What's New on CADREK12.org
Resource | Out-of-Field Teaching in Science
Special issue of the Journal of Science Teacher Education focused on out-of-field teaching in science. Luft, J. A., Hobbs. L., & Hanuscin, D. (Eds.) (2020). Special issue: Out-of-field teaching in science. Journal of Science Teacher Education, 31(7), 719-820.
Special issue of the Journal of Science Teacher Education focused on out-of-field teaching in science. Luft, J. A., Hobbs. L., & Hanuscin, D. (Eds.) (2020). Special issue: Out-of-field teaching in science. Journal of Science Teacher Education, 31(7), 719-820.
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Resource | Out-of-Field Teaching in Science
Special issue of the Journal of Science Teacher Education focused on out-of-field teaching in science. Luft, J. A., Hobbs. L., & Hanuscin, D. (Eds.) (2020). Special issue: Out-of-field teaching in science. Journal of Science Teacher Education, 31(7), 719-820.
Special issue of the Journal of Science Teacher Education focused on out-of-field teaching in science. Luft, J. A., Hobbs. L., & Hanuscin, D. (Eds.) (2020). Special issue: Out-of-field teaching in science. Journal of Science Teacher Education, 31(7), 719-820.
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Resource | Activating Math Talk: 11 Purposeful Techniques for Your Elementary Students
Many mathematics teachers agree that engaging students in high quality discourse is important for their conceptual learning, but successfully promoting such discourse in elementary classrooms—with attention to the needs of every learner—can be a challenge. Activating Math Talk tackles this challenge by bringing practical, math-specific, productive discourse techniques that are…
Many mathematics teachers agree that engaging students in high quality discourse is important for their conceptual learning, but successfully promoting such discourse in elementary classrooms—with attention to the needs of every learner—can be a challenge. Activating Math Talk tackles this challenge by bringing practical, math-specific, productive discourse techniques that are…
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Resource | Taking STEM Enrichment Camps Virtual: Strategies & Reflections from Quick Pivot Due to COVID-19
Since COVID-19 began spreading in the US and quickly established as a global pandemic in March of 2020, the NSF-funded STEM SEALS team at North Florida College faced the touch decision to eithercancel their inaugural hands-on STEM enrichment camp planned for Summer 2020 or rushing at full speed to take it virtual. The biggest concern in making the decision to go virtual was a passionate belief in…
Since COVID-19 began spreading in the US and quickly established as a global pandemic in March of 2020, the NSF-funded STEM SEALS team at North Florida College faced the touch decision to eithercancel their inaugural hands-on STEM enrichment camp planned for Summer 2020 or rushing at full speed to take it virtual. The biggest concern in making the decision to go virtual was a passionate belief in…
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Early Career News | ARIS Center Fellowship Program 2022
ARIS fellowship proposals are now being accepted. The ARIS fellows program is for professionals, researchers, faculty, educators, graduate students, and others working to advance research impact practice. The goal of the program is to increase the quality and availability of scholarship and resources about research impacts through projects that: 1) synthesize existing scholarly work to package…
ARIS fellowship proposals are now being accepted. The ARIS fellows program is for professionals, researchers, faculty, educators, graduate students, and others working to advance research impact practice. The goal of the program is to increase the quality and availability of scholarship and resources about research impacts through projects that: 1) synthesize existing scholarly work to package…
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Early Career News | Net.Create: Network Visualization to Support Collaborative Historical Knowledge Building
Kalani Craig, Joshua Danish, Megan Humburg (2020-21 CADRE Fellow), Cindy Hmelo-Silver, Maksymilian Szostalo, and Ann McCranie published this article in the International Journal of Computer-Supported Collaborative Learning.
Kalani Craig, Joshua Danish, Megan Humburg (2020-21 CADRE Fellow), Cindy Hmelo-Silver, Maksymilian Szostalo, and Ann McCranie published this article in the International Journal of Computer-Supported Collaborative Learning.
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Early Career News | Special Educators’ Knowledge of Student Mathematical Thinking
Jessica H. Hunt (CAREER Awardee) published this Journal of Mathematics Teacher Education article with co-authors Kristi Martin, Blain Patterson, and Andy Khounmeuang.
Jessica H. Hunt (CAREER Awardee) published this Journal of Mathematics Teacher Education article with co-authors Kristi Martin, Blain Patterson, and Andy Khounmeuang.
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Early Career News | Harmonious or Disjointed?: Epistemological Framing and its Role in an Integrated Science and Engineering Activity
Jennifer Schellinger (2019-20 CADRE Fellow), Lama Z. Jaber (CAREER Awardee), and Sherry A. Southerland published this article in the Journal of Research in Science Teaching.
Jennifer Schellinger (2019-20 CADRE Fellow), Lama Z. Jaber (CAREER Awardee), and Sherry A. Southerland published this article in the Journal of Research in Science Teaching.
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Early Career News | Formatively Assessing Prospective Teachers’ Skills in Leading Mathematics Discussions
Meghan Shaughnessy, Nicole M. Garcia, Michaela Krug O’Neill, Sarah Kate Selling, Amber T. Willis (2021 CADRE Postdoc), Charles E. Wilkes II, Sabrina Bobsin Salazar, and Deborah Loewenberg Ball published this article in Educational Studies in Mathematics.
Meghan Shaughnessy, Nicole M. Garcia, Michaela Krug O’Neill, Sarah Kate Selling, Amber T. Willis (2021 CADRE Postdoc), Charles E. Wilkes II, Sabrina Bobsin Salazar, and Deborah Loewenberg Ball published this article in Educational Studies in Mathematics.
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Early Career News | “Courageous Self‐Examination and Radical STEM Overhaul”: Fostering a Racially Just STEM Education through Black, Brown, Bruised
Terrell R. Morton (2018 CADRE Postdoc) recently published this Science Education article.
Terrell R. Morton (2018 CADRE Postdoc) recently published this Science Education article.
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Early Career News | An Engineering Funds of Knowledge Framework
Kathleen Schenkel (2016-17 CADRE Fellow) recently published this Science & Children article with co-authors Angela Calabrese Barton, Chelsey Wiersma, Olivia Eiden, Edna Tan, and Scott Calabrese Barton.
Kathleen Schenkel (2016-17 CADRE Fellow) recently published this Science & Children article with co-authors Angela Calabrese Barton, Chelsey Wiersma, Olivia Eiden, Edna Tan, and Scott Calabrese Barton.
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Event | Next-Level Logic Models for Your ATE Proposal and Beyond
Learn more and register: https://evalu-ate.org/webinar/
Learn more and register: https://evalu-ate.org/webinar/
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Event | Q&A Session on the 2021 ITEST Solicitation (Procedural/Budget/Technical Questions)
Join STELAR for a series of Q&A “office hours” style discussions with National Science Foundation Program Officers, geared towards answering general questions including procedural, budget related, and technical questions around completing the required proposal sections and finalizing your submission. Questions that are submitted in advance or that are posed during the office hours will…
Join STELAR for a series of Q&A “office hours” style discussions with National Science Foundation Program Officers, geared towards answering general questions including procedural, budget related, and technical questions around completing the required proposal sections and finalizing your submission. Questions that are submitted in advance or that are posed during the office hours will…
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Event | Q&A Session on the 2021 ITEST Solicitation (General Questions)
Join STELAR for a series of Q&A “office hours” style discussions with National Science Foundation Program Officers, geared towards answering general questions including procedural, budget related, and technical questions around completing the required proposal sections and finalizing your submission. Questions that are submitted in advance or that are posed during the office hours will…
Join STELAR for a series of Q&A “office hours” style discussions with National Science Foundation Program Officers, geared towards answering general questions including procedural, budget related, and technical questions around completing the required proposal sections and finalizing your submission. Questions that are submitted in advance or that are posed during the office hours will…
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Event | Q&A Session on the 2021 ITEST Solicitation (General Questions)
Join STELAR for a series of Q&A “office hours” style discussions with National Science Foundation Program Officers, geared towards answering general questions including procedural, budget related, and technical questions around completing the required proposal sections and finalizing your submission. Questions that are submitted in advance or that are posed during the office hours will…
Join STELAR for a series of Q&A “office hours” style discussions with National Science Foundation Program Officers, geared towards answering general questions including procedural, budget related, and technical questions around completing the required proposal sections and finalizing your submission. Questions that are submitted in advance or that are posed during the office hours will…
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Resource | The Power of Interviewing Students
A teacher uses formative assessment interviews to uncover evidence of students’ understandings and to plan targeted instruction in a mathematics intervention class. Authors present an example of a student interview, a discussion of the benefits and challenges of conducting interviews, and actionable suggestions for implementing them. MacVicar, T. J., Brodesky, A. R., and Fagan, E. R. (2021). The…
A teacher uses formative assessment interviews to uncover evidence of students’ understandings and to plan targeted instruction in a mathematics intervention class. Authors present an example of a student interview, a discussion of the benefits and challenges of conducting interviews, and actionable suggestions for implementing them. MacVicar, T. J., Brodesky, A. R., and Fagan, E. R. (2021). The…
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Resource | Slides & Recording from the 2021 DRK-12 Solicitation Webinar
On July 7, 2021, National Science Foundation's (NSF) DRK-12 Program Lead, Dr. Mike Steele, gave an overview and answered questions about the Discovery Research PreK-12 Program's solicitation (20-572). Learn more about this STEM education research funding opportunity. Proposal deadline October 6, 2021. VIEW: JULY 7 RECORDING | JULY 22 RECORDING
On July 7, 2021, National Science Foundation's (NSF) DRK-12 Program Lead, Dr. Mike Steele, gave an overview and answered questions about the Discovery Research PreK-12 Program's solicitation (20-572). Learn more about this STEM education research funding opportunity. Proposal deadline October 6, 2021. VIEW: JULY 7 RECORDING | JULY 22 RECORDING
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Resource | The Development of ePCK of Newly Hired In-field and Out-of-field Teachers during their First Three Years of Teaching
This study explored the potential impact of teaching outside of one’s field of expertise. This longitudinal cross-case study examined the development of enacted pedagogical content knowledge (ePCK) among a group of in-field and out-of-field (OOF) physical science teachers during their first 3 years of teaching. The components of ePCK investigated included the knowledge and skills related to…
This study explored the potential impact of teaching outside of one’s field of expertise. This longitudinal cross-case study examined the development of enacted pedagogical content knowledge (ePCK) among a group of in-field and out-of-field (OOF) physical science teachers during their first 3 years of teaching. The components of ePCK investigated included the knowledge and skills related to…
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Resource | Theory to Practice: Prospective Mathematics Teachers’ Recontextualizing Discourses Surrounding Collective Argumentation
Teacher education programs have a critical role in supporting prospective teachers’ connections between theory and practice. In this study, we examined three prospective secondary mathematics teachers’ discourses regarding collective argumentation during and after a unit of instruction addressing collective argumentation and ways they recontextualized their on-campus coursework (theory) into…
Teacher education programs have a critical role in supporting prospective teachers’ connections between theory and practice. In this study, we examined three prospective secondary mathematics teachers’ discourses regarding collective argumentation during and after a unit of instruction addressing collective argumentation and ways they recontextualized their on-campus coursework (theory) into…
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Resource | Negotiations in Scientific Argumentation: An Interpersonal Analysis
Argumentation enables students to engage in real world scientific practices by rationalizing claims grounded in supporting evidence. Student engagement in scientific argumentation activates the negotiation process by which students develop and defend evidence-based claims. Little is known, however, on the intricate process and potential patterns of negotiation between students during scientific…
Argumentation enables students to engage in real world scientific practices by rationalizing claims grounded in supporting evidence. Student engagement in scientific argumentation activates the negotiation process by which students develop and defend evidence-based claims. Little is known, however, on the intricate process and potential patterns of negotiation between students during scientific…
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Resource | Exploring Experienced Designers' Strategies in a CAD Learning Environment
Computer-aided design (CAD) simulation environments offer opportunities for students to evaluate, redesign, and visualize engineering design solutions quickly and get feedback. However, the use of CAD simulation tools in precollege settings is relatively rare. This study explores design strategies used by experienced designers in Energy3D, a CAD simulation environment designed for learning…
Computer-aided design (CAD) simulation environments offer opportunities for students to evaluate, redesign, and visualize engineering design solutions quickly and get feedback. However, the use of CAD simulation tools in precollege settings is relatively rare. This study explores design strategies used by experienced designers in Energy3D, a CAD simulation environment designed for learning…
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Resource | How Science Teachers DiALoG Classrooms: Towards a Practical and Responsive Formative Assessment of Oral Argumentation
We present lessons learned from an ongoing attempt to conceptualize, develop, and refine a way for teachers to gather formative assessment evidence about classroom argumentation as it happens. The system—named DiALoG (Diagnosing Argumentation Levels of Groups)—includes a digital scoring tool that allows teachers to assess oral classroom argumentation across two primary dimensions: one to capture…
We present lessons learned from an ongoing attempt to conceptualize, develop, and refine a way for teachers to gather formative assessment evidence about classroom argumentation as it happens. The system—named DiALoG (Diagnosing Argumentation Levels of Groups)—includes a digital scoring tool that allows teachers to assess oral classroom argumentation across two primary dimensions: one to capture…
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Resource | How Science Teachers DiALoG Classrooms: Towards a Practical and Responsive Formative Assessment of Oral Argumentation
We present lessons learned from an ongoing attempt to conceptualize, develop, and refine a way for teachers to gather formative assessment evidence about classroom argumentation as it happens. The system—named DiALoG (Diagnosing Argumentation Levels of Groups)—includes a digital scoring tool that allows teachers to assess oral classroom argumentation across two primary dimensions: one to capture…
We present lessons learned from an ongoing attempt to conceptualize, develop, and refine a way for teachers to gather formative assessment evidence about classroom argumentation as it happens. The system—named DiALoG (Diagnosing Argumentation Levels of Groups)—includes a digital scoring tool that allows teachers to assess oral classroom argumentation across two primary dimensions: one to capture…
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Resource | How Science Teachers DiALoG Classrooms: Towards a Practical and Responsive Formative Assessment of Oral Argumentation
We present lessons learned from an ongoing attempt to conceptualize, develop, and refine a way for teachers to gather formative assessment evidence about classroom argumentation as it happens. The system—named DiALoG (Diagnosing Argumentation Levels of Groups)—includes a digital scoring tool that allows teachers to assess oral classroom argumentation across two primary dimensions: one to capture…
We present lessons learned from an ongoing attempt to conceptualize, develop, and refine a way for teachers to gather formative assessment evidence about classroom argumentation as it happens. The system—named DiALoG (Diagnosing Argumentation Levels of Groups)—includes a digital scoring tool that allows teachers to assess oral classroom argumentation across two primary dimensions: one to capture…
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Resource | Collaboratively Engineering for Justice in Sixth Grade STEM
In this article, it is argued that processes of co-production can support teachers and students in organizing resources for justice through science learning. Drawing upon a critical justice conceptual framework, critical ethnographic data from one urban middle school classroom during a unit focused on engineering for sustainable communities were analyzed. Findings describe how processes of co-…
In this article, it is argued that processes of co-production can support teachers and students in organizing resources for justice through science learning. Drawing upon a critical justice conceptual framework, critical ethnographic data from one urban middle school classroom during a unit focused on engineering for sustainable communities were analyzed. Findings describe how processes of co-…
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Event | EHR Core Research (ECR) Proposal Preparation Outreach
Calling for Fundamental STEM Education Research proposals from Minority-Serving Institution Faculty This webinar will start with a panel of current and past ECR grantees who will share their experience putting together teams and developing successful ECR proposals. The panel will be followed by a presentation by ECR program officers on developing ECR research questions, research teams…
Calling for Fundamental STEM Education Research proposals from Minority-Serving Institution Faculty This webinar will start with a panel of current and past ECR grantees who will share their experience putting together teams and developing successful ECR proposals. The panel will be followed by a presentation by ECR program officers on developing ECR research questions, research teams…
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Early Career News | Theory to Practice: Prospective Mathematics Teachers’ Recontextualizing Discourses Surrounding Collective Argumentation
Carlos Nicolas Gomez Marchant (2014-15 CADRE Fellow; CAREER Awardee) recently published this article in the Journal of Mathematics Teacher Education with co-authors Hyejin Park, Yuling Zhuang, Jonathan K. Foster, and AnnaMarie Conner (CAREER Awardee).
Carlos Nicolas Gomez Marchant (2014-15 CADRE Fellow; CAREER Awardee) recently published this article in the Journal of Mathematics Teacher Education with co-authors Hyejin Park, Yuling Zhuang, Jonathan K. Foster, and AnnaMarie Conner (CAREER Awardee).
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Early Career News | The Longitudinal Effects of School Improvement Grants
Min Sun (CAREER Awardee), Alec I. Kennedy, and Susanna Loeb published this article in Educational Evaluation and Policy Analysis.
Min Sun (CAREER Awardee), Alec I. Kennedy, and Susanna Loeb published this article in Educational Evaluation and Policy Analysis.
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Early Career News | STEM-Focused Career Courses and College Pipeline for Students with Learning Disabilities
Jennifer A. Freeman, Michael A. Gottfried, and Jay Stratte Plasman (2015-16 CADRE Fellow) recently published this Educational Policy article.
Jennifer A. Freeman, Michael A. Gottfried, and Jay Stratte Plasman (2015-16 CADRE Fellow) recently published this Educational Policy article.
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Early Career News | Lighting Up History: Integrating Mathematics and Computational Thinking in the Science Classroom
Kristin Searle, Colby Tofel-Grehl (CAREER Awardee), and Beth L. MacDonald recently published this Science Scope article.
Kristin Searle, Colby Tofel-Grehl (CAREER Awardee), and Beth L. MacDonald recently published this Science Scope article.
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