What's New on CADREK12.org
Survey | CADRE Fellows Program Q&A Session Registration
Q&A Session: September 13, 2023 at 1:00-2:00 PM ET This virtual Q&A session is an opportunity for potential applicants to anonymously ask questions about the 2024 CADRE Fellows program and application process. Prior to the session, please review the program description and criteria, the application guidelines, and the 2024 calendar of activities. For more information about the Fellows…
Q&A Session: September 13, 2023 at 1:00-2:00 PM ET This virtual Q&A session is an opportunity for potential applicants to anonymously ask questions about the 2024 CADRE Fellows program and application process. Prior to the session, please review the program description and criteria, the application guidelines, and the 2024 calendar of activities. For more information about the Fellows…
Posted: Friday, August 11
Early Career News | 2022 CADRE Fellow Awarded NSF CAREER Grant
Janice Mak (2022 CADRE Fellow) at Arizona State University was recently awarded an NSF CAREER grant to study the role of computer science education state supervisors (CSEdSS) and ensure diverse, inclusive, and accessible CS educational pathways across schools and districts within states by informing the development of research-based resources and tools to support CSEdSS as they enact their roles.
Janice Mak (2022 CADRE Fellow) at Arizona State University was recently awarded an NSF CAREER grant to study the role of computer science education state supervisors (CSEdSS) and ensure diverse, inclusive, and accessible CS educational pathways across schools and districts within states by informing the development of research-based resources and tools to support CSEdSS as they enact their roles.
Posted: Thursday, August 03
Early Career News | “The Work I Do Matters”: Cultivating a STEM Counterspace for Black Girls through Social-Emotional Development and Culturally Sustaining Pedagogies
Natalie S. King, Laura Peña-Telfer (2023 CADRE Fellow), and Shaeroya Earls co-authored this article for Education Sciences.
Natalie S. King, Laura Peña-Telfer (2023 CADRE Fellow), and Shaeroya Earls co-authored this article for Education Sciences.
Posted: Friday, July 28
Early Career News | “Tia Was the Right One:” Mathematical Authority and Trust Among First Graders
Bárbara Brizuela, Susanne Strachota, Sophia Raymond (2022 CADRE Fellow), Sofía Savid, and Maria Blanton published this article in Mathematical Thinking and Learning.
Bárbara Brizuela, Susanne Strachota, Sophia Raymond (2022 CADRE Fellow), Sofía Savid, and Maria Blanton published this article in Mathematical Thinking and Learning.
Posted: Friday, July 28
Early Career News | Summer Camps as Introductory STEM Teaching Experiences for Preservice Teachers
Rachel A. Sparks (2022 CADRE Fellow) published this Innovations in Science Teacher Education article with co-author Ashley L. Waring.
Rachel A. Sparks (2022 CADRE Fellow) published this Innovations in Science Teacher Education article with co-author Ashley L. Waring.
Posted: Friday, July 28
Early Career News | Co-making Against AntiBlackness
ReAnna S. Roby (2018 CADRE Postdoc), Angela Calabrese Barton, Edna Tan, and Day Greenberg published this Equity & Excellence in Education article.
ReAnna S. Roby (2018 CADRE Postdoc), Angela Calabrese Barton, Edna Tan, and Day Greenberg published this Equity & Excellence in Education article.
Posted: Friday, July 28
Early Career News | Critical Race Theory and Its Relevance for Chemistry
Terrell R. Morton (CADRE Co-PI and 2018 CADRE Postdoc) published this article in Nature Chemistry.
Terrell R. Morton (CADRE Co-PI and 2018 CADRE Postdoc) published this article in Nature Chemistry.
Posted: Friday, July 28
Early Career News | Geometry, Groceries, and Gardens: Learning Mathematics and Social Justice Through a Nested, Equity-Directed Instructional Approach
Frances K. Harper (CAREER Awardee) and Queshonda J. Kudaisi published this article in the Journal of Mathematical Behavior.
Frances K. Harper (CAREER Awardee) and Queshonda J. Kudaisi published this article in the Journal of Mathematical Behavior.
Posted: Friday, July 28
Early Career News | Gatekeeping in Mathematics for Social and Racial Justice: Reflections on a Conversation Among Colleagues
Michael Lolkus, Eric Cordero-Siy, and Frances K. Harper (CAREER Awardee) published this article in Teaching for Excellence and Equity in Mathematics.
Michael Lolkus, Eric Cordero-Siy, and Frances K. Harper (CAREER Awardee) published this article in Teaching for Excellence and Equity in Mathematics.
Posted: Friday, July 28
Early Career News | Motivation and Achievement in Undergraduate STEM Calculus: Applying Self-Determination Theory to Examine the Differential Impact of Learning Environments Across Demographic Groups
Benjamin Wiles (2009-10 CADRE Fellow) published this School Science and Mathematics article with co-author Chantal Levesque-Bristol.
Benjamin Wiles (2009-10 CADRE Fellow) published this School Science and Mathematics article with co-author Chantal Levesque-Bristol.
Posted: Friday, July 28
Early Career News | Centering Humanity within Ethnographic Research: A Critical Read of Black Boys’ Lived and Everyday Experiences in STEM
Karina Méndez Pérez, Alexandra Aguilar, Amy Rae Johnson, Chandel F. Burgess, and Carlos Nicolas Gomez Marchant (CAREER Awardee, 2014-15 CADRE Fellow) published this article in the Journal of Urban Mathematics Education.
Karina Méndez Pérez, Alexandra Aguilar, Amy Rae Johnson, Chandel F. Burgess, and Carlos Nicolas Gomez Marchant (CAREER Awardee, 2014-15 CADRE Fellow) published this article in the Journal of Urban Mathematics Education.
Posted: Friday, July 28
Early Career News | Balloons and Weights: Integer Subtraction in Context
Christine Andrews-Larson, Jonee Wilson (2013-14 CADRE Fellow), Matthew Mauntel, Jessica Smith, and Thomeca Hawthorne-Glover published this Mathematics Teacher: Learning and Teaching PK-12 article.
Christine Andrews-Larson, Jonee Wilson (2013-14 CADRE Fellow), Matthew Mauntel, Jessica Smith, and Thomeca Hawthorne-Glover published this Mathematics Teacher: Learning and Teaching PK-12 article.
Posted: Friday, July 28
Early Career News | A Social Cognitive Perspective of Educators’ Moral Agency
David B. Morris and Jason A. Chen (2011-12 CADRE Fellow) co-authored this article for Theory Into Practice.
David B. Morris and Jason A. Chen (2011-12 CADRE Fellow) co-authored this article for Theory Into Practice.
Posted: Friday, July 28
Resource | “Tia Was the Right One:” Mathematical Authority and Trust Among First Graders
Questions regarding the construction of mathematical authority have implications for learning, specifically for students’ views of themselves as mathematics learners and doers with valuable contributions. We consider the ideas proposed by eight first-grade students who had the most airtime during 12 lessons of a classroom teaching experiment. We noted when ideas were proposed and how those ideas…
Questions regarding the construction of mathematical authority have implications for learning, specifically for students’ views of themselves as mathematics learners and doers with valuable contributions. We consider the ideas proposed by eight first-grade students who had the most airtime during 12 lessons of a classroom teaching experiment. We noted when ideas were proposed and how those ideas…
Posted: Friday, July 28
Resource | Myths, Mis- and Preconceptions of Artificial Intelligence: A Review of the Literature
Artificial Intelligence (AI) is prevalent in nearly every aspect of our lives. However, recent studies have found a significant amount of confusion and misunderstanding surrounding AI. To develop effective educational programs in the field of AI, it is vital to examine and understand learners' pre- and misconceptions as well as myths about AI. This study examined a corpus of 591 studies. 25…
Artificial Intelligence (AI) is prevalent in nearly every aspect of our lives. However, recent studies have found a significant amount of confusion and misunderstanding surrounding AI. To develop effective educational programs in the field of AI, it is vital to examine and understand learners' pre- and misconceptions as well as myths about AI. This study examined a corpus of 591 studies. 25…
Posted: Friday, July 28
Resource | Developing Geo-Sequential Reasoning about Tectonic Processes Using Computational Simulations
Explaining phenomena associated with a system involves describing a system’s structure and articulating the process through which the system’s structure changes over time. This paper defines geo-sequential reasoning in the context of plate tectonics and uses it to analyse how students explain the geological processes that occur along convergent boundaries as part of the plate tectonics system.…
Explaining phenomena associated with a system involves describing a system’s structure and articulating the process through which the system’s structure changes over time. This paper defines geo-sequential reasoning in the context of plate tectonics and uses it to analyse how students explain the geological processes that occur along convergent boundaries as part of the plate tectonics system.…
Posted: Friday, July 28
Resource | ChatGPT for Next Generation Science Learning
This article pilots ChatGPT in tackling the most challenging part of science learning and found it successful in automation of assessment development, grading, learning guidance, and recommendation of learning materials. Zhai, X. (2023). ChatGPT for Next Generation Science Learning | XRDS: Crossroads, 29(3), 42-46. https://doi.org/10.1145/3589649
This article pilots ChatGPT in tackling the most challenging part of science learning and found it successful in automation of assessment development, grading, learning guidance, and recommendation of learning materials. Zhai, X. (2023). ChatGPT for Next Generation Science Learning | XRDS: Crossroads, 29(3), 42-46. https://doi.org/10.1145/3589649
Posted: Friday, July 28
Resource | A Remote View into the Classroom: Analyzing Teacher Use of Digitally Enhanced Educative Curriculum Materials in Support of Student Learning
When integrated into online curriculum modules for students, educative curriculum materials (ECMs) can enhance teachers’ enactment of these modules. This study investigated (1) the use of digitally enhanced ECMs built into an online plate tectonics curriculum module by teachers with different backgrounds and teaching experience, (2) the relationship between teachers’ use of ECMs and student…
When integrated into online curriculum modules for students, educative curriculum materials (ECMs) can enhance teachers’ enactment of these modules. This study investigated (1) the use of digitally enhanced ECMs built into an online plate tectonics curriculum module by teachers with different backgrounds and teaching experience, (2) the relationship between teachers’ use of ECMs and student…
Posted: Friday, July 28
Event | DRK-12 Solicitation (23-596) Webinar: NSF Office Hours
Join one of the upcoming office hour-style webinars for an opportunity to interact with NSF program officers and get answers to your questions regarding the DRK-12 solicitation and proposal process. These webinars are designed to offer participants direct access to program officers, providing valuable insights and guidance. Office Hours Monday, August 7 | 1-2pm ET Tuesday, August 15 | 1-2pm ET…
Join one of the upcoming office hour-style webinars for an opportunity to interact with NSF program officers and get answers to your questions regarding the DRK-12 solicitation and proposal process. These webinars are designed to offer participants direct access to program officers, providing valuable insights and guidance. Office Hours Monday, August 7 | 1-2pm ET Tuesday, August 15 | 1-2pm ET…
Posted: Thursday, July 27
Event | DRK-12 Solicitation (23-596) Webinar: NSF Office Hours
Join one of the upcoming office hour-style webinars for an opportunity to interact with NSF program officers and get answers to your questions regarding the DRK-12 solicitation and proposal process. These webinars are designed to offer participants direct access to program officers, providing valuable insights and guidance. Office Hours Monday, August 7 | 1-2pm ET Tuesday, August 15 | 1-2pm ET…
Join one of the upcoming office hour-style webinars for an opportunity to interact with NSF program officers and get answers to your questions regarding the DRK-12 solicitation and proposal process. These webinars are designed to offer participants direct access to program officers, providing valuable insights and guidance. Office Hours Monday, August 7 | 1-2pm ET Tuesday, August 15 | 1-2pm ET…
Posted: Thursday, July 27
Announcement | DRK-12 Solicitation (23-596) Webinars: NSF Office Hours
Join one of the upcoming office hour-style webinars for an opportunity to interact with NSF program officers in small groups and get answers to your questions regarding the DRK-12 solicitation and proposal process. These webinars are designed to offer participants direct access to program officers, providing valuable insights and guidance. Office Hours Monday, August 7 | 1-2pm ET Tuesday, August…
Join one of the upcoming office hour-style webinars for an opportunity to interact with NSF program officers in small groups and get answers to your questions regarding the DRK-12 solicitation and proposal process. These webinars are designed to offer participants direct access to program officers, providing valuable insights and guidance. Office Hours Monday, August 7 | 1-2pm ET Tuesday, August…
Posted: Thursday, July 27
Poster | Examining Potential Causal Connections and Mechanisms Between Children's Block Play and Mathematics Learning
Our primary goal in this project was to further develop, refine, and evaluate a research-based STEM learning tool (i.e., block play) that tests theories of mathematical learning. Specifically, we tested the impact of different types of block play (free play, semi-structured) on early mathematics and are working towards identifying potential mechanisms (e.g., mathematical language, executive…
Our primary goal in this project was to further develop, refine, and evaluate a research-based STEM learning tool (i.e., block play) that tests theories of mathematical learning. Specifically, we tested the impact of different types of block play (free play, semi-structured) on early mathematics and are working towards identifying potential mechanisms (e.g., mathematical language, executive…
Posted: Wednesday, July 26
Poster | Leveraging Dynamically Linked Representations in a Semi-Structured Workspace to Cultivate Mathematical Modeling Competencies Among Secondary Students (M2Studio)
The need for mathematical modeling is vital in answering critical questions like disease spread and climate change, but beginners lack the necessary skills to plan, organize, and execute such tasks. Also, current tools are insufficient for optimal learning. To address these issues, we're developing a web-based technology (M2Studio) and a 10.5-hour curriculum to introduce students to mathematical…
The need for mathematical modeling is vital in answering critical questions like disease spread and climate change, but beginners lack the necessary skills to plan, organize, and execute such tasks. Also, current tools are insufficient for optimal learning. To address these issues, we're developing a web-based technology (M2Studio) and a 10.5-hour curriculum to introduce students to mathematical…
Posted: Wednesday, July 26
Poster | Mapping, Clarifying, and Communicating Key Ideas about Collaborative Learning
Project goals are 1) to map and synthesize the research literature on computer supported collaborative learning (CSCL), 2) identify topics relevant to K12 practitioners for use in practice and determine if new research is needed to create more usable knowledge, and 3) create materials with researchers and practitioners working together. In the three phases of the project, we use a diversity,…
Project goals are 1) to map and synthesize the research literature on computer supported collaborative learning (CSCL), 2) identify topics relevant to K12 practitioners for use in practice and determine if new research is needed to create more usable knowledge, and 3) create materials with researchers and practitioners working together. In the three phases of the project, we use a diversity,…
Posted: Wednesday, July 26
Poster | Exploratory Evidence on the Factors that Relate to Elementary School Science Learning Gains Among English Language Learners
Using the nationally representative Early Childhood Longitudinal Study, we examine the correlates of elementary school science achievement gains for multilingual learners. We examine both science inputs - such as time on science, instructional materials, and topics taught - as well as language inputs - including ELL instructional model, languages spoken by educators, and multilingual resources.…
Using the nationally representative Early Childhood Longitudinal Study, we examine the correlates of elementary school science achievement gains for multilingual learners. We examine both science inputs - such as time on science, instructional materials, and topics taught - as well as language inputs - including ELL instructional model, languages spoken by educators, and multilingual resources.…
Posted: Wednesday, July 26
Poster | Improving Multi-dimensional Assessment and Instruction: Building and Sustaining Elementary Science Teachers' Capacity Through Learning Communities (Collaborative Research: Strickland, Pellegrino)
The NGSA Elementary project seeks to better understand how to build and sustain the capacity of elementary science teachers to instruct and formatively assess students in NGSS-aligned ways. Our professional learning model prioritizes teacher learning in a community of practice, places instructionally supportive assessments at the forefront, and centers student discourse on disciplinary knowledge…
The NGSA Elementary project seeks to better understand how to build and sustain the capacity of elementary science teachers to instruct and formatively assess students in NGSS-aligned ways. Our professional learning model prioritizes teacher learning in a community of practice, places instructionally supportive assessments at the forefront, and centers student discourse on disciplinary knowledge…
Posted: Wednesday, July 26
Poster | Improving Multi-dimensional Assessment and Instruction: Building and Sustaining Elementary Science Teachers' Capacity Through Learning Communities (Collaborative Research: Strickland, Pellegrino)
The NGSA Elementary project seeks to better understand how to build and sustain the capacity of elementary science teachers to instruct and formatively assess students in NGSS-aligned ways. Our professional learning model prioritizes teacher learning in a community of practice, places instructionally supportive assessments at the forefront, and centers student discourse on disciplinary knowledge…
The NGSA Elementary project seeks to better understand how to build and sustain the capacity of elementary science teachers to instruct and formatively assess students in NGSS-aligned ways. Our professional learning model prioritizes teacher learning in a community of practice, places instructionally supportive assessments at the forefront, and centers student discourse on disciplinary knowledge…
Posted: Wednesday, July 26
Poster | Leveraging the Power of Reflection and Visual Representation in Middle-Schoolers' Learning During and After an Informal Science Experience (Collaborative Research: Dickes)
The project uses design-based research to address: (1) whether and how interpreting and constructing visual representations improves students' understanding of science, and (2) what further benefits are conferred by marrying engagement with visual representations and prompts for reflection during informal science learning experiences. The project is grounded in the idea that visual…
The project uses design-based research to address: (1) whether and how interpreting and constructing visual representations improves students' understanding of science, and (2) what further benefits are conferred by marrying engagement with visual representations and prompts for reflection during informal science learning experiences. The project is grounded in the idea that visual…
Posted: Wednesday, July 26
Poster | Synchronous Online Video-based Development for Rural Mathematics Coaches (Collaborative Research: Amador)
The major goals of the project are to develop and implement an innovative fully online video-based model for professional learning of mathematics coaches in rural districts who may lack access to such opportunities. Our professional model has three components: (a) an online course on content-focused coaching, (b) one-on-one video-based coaching cycles, and (c) an online video coaching club.…
The major goals of the project are to develop and implement an innovative fully online video-based model for professional learning of mathematics coaches in rural districts who may lack access to such opportunities. Our professional model has three components: (a) an online course on content-focused coaching, (b) one-on-one video-based coaching cycles, and (c) an online video coaching club.…
Posted: Wednesday, July 26
Poster | The Advancing Coherent and Equitable Systems of Science Education Project
The Advancing Coherent and Equitable Systems of Science Education (ACESSE, or “access”) project brings together partners from educational research and practice to promote equity and coherence in systems of science education. It involves a deep collaboration between the Council of State Science Supervisors (CSSS), the University of Washington, and the University of Colorado Boulder. Strategies and…
The Advancing Coherent and Equitable Systems of Science Education (ACESSE, or “access”) project brings together partners from educational research and practice to promote equity and coherence in systems of science education. It involves a deep collaboration between the Council of State Science Supervisors (CSSS), the University of Washington, and the University of Colorado Boulder. Strategies and…
Posted: Wednesday, July 26