What's New on CADREK12.org
Event | Science Events Summit
To be held in St. Petersburg, FL. Learn more and register: http://informalscience.org/news-views/register-first-science-events-sum…
To be held in St. Petersburg, FL. Learn more and register: http://informalscience.org/news-views/register-first-science-events-sum…
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Event | STELAR Webinar: Writing Successful NSF ITEST Annual Reports
Learn more and register at http://stelar.edc.org/events/stelar-webinar-writing-successful-nsf-ites…
Learn more and register at http://stelar.edc.org/events/stelar-webinar-writing-successful-nsf-ites…
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Event | STELAR Webinar: 2018 NSF ITEST Solicitation
Learn more at http://stelar.edc.org/events/stelar-webinar-2018-nsf-itest-solicitation…;
Learn more at http://stelar.edc.org/events/stelar-webinar-2018-nsf-itest-solicitation…;
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Newsletter | May 2018 Newsletter
Dear Colleagues, The CADRE Team has been busy preparing for the June 6-8 2018 DRK-12 PI Meeting. For those who aren't able to attend, we invite you to view the agenda and stay tuned for meeting resources, which we will share via the CADRE newsletter, social media (#DRK12Meeting), and our website. CADRE would like to re-purpose 65 free 36x48 cardboard display…
Dear Colleagues, The CADRE Team has been busy preparing for the June 6-8 2018 DRK-12 PI Meeting. For those who aren't able to attend, we invite you to view the agenda and stay tuned for meeting resources, which we will share via the CADRE newsletter, social media (#DRK12Meeting), and our website. CADRE would like to re-purpose 65 free 36x48 cardboard display…
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Event | NSF Opportunities: Broadening Participation in STEM
Learn more and register: http://stelar.edc.org/events/nsf-opportunities-broadening-participation…
Learn more and register: http://stelar.edc.org/events/nsf-opportunities-broadening-participation…
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Event | STELAR Webinar: National Science Foundation Funding for Maker Education Projects
STELAR is hosting NSF Program Officers for a webinar to share information about Maker initiatives and NSF funded work in the Maker field. NSF’s strategic fundamental research investments enabled many of the innovations underlying 3-D printing, computer-aided design, geometric modeling and computer-integrated systems. NSF has made a series of investments in the systematic discovery of new…
STELAR is hosting NSF Program Officers for a webinar to share information about Maker initiatives and NSF funded work in the Maker field. NSF’s strategic fundamental research investments enabled many of the innovations underlying 3-D printing, computer-aided design, geometric modeling and computer-integrated systems. NSF has made a series of investments in the systematic discovery of new…
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Announcement | Forty-one DRK-12 Projects Presenting in STEM for All Video Showcase!
Learn more about our porfolio of work and join in discussion with colleagues and practitioners in this year's Video Showcase. View DRK-12 Participants
Learn more about our porfolio of work and join in discussion with colleagues and practitioners in this year's Video Showcase. View DRK-12 Participants
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Announcement | DRK-12 Impact Video in Video Showcase
Join us in a discussion about the impacts of education research at the 2018 STEM for All Video Showcase! May 14-21, watch our video, join the conversation, and add your comments. The Impact of Education Research How do you think about the impacts of education research? In terms of potential societal benefits? Benefits in individuals' lives? Particular types of outcomes, e.g., student engagement…
Join us in a discussion about the impacts of education research at the 2018 STEM for All Video Showcase! May 14-21, watch our video, join the conversation, and add your comments. The Impact of Education Research How do you think about the impacts of education research? In terms of potential societal benefits? Benefits in individuals' lives? Particular types of outcomes, e.g., student engagement…
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Announcement | Webinar Recording & Slides on Conducting Legislative Visits
On May 2, CADRE hosted a webinar on conducting legislative visits. The purpose of this webinar was to help NSF awardees prepare for effective informational meetings with congressional staff and craft appropriate messages for conversations with them about preK-12 STEM education. Panelists included Neil Canfield, Legislative Affairs Specialist, Office of Legislative & Public…
On May 2, CADRE hosted a webinar on conducting legislative visits. The purpose of this webinar was to help NSF awardees prepare for effective informational meetings with congressional staff and craft appropriate messages for conversations with them about preK-12 STEM education. Panelists included Neil Canfield, Legislative Affairs Specialist, Office of Legislative & Public…
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Survey | RSVP
Do you plan to attend the STEM+C gathering at the DRK-12 PI Meeting on Wednesday, June 6, from 2:45-3:45pm?
Do you plan to attend the STEM+C gathering at the DRK-12 PI Meeting on Wednesday, June 6, from 2:45-3:45pm?
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Resource | 2018 Legislative Visits Webinar Resources
In this May 2nd webinar, panelists from the National Science Foundation, WestEd, and the American Association of Physics Teachers discussed how to prepare for effective informational meetings with congressional staff and craft appropriate messages about preK-12 STEM education research for conversations with local, state, and national policymakers. The webinar focused on NSF priorities and current…
In this May 2nd webinar, panelists from the National Science Foundation, WestEd, and the American Association of Physics Teachers discussed how to prepare for effective informational meetings with congressional staff and craft appropriate messages about preK-12 STEM education research for conversations with local, state, and national policymakers. The webinar focused on NSF priorities and current…
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Resource | Science in the LearningGardens: A study of motivation, achievement, and science identity in low-income middle schools
Science in the Learning Gardens (henceforth, SciLG) program was designed to address two well-documented, inter-related educational problems: under-representation in science of students from racial and ethnic minority groups and inadequacies of curriculum and pedagogy to address their cultural and motivational needs. Funded by the National Science Foundation, SciLG is a partnership…
Science in the Learning Gardens (henceforth, SciLG) program was designed to address two well-documented, inter-related educational problems: under-representation in science of students from racial and ethnic minority groups and inadequacies of curriculum and pedagogy to address their cultural and motivational needs. Funded by the National Science Foundation, SciLG is a partnership…
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Resource | Advancing Online and Blended Professional Development Through NSF's DRK-12 Program
The STEM education landscape continuously shifts in response to factors such as changing workforce demands; new knowledge about how children and adults learn; better strategies for broadening participation in under-served and underrepresented populations; and changes in local, state, and national policy. Empowering teachers with new knowledge and approaches to navigate this changing…
The STEM education landscape continuously shifts in response to factors such as changing workforce demands; new knowledge about how children and adults learn; better strategies for broadening participation in under-served and underrepresented populations; and changes in local, state, and national policy. Empowering teachers with new knowledge and approaches to navigate this changing…
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Poster | Emerging Communities for Mathematical Practices and Assessment (EnCoMPASS): An Online Practice Space for Teacher Noticing and Wondering
Noticing important aspects of student work (e.g. Professional Noticing (van Es & Sherin, 2002)), interpreting and evaluating student thinking and providing high-quality feedback are seen as high leverage practices and are “likely to lead to large advances in student learning” (Ball, Sleep, Boerst, & Bass, 2009, p.461). However, improving the quality and efficiency of these noticing…
Noticing important aspects of student work (e.g. Professional Noticing (van Es & Sherin, 2002)), interpreting and evaluating student thinking and providing high-quality feedback are seen as high leverage practices and are “likely to lead to large advances in student learning” (Ball, Sleep, Boerst, & Bass, 2009, p.461). However, improving the quality and efficiency of these noticing…
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Poster | Emerging Communities for Mathematical Practices and Assessment (EnCoMPASS): An Online Practice Space for Teacher Noticing and Wondering
Noticing important aspects of student work (e.g. Professional Noticing (van Es & Sherin, 2002)), interpreting and evaluating student thinking and providing high-quality feedback are seen as high leverage practices and are “likely to lead to large advances in student learning” (Ball, Sleep, Boerst, & Bass, 2009, p.461). However, improving the quality and efficiency of these noticing…
Noticing important aspects of student work (e.g. Professional Noticing (van Es & Sherin, 2002)), interpreting and evaluating student thinking and providing high-quality feedback are seen as high leverage practices and are “likely to lead to large advances in student learning” (Ball, Sleep, Boerst, & Bass, 2009, p.461). However, improving the quality and efficiency of these noticing…
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Poster | Changes to Mathematical Understanding as Influenced by Learning in a Collaborative Dynamic Geometry Setting
Web 2.0 environments provide infrastructure for synchronous access to communication and shared dynamic mathematical tools. These tools enable mathematicians (Alagie & Alagie, 2013) and mathematics learners (Alqahtani & Powell, in press; Powell, 2014; Stahl, 2015) alike to collaborate online to discuss mathematical ideas and solve mathematics problems. However, scant literature in…
Web 2.0 environments provide infrastructure for synchronous access to communication and shared dynamic mathematical tools. These tools enable mathematicians (Alagie & Alagie, 2013) and mathematics learners (Alqahtani & Powell, in press; Powell, 2014; Stahl, 2015) alike to collaborate online to discuss mathematical ideas and solve mathematics problems. However, scant literature in…
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Poster | Changes to Mathematical Understanding as Influenced by Learning in a Collaborative Dynamic Geometry Setting
Web 2.0 environments provide infrastructure for synchronous access to communication and shared dynamic mathematical tools. These tools enable mathematicians (Alagie & Alagie, 2013) and mathematics learners (Alqahtani & Powell, in press; Powell, 2014; Stahl, 2015) alike to collaborate online to discuss mathematical ideas and solve mathematics problems. However, scant literature in…
Web 2.0 environments provide infrastructure for synchronous access to communication and shared dynamic mathematical tools. These tools enable mathematicians (Alagie & Alagie, 2013) and mathematics learners (Alqahtani & Powell, in press; Powell, 2014; Stahl, 2015) alike to collaborate online to discuss mathematical ideas and solve mathematics problems. However, scant literature in…
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Poster | Vulnerability in Action: Noticing and Wondering in Building a Professional Learning Communities
Objectives: This study examined an online and blended professional learning community (PLC) of mathematics teachers and the role of sociocultural practices in its constitution and sustainability. The last decade has been marked by efforts to institutionalize PLCs in teacher education. However, a gap exists in the literature on how PLCs are constructed and sustained, especially for PLCs that are…
Objectives: This study examined an online and blended professional learning community (PLC) of mathematics teachers and the role of sociocultural practices in its constitution and sustainability. The last decade has been marked by efforts to institutionalize PLCs in teacher education. However, a gap exists in the literature on how PLCs are constructed and sustained, especially for PLCs that are…
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Poster | Proportions Playground: Using Interactivity to Support Mathematical Reasoning
Objective & Theoretical Framework: The Proportions Playground project is concerned with how dynamic mathematical environments promote teachers’ mathematical reasoning. Specifically, this is an exploratory project aimed at understanding how to promote reasoning about proportional situations and the role dynamic environments have in that effort. We work from a knowledge in pieces perspective (…
Objective & Theoretical Framework: The Proportions Playground project is concerned with how dynamic mathematical environments promote teachers’ mathematical reasoning. Specifically, this is an exploratory project aimed at understanding how to promote reasoning about proportional situations and the role dynamic environments have in that effort. We work from a knowledge in pieces perspective (…
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Poster | Enhancing Teaching and Learning with Social Media: Supporting Teacher Professional Learning and Student Scientific Argumentation
Purpose: This exploratory grant was a design study to develop professional learning activities (e.g. face-to-face, online) to help teachers use available and emerging social media to teach scientific argumentation. A research team of freshman and sophomore (grades 9-10) Life Science teachers collaborating as co-researchers with project staff investigated how particular social media (e.g. Twitter…
Purpose: This exploratory grant was a design study to develop professional learning activities (e.g. face-to-face, online) to help teachers use available and emerging social media to teach scientific argumentation. A research team of freshman and sophomore (grades 9-10) Life Science teachers collaborating as co-researchers with project staff investigated how particular social media (e.g. Twitter…
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Poster | Designing Practice-Based Learning Labs for K-2 Teachers: Initial Lessons Learned
Objectives: It is well established that professional development (PD) is effective when learning opportunities are 1) closely connected to teachers’ classroom practice, supporting new practices in context, and 2) collaborative, enabling teachers to experiment with and reflect on new practices together (Authors, 2013a; Ball & Cohen, 1999; Cochran-Smith & Lytle, 1999; Darling-Hammond &…
Objectives: It is well established that professional development (PD) is effective when learning opportunities are 1) closely connected to teachers’ classroom practice, supporting new practices in context, and 2) collaborative, enabling teachers to experiment with and reflect on new practices together (Authors, 2013a; Ball & Cohen, 1999; Cochran-Smith & Lytle, 1999; Darling-Hammond &…
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Poster | Visual Access to Mathematics: A Blended Professional Development Course for Teachers of English Learners
Significance, Objectives, and Theoretical Framework: The ever-increasing population of English Learner students (ELs) urgently needs opportunities to learn mathematical content in ways that emphasize mathematical communication and reasoning. Unfortunately, teachers are not consistently trained in how to support ELs to meet content standards (Bunch, 2013; Wei, Darling-Hammond, & Adamson, 2010…
Significance, Objectives, and Theoretical Framework: The ever-increasing population of English Learner students (ELs) urgently needs opportunities to learn mathematical content in ways that emphasize mathematical communication and reasoning. Unfortunately, teachers are not consistently trained in how to support ELs to meet content standards (Bunch, 2013; Wei, Darling-Hammond, & Adamson, 2010…
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Poster | Supporting Urban Science Teachers in Making Instructional Decisions to Facilitate Project-Based Learning for All Students
Objective: The Next Generation Science Standards affirm an important vision for science education: Science for all students (AAAS, 1994; NRC, 2012b). In this vision, teachers engage students in three-dimensional (3D) learning by braiding scientific content with scientific and engineering practices and crosscutting concepts while fostering inclusive science classrooms. This approach aims to…
Objective: The Next Generation Science Standards affirm an important vision for science education: Science for all students (AAAS, 1994; NRC, 2012b). In this vision, teachers engage students in three-dimensional (3D) learning by braiding scientific content with scientific and engineering practices and crosscutting concepts while fostering inclusive science classrooms. This approach aims to…
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Poster | Online Video-Based Lesson Analysis Professional Development to Support High School Science Teaching About Energy (EMAT)
Objectives: We designed and studied an online, video-based, lesson analysis professional development (PD) course focused on energy concepts. The first goal of the project was to enhance teacher knowledge and practice related to energy concepts to ultimately improve student learning. The second goal was to study the promise of efficacy of the various components of the course in enhancing teacher…
Objectives: We designed and studied an online, video-based, lesson analysis professional development (PD) course focused on energy concepts. The first goal of the project was to enhance teacher knowledge and practice related to energy concepts to ultimately improve student learning. The second goal was to study the promise of efficacy of the various components of the course in enhancing teacher…
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Poster | Understanding Teacher Learning in a Virtual Learning Community: A Mixed-Methods Approach
Do teachers learn from classroom video clips on an online professional development site beyond what they indicate in the posted commentary? By comparing quantitative web usage data plus coded online video comments to qualitative interview data from 41 users of the Everyday Mathematics Virtual Learning Community (VLC), we hope to understand what, and to what extent, individual users learn from…
Do teachers learn from classroom video clips on an online professional development site beyond what they indicate in the posted commentary? By comparing quantitative web usage data plus coded online video comments to qualitative interview data from 41 users of the Everyday Mathematics Virtual Learning Community (VLC), we hope to understand what, and to what extent, individual users learn from…
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Poster | Situating Professional Development in the Context of Live Instruction: Teachers’ Learning Through Legitimate Peripheral Participation
Objectives & Perspectives: This project addresses a fundamental challenge for professional development––how to support teachers to improve their practice. Decades of research have demonstrated that many common approaches to professional development do not adequately support improvements in teachers’ capabilities (e.g., Cohen & Hill, 2001; Garet et. al, 2001; Tyler, 1971). In response,…
Objectives & Perspectives: This project addresses a fundamental challenge for professional development––how to support teachers to improve their practice. Decades of research have demonstrated that many common approaches to professional development do not adequately support improvements in teachers’ capabilities (e.g., Cohen & Hill, 2001; Garet et. al, 2001; Tyler, 1971). In response,…
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Survey | Fellows Contact Information for PI Meeting
Please complete the form below with the information you want CADRE to use for the DRK-12 PI Meeting participant list.
Please complete the form below with the information you want CADRE to use for the DRK-12 PI Meeting participant list.
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