What's New on CADREK12.org
Early Career News | “This Isn't School, You Know”: Designing for Science Teachers’ Sensemaking of STEM Ecosystems
Sara C. Porter and Carrie D. Allen (2014-15 CADRE Fellow) co-authored this article for Science Education.
Sara C. Porter and Carrie D. Allen (2014-15 CADRE Fellow) co-authored this article for Science Education.
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Early Career News | The Impact of Team Synchrony on Argument Construction and Science Knowledge Acquisition: Insights from a Science Learning Game
Lili Yan (2022 CADRE Fellow) published this Journal of Science Education and Technology article with co-authors Chungsoo Na and Jina Kang.
Lili Yan (2022 CADRE Fellow) published this Journal of Science Education and Technology article with co-authors Chungsoo Na and Jina Kang.
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Early Career News | Shining Light on Preschool Science Investigations: Exploring Shadows and Strengthening Visual Spatial Skills
Danae Kamdar, Tiffany Leones, Regan Vidiksis (2014-15 CADRE Fellow), and Ximena Dominguez published this article in Science and Children.
Danae Kamdar, Tiffany Leones, Regan Vidiksis (2014-15 CADRE Fellow), and Ximena Dominguez published this article in Science and Children.
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Early Career News | Re-imagining Science Education Research Toward a Language for Science Perspective
María González-Howard (CAREER Awardee, 2015-16 CADRE Fellow), Sage Andersen, Karina Méndez Pérez, and Samuel Lee (2024 CADRE Fellow) published this Cultural Studies of Science Education article.
María González-Howard (CAREER Awardee, 2015-16 CADRE Fellow), Sage Andersen, Karina Méndez Pérez, and Samuel Lee (2024 CADRE Fellow) published this Cultural Studies of Science Education article.
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Early Career News | Examining What and How Secondary Science Preservice Teachers Learn from Using a Suite of Online Simulations
Calli Shekell (2021 CADRE Postdoc), Jamie N. Mikeska (2010-11 CADRE Fellow), and Pavneet Kaur Bharaj published this article in the Journal of Science Teacher Education.
Calli Shekell (2021 CADRE Postdoc), Jamie N. Mikeska (2010-11 CADRE Fellow), and Pavneet Kaur Bharaj published this article in the Journal of Science Teacher Education.
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Early Career News | Developing Preservice Elementary Teachers’ Self-Efficacy Toward Teaching Science
Amal Ibourk (CAREER Awardee) and Clausell Mathis published this International Journal of Science Education article.
Amal Ibourk (CAREER Awardee) and Clausell Mathis published this International Journal of Science Education article.
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Early Career News | Design Parameter Values for Planning Mediation Studies with Teacher and Student Mathematics Outcomes
Fangxing Bai (2024 CADRE Fellow), Yanli Xie, Ben Kelcey, Amota Ataneka, Leigh McLean, and Geoffrey Phelps co-authored this article for the Journal of Research on Educational Effectiveness.
Fangxing Bai (2024 CADRE Fellow), Yanli Xie, Ben Kelcey, Amota Ataneka, Leigh McLean, and Geoffrey Phelps co-authored this article for the Journal of Research on Educational Effectiveness.
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Early Career News | A Case Study Comparison of Undergraduate Education and Engineering Majors’ Understanding of Community Engineering
Tina Vo (2016-17 CADRE Fellow), Rebekah Hammack, Paul Gannon, Nicholas Lux, Blake Wiehe, Miracle Moonga, and Brock LaMeres published this Journal of Science Teacher Education article.
Tina Vo (2016-17 CADRE Fellow), Rebekah Hammack, Paul Gannon, Nicholas Lux, Blake Wiehe, Miracle Moonga, and Brock LaMeres published this Journal of Science Teacher Education article.
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Early Career News | Exploring and Promoting a Student's Covariational Reasoning and Developing Graphing Meanings
Teo Paoletti (CAREER Awardee) published this article in The Journal of Mathematical Behavior with co-authors Irma E. Stevens, Srujana Acharya, Claudine Margolis, Allison Olshefke-Clark, and Allison L Gantt.
Teo Paoletti (CAREER Awardee) published this article in The Journal of Mathematical Behavior with co-authors Irma E. Stevens, Srujana Acharya, Claudine Margolis, Allison Olshefke-Clark, and Allison L Gantt.
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Early Career News | Co-ML: Collaborative Machine Learning Model Building for Developing Dataset Design Practices
Tiffany Tseng, Matt J. Davidson, Luis Morales-Navarro, Jennifer King Chen (2018 CADRE Postdoc), Victoria Delaney, Mark Leibowitz, Jazbo Beason, and R. Benjamin Shapiro published this article for Transactions on Computing Education.
Tiffany Tseng, Matt J. Davidson, Luis Morales-Navarro, Jennifer King Chen (2018 CADRE Postdoc), Victoria Delaney, Mark Leibowitz, Jazbo Beason, and R. Benjamin Shapiro published this article for Transactions on Computing Education.
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Early Career News | All Sorts of Quality Interactions with English Learners
Haiwen Chu and Guillermo Virgilio Lopez (2022 CADRE Fellow) co-authored this article for Mathematics Teacher: Learning and Teaching PK-12.
Haiwen Chu and Guillermo Virgilio Lopez (2022 CADRE Fellow) co-authored this article for Mathematics Teacher: Learning and Teaching PK-12.
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Resource | Situating Teacher Movement, Space, and Relationships to Pedagogy: A Visual Method and Framework
In conversations about pedagogy, researchers often overlook how physical space and movement shape teacher sensemaking. This article offers a comparative case study of classroom videos using a dynamic visual method to map embodied interaction called “interaction geography.” Our analysis proposes an integrative framework to study classroom interactions and teacher movement over space and time…
In conversations about pedagogy, researchers often overlook how physical space and movement shape teacher sensemaking. This article offers a comparative case study of classroom videos using a dynamic visual method to map embodied interaction called “interaction geography.” Our analysis proposes an integrative framework to study classroom interactions and teacher movement over space and time…
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Resource | Supporting Students’ Participation in Collective Argumentation: Use of Displays in a Secondary Mathematics Classroom
Thoughtful and purposeful displays can support students’ participation in argumentation. This report addresses how displays are used within collective argumentation. We examined a secondary mathematics teacher’s and her students’ use of displays during selected episodes of collective argumentation. From video classroom observations and interviews with the teacher, we extracted several kinds of…
Thoughtful and purposeful displays can support students’ participation in argumentation. This report addresses how displays are used within collective argumentation. We examined a secondary mathematics teacher’s and her students’ use of displays during selected episodes of collective argumentation. From video classroom observations and interviews with the teacher, we extracted several kinds of…
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Resource | Learning About Science Topics of Social Relevance Using Lower and Higher Autonomy-Supportive Scaffolds
Evaluation of plausible alternative explanations of scientific phenomena is an authentic scientific activity. Instructional scaffolding can facilitate students’ engagement in such evaluations by facilitating their reflections on how well various lines of scientific evidence support alternative explanations. In the present study, we examined two forms of such scaffolding, with one form providing…
Evaluation of plausible alternative explanations of scientific phenomena is an authentic scientific activity. Instructional scaffolding can facilitate students’ engagement in such evaluations by facilitating their reflections on how well various lines of scientific evidence support alternative explanations. In the present study, we examined two forms of such scaffolding, with one form providing…
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Resource | Learning About Science Topics of Social Relevance Using Lower and Higher Autonomy-Supportive Scaffolds
Evaluation of plausible alternative explanations of scientific phenomena is an authentic scientific activity. Instructional scaffolding can facilitate students’ engagement in such evaluations by facilitating their reflections on how well various lines of scientific evidence support alternative explanations. In the present study, we examined two forms of such scaffolding, with one form providing…
Evaluation of plausible alternative explanations of scientific phenomena is an authentic scientific activity. Instructional scaffolding can facilitate students’ engagement in such evaluations by facilitating their reflections on how well various lines of scientific evidence support alternative explanations. In the present study, we examined two forms of such scaffolding, with one form providing…
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Resource | Investigating the Complexity in Elementary Teachers’ Noticing of Children’s Mathematical Thinking in Written Work
This study investigated upper elementary teachers’ framings of their students’ mathematical thinking in written across the three component skills of noticing. Drawing on a situated perspective, the research examines the influences of teachers’ culturalhistorical backgrounds, attitudes, dispositions, interactions with students, and other situated elements of teaching on noticing mathematical…
This study investigated upper elementary teachers’ framings of their students’ mathematical thinking in written across the three component skills of noticing. Drawing on a situated perspective, the research examines the influences of teachers’ culturalhistorical backgrounds, attitudes, dispositions, interactions with students, and other situated elements of teaching on noticing mathematical…
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Resource | “I Really Got to Think About My Background, Their Background, and How Do We Come Together on Something?”: One Emergent Mathematics Teacher Leader's Reflexive Journey with Social Justice Mathematics
This 2-year qualitative case study focuses on one emergent mathematics teacher leader, Mr. Miller, and his conceptualization of Social Justice Mathematics (SJM). SJM is a justice-oriented pedagogical approach where students simultaneously learn dominant mathematics and explore social injustices to take action toward justice. Using Rodriguez's (Journal of Research in Science Teaching, 1998, 35,…
This 2-year qualitative case study focuses on one emergent mathematics teacher leader, Mr. Miller, and his conceptualization of Social Justice Mathematics (SJM). SJM is a justice-oriented pedagogical approach where students simultaneously learn dominant mathematics and explore social injustices to take action toward justice. Using Rodriguez's (Journal of Research in Science Teaching, 1998, 35,…
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Resource | Communities of Practice and the Elevation of Urban Elementary Teacher Discourse About Critical Pedagogy of Place
Children who live in under-resourced communities and attend under-resourced schools deserve access to high-quality teachers and educational opportunities to support their success and well-being. This study emerged from a professional development (PD) for urban teachers working in such schools, to expand educational opportunities for elementary students through outdoor science teaching. Engaging…
Children who live in under-resourced communities and attend under-resourced schools deserve access to high-quality teachers and educational opportunities to support their success and well-being. This study emerged from a professional development (PD) for urban teachers working in such schools, to expand educational opportunities for elementary students through outdoor science teaching. Engaging…
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Newsletter | July 2024 Newsletter
Dear Colleagues, We have several opportunities to add to your summer calendar. First, we invite you to bring your questions about submitting a proposal in response to the DRK-12 solicitation to the upcoming office hours with NSF program officers on July 30 and August 7. Register now. Second, we hope you’ll catch up on your DRK-12 colleague’s research by reading their recent publications. See our…
Dear Colleagues, We have several opportunities to add to your summer calendar. First, we invite you to bring your questions about submitting a proposal in response to the DRK-12 solicitation to the upcoming office hours with NSF program officers on July 30 and August 7. Register now. Second, we hope you’ll catch up on your DRK-12 colleague’s research by reading their recent publications. See our…
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Resource | Using Simulations to Support Students’ Conceptual Development Related to Wildfire Hazards and Risks from an Experiential Learning Perspective
From the experiential learning perspective, this study investigates middle and high school students (n = 1009) who used an online module to learn about wildfire hazards, risks, and impacts through computational simulations of wildfire phenomena. These students were taught by 18 teachers in urban, rural, and suburban schools across the United States. We analyzed students’ simulation behaviors…
From the experiential learning perspective, this study investigates middle and high school students (n = 1009) who used an online module to learn about wildfire hazards, risks, and impacts through computational simulations of wildfire phenomena. These students were taught by 18 teachers in urban, rural, and suburban schools across the United States. We analyzed students’ simulation behaviors…
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Resource | Toward a Better Understanding of the Nature of Pedagogical Content Knowledge for Fractions: The Role of Experience
Mathematical knowledge for teaching (MKT) is a professional knowledge crucial for effective mathematics instruction, encompassing both content knowledge (CK) and pedagogical content knowledge (PCK). The purpose of this study is to investigate the hierarchical structure of PCK for fractions by seeking further evidence for the PCK-Fractions assessment. The PCK-Fractions measure is designed to…
Mathematical knowledge for teaching (MKT) is a professional knowledge crucial for effective mathematics instruction, encompassing both content knowledge (CK) and pedagogical content knowledge (PCK). The purpose of this study is to investigate the hierarchical structure of PCK for fractions by seeking further evidence for the PCK-Fractions assessment. The PCK-Fractions measure is designed to…
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Resource | Shining Light on Preschool Science Investigations: Exploring Shadows and Strengthening Visual Spatial Skills
Young children are naturally interested in light and shadows, thus providing a meaningful context to introduce preschool science investigations. As children explore how shadows are made and change, they also have opportunities to develop math skills, specifically visual spatial awareness. In this article, we describe a set of light and shadows activities. Through these playful hands-on and…
Young children are naturally interested in light and shadows, thus providing a meaningful context to introduce preschool science investigations. As children explore how shadows are made and change, they also have opportunities to develop math skills, specifically visual spatial awareness. In this article, we describe a set of light and shadows activities. Through these playful hands-on and…
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Resource | Re-imagining Science Education Research Toward a Language for Science Perspective
With a decade passing since the release of the Next Generation Science Standards (NGSS), it is timely to reflect and consider the extent to which the promise of science teaching and learning that values and centers learners’ varied epistemologies for scientific sensemaking has been realized. We argue that this potential, in part, lies in the hands of our science education research community…
With a decade passing since the release of the Next Generation Science Standards (NGSS), it is timely to reflect and consider the extent to which the promise of science teaching and learning that values and centers learners’ varied epistemologies for scientific sensemaking has been realized. We argue that this potential, in part, lies in the hands of our science education research community…
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Resource | Centering on Power Relations in Collaboration Among Mathematics Teacher Educator-Researchers
Mathematics education research tends to center on what Mathematics Teacher Educators-Researchers (MTERs) work on or the people (teachers and students) they work with. Rarely, research in mathematics education focuses on MTERs working with one another. This article decenters from these traditional foci and instead examines a heterogeneous group of MTERs describing their research…
Mathematics education research tends to center on what Mathematics Teacher Educators-Researchers (MTERs) work on or the people (teachers and students) they work with. Rarely, research in mathematics education focuses on MTERs working with one another. This article decenters from these traditional foci and instead examines a heterogeneous group of MTERs describing their research…
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Resource | Profiling Teachers’ Motivation for Professional Development: A Nationwide Study
Situated in the context of advanced placement (AP) reform in the United States, we investigated profiles of teachers’ motivation for participating in professional development (PD) courses in a two-cohort sample of nt1 = 2,369 and nt2 = 2,170 chemistry teachers via multilevel latent class analysis. In addition, the study investigated to what extent profile membership was related to factors at the…
Situated in the context of advanced placement (AP) reform in the United States, we investigated profiles of teachers’ motivation for participating in professional development (PD) courses in a two-cohort sample of nt1 = 2,369 and nt2 = 2,170 chemistry teachers via multilevel latent class analysis. In addition, the study investigated to what extent profile membership was related to factors at the…
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Resource | Epistemic Scaffolding: Understanding and Designing the Support for Epistemic Growth in Science
In this paper, we introduce an epistemic scaffolding framework for understanding the nature of support for epistemic growth in science. Our framework distinguishes between two patterns of epistemic scaffolding: implicit and explicit. Implicit epistemic scaffolding encompasses support integrated into contexts, activities, discourse, or tools, exerting an unconscious influence on learners’…
In this paper, we introduce an epistemic scaffolding framework for understanding the nature of support for epistemic growth in science. Our framework distinguishes between two patterns of epistemic scaffolding: implicit and explicit. Implicit epistemic scaffolding encompasses support integrated into contexts, activities, discourse, or tools, exerting an unconscious influence on learners’…
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Announcement | Register for DRK-12 Solicitation (23-596): NSF Office Hours
Join one (or both) 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 23-596 and program. These webinars are designed to offer participants direct access to program officers, providing valuable insights and guidance. Before attending the webinars, we encourage you to review…
Join one (or both) 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 23-596 and program. These webinars are designed to offer participants direct access to program officers, providing valuable insights and guidance. Before attending the webinars, we encourage you to review…
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Event | DRK-12 Solicitation (23-596): 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 Tuesday, July 30 | 1:30-3pm ET Wednesday, August 7 | 1:30…
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 Tuesday, July 30 | 1:30-3pm ET Wednesday, August 7 | 1:30…
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Event | DRK-12 Solicitation (23-596): 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 Tuesday, July 30 | 1:30-3pm ET Wednesday, August 7 | 1:30…
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 Tuesday, July 30 | 1:30-3pm ET Wednesday, August 7 | 1:30…
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