing and coordinating of the connection between evidence and models. MELs help students learn about fundamental Earth and space science content that underlies socioscientific, complex, and abstract issues. Our project team has been developing and testing four MELs about socio-scientific issues (climate…
The Model-Evidence Link (MEL) diagram activities are scaffolds that facilitate students’ weighing and coordinating of the connection between evidence and models. MELs help students learn about fundamental Earth and space science content that underlies socioscientific, complex, and abstract issues. Our project team has been developing and testing four MELs about socio-scientific issues (climate…
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Resource | Power Analyses for Detecting Treatment by Moderator Effects in Cluster Randomized Trials
Recently, there has been an increase in the number of cluster randomized trials (CRTs) to evaluate the impact of educational programs and interventions. These studies are often powered for the main effect of treatment to address the ‘‘what works’’ question. However, program effects may vary by individual characteristics or by context, making it important to also consider power to detect moderator…
Recently, there has been an increase in the number of cluster randomized trials (CRTs) to evaluate the impact of educational programs and interventions. These studies are often powered for the main effect of treatment to address the ‘‘what works’’ question. However, program effects may vary by individual characteristics or by context, making it important to also consider power to detect moderator…
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Resource | Informing Estimates of Program Effects for Studies of Mathematics Professional Development Using Teacher Content Knowledge Outcomes
Mathematics professional development is widely offered, typically with the goal of improving teachers’ content knowledge, the quality of teaching, and ultimately students’ achievement. Recently, new assessments focused on mathematical knowledge for teaching (MKT) have been developed to assist in the evaluation and improvement of mathematics professional development. This study presents empirical…
Mathematics professional development is widely offered, typically with the goal of improving teachers’ content knowledge, the quality of teaching, and ultimately students’ achievement. Recently, new assessments focused on mathematical knowledge for teaching (MKT) have been developed to assist in the evaluation and improvement of mathematics professional development. This study presents empirical…
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Resource | Designing Large-scale Multisite and Cluster-randomized Studies of Professional Development
We develop a theoretical and empirical basis for the design of teacher professional development studies. We build on previous work by (a) developing estimates of intraclass correlation coefficients for teacher outcomes using two- and three-level data structures, (b) developing estimates of the variance explained by covariates, and (c) modifying the conventional optimal design framework to include…
We develop a theoretical and empirical basis for the design of teacher professional development studies. We build on previous work by (a) developing estimates of intraclass correlation coefficients for teacher outcomes using two- and three-level data structures, (b) developing estimates of the variance explained by covariates, and (c) modifying the conventional optimal design framework to include…
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Resource | More and Less: Language Supports for Learning Negative Numbers
The language that students use with whole numbers can be insufficient when learning integers. This is often the case when children interpret addition as “getting more” or “going higher.” In this study, we explore whether instruction on mapping directed magnitudes to operations helps 88 second graders and 70 fourth graders solve addition and subtraction problems with negative numbers. Further we…
The language that students use with whole numbers can be insufficient when learning integers. This is often the case when children interpret addition as “getting more” or “going higher.” In this study, we explore whether instruction on mapping directed magnitudes to operations helps 88 second graders and 70 fourth graders solve addition and subtraction problems with negative numbers. Further we…
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Resource | Benefits of Analyzing Contrasting Integer Problems: The Case of Four Second Graders
In this study, we explore four, second graders’ performances on integer addition problems before and after analyzing contrasting cases involving integers. The students, as part of a larger study, participated in a pretest, small group sessions, one short whole-class lesson on integer addition, and a posttest. Based on their integer mental models and scores on arithmetic and transfer problems,…
In this study, we explore four, second graders’ performances on integer addition problems before and after analyzing contrasting cases involving integers. The students, as part of a larger study, participated in a pretest, small group sessions, one short whole-class lesson on integer addition, and a posttest. Based on their integer mental models and scores on arithmetic and transfer problems,…
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Announcement | NSF-Hosted Interagency Informal STEM Gathering
RSVP by February 17. The event will be held February 22 from 3-4pm ET. Option to attend the event virtually. REGISTER
RSVP by February 17. The event will be held February 22 from 3-4pm ET. Option to attend the event virtually. REGISTER
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Resource | A Primer for Developing Measures of Science Content Knowledge for Small-Scale Research and Instructional Use
The credibility of conclusions made about the effectiveness of educational interventions depends greatly on the quality of the assessments used to measure learning gains. This essay, intended for faculty involved in small-scale projects, courses, or educational research, provides a step-by-step guide to the process of developing, scoring, and validating high-quality content knowledge assessments…
The credibility of conclusions made about the effectiveness of educational interventions depends greatly on the quality of the assessments used to measure learning gains. This essay, intended for faculty involved in small-scale projects, courses, or educational research, provides a step-by-step guide to the process of developing, scoring, and validating high-quality content knowledge assessments…
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Resource | Examining the sustainability of teacher learning following a year-long science professional development programme for inservice primary school teachers
This two-year, mixed-methods study explored teacher learning during a yearlong professional development programme and during the year following the programme. The study examined patterns of change in primary school teachers’ inquiry practices, inquiry beliefs and physical science content knowledge during both years as well as the effects of school-level and individual-level factors on these…
This two-year, mixed-methods study explored teacher learning during a yearlong professional development programme and during the year following the programme. The study examined patterns of change in primary school teachers’ inquiry practices, inquiry beliefs and physical science content knowledge during both years as well as the effects of school-level and individual-level factors on these…
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Resource | Who Chooses STEM Careers? Using a Relative Cognitive Strength and Interest Model to Predict Careers in Science, Technology, Engineering, and Mathematics
Career aspirations in science, technology, engineering, and mathematics (STEM) are formulated in adolescence, making the high school years a critical time period for identifying the cognitive and motivational factors that increase the likelihood of future STEM employment. While past research has mainly focused on absolute cognitive ability levels in math and verbal domains, the current study…
Career aspirations in science, technology, engineering, and mathematics (STEM) are formulated in adolescence, making the high school years a critical time period for identifying the cognitive and motivational factors that increase the likelihood of future STEM employment. While past research has mainly focused on absolute cognitive ability levels in math and verbal domains, the current study…
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Resource | Staying Engaged: Knowledge and Research Needs in Student Engagement
In this article, we review knowledge about student engagement and look ahead to the future of study in this area. We begin by describing how researchers in the field define and study student engagement. In particular, we describe the levels, contexts, and dimensions that constitute the measurement of engagement, summarize the contexts that shape engagement and the outcomes that result from it,…
In this article, we review knowledge about student engagement and look ahead to the future of study in this area. We begin by describing how researchers in the field define and study student engagement. In particular, we describe the levels, contexts, and dimensions that constitute the measurement of engagement, summarize the contexts that shape engagement and the outcomes that result from it,…
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Resource | Motivational pathways to STEM career choices: Using expectancy-value perspective to understand individual and gender differences in STEM fields
The United States has made a significant effort and investment in STEM education, yet the size and the composition of the STEM workforce continues to fail to meet demand. It is thus important to understand the barriers and factors that influence individual educational and career choices. In this article, we conduct a literature review of the current knowledge surrounding individual and gender…
The United States has made a significant effort and investment in STEM education, yet the size and the composition of the STEM workforce continues to fail to meet demand. It is thus important to understand the barriers and factors that influence individual educational and career choices. In this article, we conduct a literature review of the current knowledge surrounding individual and gender…
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Resource | Gender Gap in Science, Technology, Engineering, and Mathematics (STEM): Current Knowledge, Implications for Practice, Policy, and Future Directions
Although the gender gap in math course-taking and performance has narrowed in recent decades, females continue to be underrepresented in math-intensive fields of Science, Technology, Engineering, and Mathematics (STEM). Career pathways encompass the ability to pursue a career as well as the motivation to employ that ability. Individual differences in cognitive capacity and motivation are also…
Although the gender gap in math course-taking and performance has narrowed in recent decades, females continue to be underrepresented in math-intensive fields of Science, Technology, Engineering, and Mathematics (STEM). Career pathways encompass the ability to pursue a career as well as the motivation to employ that ability. Individual differences in cognitive capacity and motivation are also…
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Resource | Using qualitative methods to develop a survey measure of math and science engagement
Student engagement in math and science is vital to students' academic achievement and long-term participation in science, technology, engineering, and mathematic (STEM) courses and careers. In this study, we conducted in-depth interviews with 106 students from sixth to twelfth grade and 34 middle and high school teachers about how they conceptualized math and science engagement and disengagement…
Student engagement in math and science is vital to students' academic achievement and long-term participation in science, technology, engineering, and mathematic (STEM) courses and careers. In this study, we conducted in-depth interviews with 106 students from sixth to twelfth grade and 34 middle and high school teachers about how they conceptualized math and science engagement and disengagement…
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Resource | The math and science engagement scale: Development, validation, and psychometric properties
There is an urgent need to develop appropriate instruments to measure student engagement in math and science for the fields of research and practice. The present study developed and validated student- and teacher-report survey measures of student engagement in math and science. The measures are built around a multidimensional perspective of engagement by using a bifactor modeling approach. The…
There is an urgent need to develop appropriate instruments to measure student engagement in math and science for the fields of research and practice. The present study developed and validated student- and teacher-report survey measures of student engagement in math and science. The measures are built around a multidimensional perspective of engagement by using a bifactor modeling approach. The…
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Resource | Moving Beyond One-Size-All PD: A Model for Differentiating Professional Learning for Teachers
This paper describes a model for differentiating professional development to address teachers’ varied knowledge, experiences, and interests. Brodesky, A., Fagan, E., Tobey, C., & Hirsch, L. (2016). Moving Beyond One-Size-All PD: A Model for Differentiating Professional Learning for Teachers. NCSM Journal of Mathematics Education Leadership, 17(1), 20-37.
This paper describes a model for differentiating professional development to address teachers’ varied knowledge, experiences, and interests. Brodesky, A., Fagan, E., Tobey, C., & Hirsch, L. (2016). Moving Beyond One-Size-All PD: A Model for Differentiating Professional Learning for Teachers. NCSM Journal of Mathematics Education Leadership, 17(1), 20-37.
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Resource | Use of Automated Scoring and Feedback in Online Interactive Earth Science Tasks
In formative assessment, constructed response questions are typically used for scientific argumentation, but students seldom receive timely feedback while answering these questions. The development of natural language processing (NLP) techniques makes it possible for the researchers using an automated scoring engine to provide real-time feedback to students. As is true for any new technology, it…
In formative assessment, constructed response questions are typically used for scientific argumentation, but students seldom receive timely feedback while answering these questions. The development of natural language processing (NLP) techniques makes it possible for the researchers using an automated scoring engine to provide real-time feedback to students. As is true for any new technology, it…
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Resource | Effects of Teacher Knowledge and Quality of Instruction on Linguistically Diverse Learners
The main goal of this project is to empirically estimate whether and which classroom factors contribute to mathematics gains of English Language Learners in Texas schools. The emphasis is on mathematical knowledge for teaching (MKT), knowledge of students as English Language Learners, and the mathematical quality of instruction (MQI) in middle grade classrooms. First round of correlational…
The main goal of this project is to empirically estimate whether and which classroom factors contribute to mathematics gains of English Language Learners in Texas schools. The emphasis is on mathematical knowledge for teaching (MKT), knowledge of students as English Language Learners, and the mathematical quality of instruction (MQI) in middle grade classrooms. First round of correlational…
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Resource | Targeting Instruction with Formative Assessment Probes
This paper describes a strategic process for using formative assessment probes to gather and interpret evidence of student mathematics understandings and misconceptions and then targeting instruction to address identified needs. Fagan, E., Tobey, C., & Brodesky, A. (2016). Targeting Instruction with Formative Assessment Probes. Teaching Children Mathematics, 23(3), 146-157.
This paper describes a strategic process for using formative assessment probes to gather and interpret evidence of student mathematics understandings and misconceptions and then targeting instruction to address identified needs. Fagan, E., Tobey, C., & Brodesky, A. (2016). Targeting Instruction with Formative Assessment Probes. Teaching Children Mathematics, 23(3), 146-157.
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Resource | Challenges to Using the Regression Discontinuity Design in Educational Evaluations: Lessons from the Transition to Algebra Study
Interest in the regression discontinuity (RD) design as an alternative to randomized control trials (RCTs) has grown in recent years. There is little practical guidance, however, on conditions that would lead to a successful RD evaluation or the utility of studies with underpowered RD designs. This article describes the use of RD design to evaluate the impact of a supplemental algebra-readiness…
Interest in the regression discontinuity (RD) design as an alternative to randomized control trials (RCTs) has grown in recent years. There is little practical guidance, however, on conditions that would lead to a successful RD evaluation or the utility of studies with underpowered RD designs. This article describes the use of RD design to evaluate the impact of a supplemental algebra-readiness…
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Resource | STEM-focused high schools as a strategy for enhancing readiness for postsecondary STEM programs
The logic underlying inclusive STEM high schools (ISHSs) posits that requiring all students to take advanced college preparatory STEM courses while providing student-centered, reform-oriented instruction, ample student supports, and real-world STEM experiences and role models will prepare and inspire students admitted on the basis of STEM interest rather than prior achievement for postsecondary…
The logic underlying inclusive STEM high schools (ISHSs) posits that requiring all students to take advanced college preparatory STEM courses while providing student-centered, reform-oriented instruction, ample student supports, and real-world STEM experiences and role models will prepare and inspire students admitted on the basis of STEM interest rather than prior achievement for postsecondary…
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Resource | Responding to children’s mathematical thinking in the moment: An emerging framework of teaching moves
This case study contributes to efforts to characterize teaching that is responsive to children’s mathematical thinking. We conceptualize responsive teaching as a type of teaching in which teachers’ instructional decisions about what to pursue and how to pursue it are continually adjusted during instruction in response to children’s content-specific thinking, instead of being determined in advance…
This case study contributes to efforts to characterize teaching that is responsive to children’s mathematical thinking. We conceptualize responsive teaching as a type of teaching in which teachers’ instructional decisions about what to pursue and how to pursue it are continually adjusted during instruction in response to children’s content-specific thinking, instead of being determined in advance…
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