What's New on CADREK12.org
Resource | Comparing Optimization Practices Across Engineering Learning Contexts Using Process Data
Despite an increasing focus on integrating engineering design in K-12 settings, relatively few studies have investigated how to support students to engage in systematic processes to optimize the designs of their solutions. Emerging learning technologies such as computational models and simulations enable rapid feedback to learners about their design performance, as well as the ability to research…
Despite an increasing focus on integrating engineering design in K-12 settings, relatively few studies have investigated how to support students to engage in systematic processes to optimize the designs of their solutions. Emerging learning technologies such as computational models and simulations enable rapid feedback to learners about their design performance, as well as the ability to research…
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Resource | ‘But, Is It Supposed to be a Straight Line?’ Scaffolding Students’ Experiences with Pressure Sensors and Material Resistance in a High School Biology Classroom
This case study examines how material resistance (limitations posed by the physical world) and graph interpretation intersected during a high school biology investigation using digital sensors. We use an extended episode from a small group to illustrate how, in an inquiry-based unit, measuring near the resolution limit of a sensor caused scaling issues in graphs. Qualitative videotape analysis…
This case study examines how material resistance (limitations posed by the physical world) and graph interpretation intersected during a high school biology investigation using digital sensors. We use an extended episode from a small group to illustrate how, in an inquiry-based unit, measuring near the resolution limit of a sensor caused scaling issues in graphs. Qualitative videotape analysis…
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Early Career News | Promoting Students’ Informal Inferential Reasoning Through Arts-Integrated Data Literacy Education
Camillia Matuk (2010-11 CADRE Fellow) published this article in Information and Learning Sciences with co-authors Ralph Vacca, Anna Amato, Megan Silander, Kayla DesPortes, Peter J. Woods, and Marian Tes.
Camillia Matuk (2010-11 CADRE Fellow) published this article in Information and Learning Sciences with co-authors Ralph Vacca, Anna Amato, Megan Silander, Kayla DesPortes, Peter J. Woods, and Marian Tes.
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Early Career News | Interest and Effort: Exploring the Relationship Between Students COVID-19 Interest and Information-Seeking Behavior
Eric A. Kirk (2023 CADRE Fellow) published this article in the International Journal of Science Education, Part B with co-authors William. L. Romine, Troy D. Sadler, Jamie N. Elsner, Laura A. Zangori, and Li Ke.
Eric A. Kirk (2023 CADRE Fellow) published this article in the International Journal of Science Education, Part B with co-authors William. L. Romine, Troy D. Sadler, Jamie N. Elsner, Laura A. Zangori, and Li Ke.
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Early Career News | Under Pressure: How Do Science Teachers Use Capital to Achieve Agency During Turbulent Times?
Elizabeth D. Diaz-Clark, Josie L. Otto, Diane S. Wright, Danielle E. Lin Hunter, Laura B. Sample McMeeking, Andrea E. Weinberg (2011-12 CADRE Fellow), and Meena M. Balgopal published this Science Education article.
Elizabeth D. Diaz-Clark, Josie L. Otto, Diane S. Wright, Danielle E. Lin Hunter, Laura B. Sample McMeeking, Andrea E. Weinberg (2011-12 CADRE Fellow), and Meena M. Balgopal published this Science Education article.
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Early Career News | Transforming Computer Science Education: Exploration of Computer Science Interest and Identity of Historically Underrepresented Youth
Cassie F. Quigley, Danielle Herro, Holly Plank (2023 CADRE Fellow), Aileen Owens, and Oluwadara Abimbade published this article in Computer Science Education.
Cassie F. Quigley, Danielle Herro, Holly Plank (2023 CADRE Fellow), Aileen Owens, and Oluwadara Abimbade published this article in Computer Science Education.
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Early Career News | Teachers’ Use and Adaptation of a Model-based Climate Curriculum: A Three-Year Longitudinal Study
Kimberly Carroll Steward, David Gosselin, Devarati Bhattacharya (2020 CADRE Postdoc), Mark Chandler, and Cory T. Forbes co-authored this Journal of Geoscience Education article.
Kimberly Carroll Steward, David Gosselin, Devarati Bhattacharya (2020 CADRE Postdoc), Mark Chandler, and Cory T. Forbes co-authored this Journal of Geoscience Education article.
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Early Career News | How it All Happened: Cause and Effect as a Lens and Thinking Tool to Observe and Make Sense of Two Puzzling Phenomena
Lindsey Mohan, Emily Harris, and Candice Guy-Gaytán (2015-16 CADRE Fellow) co-authored this article in Science & Children.
Lindsey Mohan, Emily Harris, and Candice Guy-Gaytán (2015-16 CADRE Fellow) co-authored this article in Science & Children.
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Early Career News | Hearing All Voices to Promote Learning Orientation and Effective Collaboration
Pei Pei Liu, Sharon Taylor, Ann Colwell-Johnson, Alexandra Lee, David McKinney (2019-20 CADRE Fellow), Christopher J. Harris, Lisa Linnenbrink-Garcia, Gwen C. Marchand, and Jennifer A. Schmidt published this Science Scope article.
Pei Pei Liu, Sharon Taylor, Ann Colwell-Johnson, Alexandra Lee, David McKinney (2019-20 CADRE Fellow), Christopher J. Harris, Lisa Linnenbrink-Garcia, Gwen C. Marchand, and Jennifer A. Schmidt published this Science Scope article.
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Newsletter | January 2024 Newsletter
Happy 2024 DRK-12 PI Community! Letter from NSF Program Directors While we are starting a new year, we would like to acknowledge your remarkable efforts and unwavering commitment to fostering excellence in STEM education, facilitating innovative approaches to learning and teaching in pre-K-12 classrooms, and promoting equity in schools across diverse geographies. During 2023, we were awed by…
Happy 2024 DRK-12 PI Community! Letter from NSF Program Directors While we are starting a new year, we would like to acknowledge your remarkable efforts and unwavering commitment to fostering excellence in STEM education, facilitating innovative approaches to learning and teaching in pre-K-12 classrooms, and promoting equity in schools across diverse geographies. During 2023, we were awed by…
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Announcement | New Proposal & Award Policies & Procedures Guide (PAPPG)
NSF recently released a revised version of the Proposal & Award Policies & Procedures Guide (PAPPG) (NSF 24-1). The new PAPPG will be effective for proposals submitted or due on or after May 20, 2024. Learn more about the revisions to the PAPPG by reviewing the Summary of Changes and attending a webinar on March 12th at 2 PM EST. Sign up on the Policy Office…
NSF recently released a revised version of the Proposal & Award Policies & Procedures Guide (PAPPG) (NSF 24-1). The new PAPPG will be effective for proposals submitted or due on or after May 20, 2024. Learn more about the revisions to the PAPPG by reviewing the Summary of Changes and attending a webinar on March 12th at 2 PM EST. Sign up on the Policy Office…
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Project Spotlight | Coaching and Mentoring STEM Educators
This Spotlight features research on coaching and mentoring STEM educators. Three projects share their approaches to supporting mathematics educators through a combination of professional learning, ongoing support, innovative tools, and relationship-building. They share advice on how other DRK-12 projects might approach coaching and mentoring in their own projects and proposals, and discuss the…
This Spotlight features research on coaching and mentoring STEM educators. Three projects share their approaches to supporting mathematics educators through a combination of professional learning, ongoing support, innovative tools, and relationship-building. They share advice on how other DRK-12 projects might approach coaching and mentoring in their own projects and proposals, and discuss the…
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Event | International Group for the Psychology of Mathematics Education 46th Annual Conference of PME-NA; Cleveland, OH
To learn more, visit https://web.cvent.com/event/f91a1b9d-0149-4acb-8563-e372e9fc6b68/summary.
To learn more, visit https://web.cvent.com/event/f91a1b9d-0149-4acb-8563-e372e9fc6b68/summary.
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Announcement | NSF Notice on the Use of Generative AI Technology
The National Science Foundation (NSF) has posted a notice establishing guidelines for the use of generative artificial intelligence technology by reviewers and proposers: https://new.nsf.gov/news/notice-to-the-research-community-on-ai?utm_medium=email&utm_source=govdelivery
The National Science Foundation (NSF) has posted a notice establishing guidelines for the use of generative artificial intelligence technology by reviewers and proposers: https://new.nsf.gov/news/notice-to-the-research-community-on-ai?utm_medium=email&utm_source=govdelivery
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Announcement | New CADRE Learning Series on Rural Partnerships
Recognizing the unique assets and needs of rural schools, DRK-12 researchers are working in partnerships with rural communities across the U.S. to support STEM education. In Part 1 of this Learning Series, researchers shared their approaches to working in rural settings and creating mutually beneficial partnerships. They highlighted both affordances and challenges to working with rural schools…
Recognizing the unique assets and needs of rural schools, DRK-12 researchers are working in partnerships with rural communities across the U.S. to support STEM education. In Part 1 of this Learning Series, researchers shared their approaches to working in rural settings and creating mutually beneficial partnerships. They highlighted both affordances and challenges to working with rural schools…
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Event | Part 1 | CADRE Learning Series: Rural Partnerships
Recognizing the unique assets and needs of rural schools, DRK-12 researchers are working in partnerships with rural communities across the U.S. to support STEM education. In Part 1 of this Learning Series, researchers shared their approaches to working in rural settings and creating mutually beneficial partnerships. They highlighted both affordances and challenges to working with rural schools…
Recognizing the unique assets and needs of rural schools, DRK-12 researchers are working in partnerships with rural communities across the U.S. to support STEM education. In Part 1 of this Learning Series, researchers shared their approaches to working in rural settings and creating mutually beneficial partnerships. They highlighted both affordances and challenges to working with rural schools…
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Event | Part 2 | CADRE Learning Series: Rural Partnerships
Recognizing the unique assets and needs of rural schools, DRK-12 researchers are working in partnerships with rural communities across the U.S. to support STEM education. In Part 1 of this Learning Series, researchers shared their approaches to working in rural settings and creating mutually beneficial partnerships. They highlighted both affordances and challenges to working with rural schools…
Recognizing the unique assets and needs of rural schools, DRK-12 researchers are working in partnerships with rural communities across the U.S. to support STEM education. In Part 1 of this Learning Series, researchers shared their approaches to working in rural settings and creating mutually beneficial partnerships. They highlighted both affordances and challenges to working with rural schools…
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Survey | CADRE Learning Series on Rural Partnerships: Registration
Part 1 Panel | Wednesday, January 24, 2024, 12:30 – 2 PM ET Part 2 Consultations | Tuesday, February 13, 2024, 12:30 – 2 PM ET Moderator: Ilana Horn, Vanderbilt University; Panelists: Julie Amador, University of Idaho; Rebecca Sansom, Brigham Young University; Ryan Summers, University of North Dakota Recognizing the unique assets and needs of rural schools, DRK-12 researchers are working in…
Part 1 Panel | Wednesday, January 24, 2024, 12:30 – 2 PM ET Part 2 Consultations | Tuesday, February 13, 2024, 12:30 – 2 PM ET Moderator: Ilana Horn, Vanderbilt University; Panelists: Julie Amador, University of Idaho; Rebecca Sansom, Brigham Young University; Ryan Summers, University of North Dakota Recognizing the unique assets and needs of rural schools, DRK-12 researchers are working in…
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Announcement | NSF-IES Research and Development Center on Improving Outcomes in Elementary Science Education: Funding Opportunity and Office Hours
The National Science Foundation (NSF) is partnering with the Institute of Education Sciences (IES) to fund a Research and Development Center on Improving Outcomes in Elementary Science Education (Solicitation 84.305C RFA). There will be two office hour sessions for the field to ask questions: NCER Education Research and Development Center Program (84.305C) Improving Outcomes in Elementary Science…
The National Science Foundation (NSF) is partnering with the Institute of Education Sciences (IES) to fund a Research and Development Center on Improving Outcomes in Elementary Science Education (Solicitation 84.305C RFA). There will be two office hour sessions for the field to ask questions: NCER Education Research and Development Center Program (84.305C) Improving Outcomes in Elementary Science…
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Newsletter | December 2023 Newsletter
Dear Colleagues, As we end 2023, we want to thank all of you who shared your research and what you’re learning about preK-12 STEM education (e.g., through project Spotlights, the DRK-12 PI Meeting, and the assessment working group and report), as well as mentored researchers while contributing to our efforts to engage a broader base of researchers in DRK-12 (e.g., through the Learning Series,…
Dear Colleagues, As we end 2023, we want to thank all of you who shared your research and what you’re learning about preK-12 STEM education (e.g., through project Spotlights, the DRK-12 PI Meeting, and the assessment working group and report), as well as mentored researchers while contributing to our efforts to engage a broader base of researchers in DRK-12 (e.g., through the Learning Series,…
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Announcement | Announcing the 2024 CADRE Fellows!
Please join us in welcoming the 2024 CADRE Fellows: Miranda M. Allen, Texas Tech University Jerome Amedu, University of New Hampshire Fangxing Bai, University of Cincinnati Tajma A. Cameron, Drexel University Destinee Cooper, Clemson University Justice Ejike, Georgia State University Kristina Kramarczuk, University of Maryland, College Park Samuel Lee, Boston College Kim Megyesi-Brem, Claremont…
Please join us in welcoming the 2024 CADRE Fellows: Miranda M. Allen, Texas Tech University Jerome Amedu, University of New Hampshire Fangxing Bai, University of Cincinnati Tajma A. Cameron, Drexel University Destinee Cooper, Clemson University Justice Ejike, Georgia State University Kristina Kramarczuk, University of Maryland, College Park Samuel Lee, Boston College Kim Megyesi-Brem, Claremont…
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Newsletter | November 2023 Newsletter
Dear Colleagues, Congratulations to those of you who submitted a DRK-12 proposal. We have our fingers crossed for your success. If you didn't submit, we encourage you to consider serving in a reviewer capacity. It's not too early to start preparing for the next proposal, and participating as a reviewer is a valuable way to gain insights into the elements of a successful proposal. Please complete…
Dear Colleagues, Congratulations to those of you who submitted a DRK-12 proposal. We have our fingers crossed for your success. If you didn't submit, we encourage you to consider serving in a reviewer capacity. It's not too early to start preparing for the next proposal, and participating as a reviewer is a valuable way to gain insights into the elements of a successful proposal. Please complete…
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Announcement | NSF Seeks DRK-12 Reviewers
The National Science Foundation (NSF) seeks reviewers for its Discovery Research in PreK-12 (DRK-12) program. If you or your research partners are interested in serving, please fill out or forward this survey: https://nsfevaluation.gov1.qualtrics.com/jfe/form/SV_1Rmancjs2bo2a2y Serving as a reviewer is one of the best professional development opportunities for those of you writing proposals. It…
The National Science Foundation (NSF) seeks reviewers for its Discovery Research in PreK-12 (DRK-12) program. If you or your research partners are interested in serving, please fill out or forward this survey: https://nsfevaluation.gov1.qualtrics.com/jfe/form/SV_1Rmancjs2bo2a2y Serving as a reviewer is one of the best professional development opportunities for those of you writing proposals. It…
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Survey | Feedback on the CADRE Learning Series on Instructional Observation
Thank you for participating in the CADRE Learning Series on Instructional Observation! Your feedback is essential to us as we strive to create valuable and engaging webinars. Please take a few minutes to provide your feedback on the event in the survey below. Your input is valuable to us and will help enhance the quality of our webinars.
Thank you for participating in the CADRE Learning Series on Instructional Observation! Your feedback is essential to us as we strive to create valuable and engaging webinars. Please take a few minutes to provide your feedback on the event in the survey below. Your input is valuable to us and will help enhance the quality of our webinars.
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Project Spotlight | Learning Progressions and Trajectories
This Spotlight features research on science and math learning progressions and trajectories. The projects share their approaches to addressing issues of equity and describe how they prepare and support teachers in understanding and using learning progressions and trajectories in their practice. In the Spotlight's blog post, Jere Confrey and Alan Maloney discuss the elements of learning trajectory…
This Spotlight features research on science and math learning progressions and trajectories. The projects share their approaches to addressing issues of equity and describe how they prepare and support teachers in understanding and using learning progressions and trajectories in their practice. In the Spotlight's blog post, Jere Confrey and Alan Maloney discuss the elements of learning trajectory…
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Early Career News | Comparing Optimization Practices Across Engineering Learning Contexts Using Process Data
Jennifer L. Chiu, James P. Bywater (2018-19 CADRE Fellow), Tugba Karabiyik, Alejandra Magana, Corey Schimpf, and Ying Ying Seah co-authored this article in the Journal of Science Education and Technology.
Jennifer L. Chiu, James P. Bywater (2018-19 CADRE Fellow), Tugba Karabiyik, Alejandra Magana, Corey Schimpf, and Ying Ying Seah co-authored this article in the Journal of Science Education and Technology.
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Project Spotlight | Research-Practice Partnerships
In this month’s Spotlight, three projects share insights on their partnerships between researchers and practitioners to innovate and improve STEM teaching and learning, including their formation, the strategies and features they leverage to support equitable work together, and how they've addressed common challenges. The Spotlight also includes a collection of resources for those who would like…
In this month’s Spotlight, three projects share insights on their partnerships between researchers and practitioners to innovate and improve STEM teaching and learning, including their formation, the strategies and features they leverage to support equitable work together, and how they've addressed common challenges. The Spotlight also includes a collection of resources for those who would like…
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Early Career News | Exploring the Role of High School Engineering Courses in Promoting Science Attitudes for Students with Learning Disabilities
Jay Plasman (2015-16 CADRE Fellow), Michael Gottfried, and Filiz Oskay published this article in the Journal of Research in Science Teaching.
Jay Plasman (2015-16 CADRE Fellow), Michael Gottfried, and Filiz Oskay published this article in the Journal of Research in Science Teaching.
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Early Career News | A Role Identification Activity to Support Science Teacher Leaders in Identifying Professional Learning Needs
Sara C. Heredia, Michelle Phillips, Sarah Stallings, and Ti'Era Worsley (2019-20 CADRE Fellow) published this Innovations in Science Teacher Education article.
Sara C. Heredia, Michelle Phillips, Sarah Stallings, and Ti'Era Worsley (2019-20 CADRE Fellow) published this Innovations in Science Teacher Education article.
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Resource | Intersections of Teacher Noticing and Culturally Sustaining Pedagogy: A Conceptual Framework to Inform the Design of Teacher Learning
Teacher noticing scholars are just beginning to explore how to support noticing that is responsive to students' cultural resources. The theoretical basis of the teacher noticing literature affords scholars a range of paths for understanding student resources, only some of which are described in the literature. In this article, we offer a conceptual model showing how the theoretical roots related…
Teacher noticing scholars are just beginning to explore how to support noticing that is responsive to students' cultural resources. The theoretical basis of the teacher noticing literature affords scholars a range of paths for understanding student resources, only some of which are described in the literature. In this article, we offer a conceptual model showing how the theoretical roots related…
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