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Webinar: Diversity, Equity, and Exclusion? How to address diversity with respect to ability in your research and practice in the INCLUDES National Network

Event Date

Wed, 08/07/2019 - 02:00pm EDT - Wed, 08/07/2019 - 03:00pm EDT

Event Type

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Slides and Recording of the 2019 DRK-12 Solicitation Webinar are Available

Thank you to everyone who attended the 2019 Informational Webinar on DRK-12 Solicitation 17-584. The slides and recording are now available.

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CADRE Fellows Professional Profile Survey

Please complete the form below to submit/update your professional profile. CADRE will share the information you supply with the Fellows network and (with the exception of your email address) on the CADRE website through the CADRE Fellows Alumni spotlight and Early Career News.

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Algebra Education in DRK-12

A piece of paper with math problems and a pencil This Spotlight highlights how DRK-12 projects are advancing the field of algebra education through innovative technologies, teacher professional development, curriculum impact studies, meta-research, and strategic partnership development.

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NSF-approved Biographical Sketch Format

The National Science Foundation (NSF) has designated the National Institutes of Health’s SciENcv(Science Experts Network Curriculum Vitae) as an NSF-approved format for submission of biographical sketc

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Informational Webinar on NSF's DRK-12 Solicitation (17-584)

Event Date

Tue, 07/09/2019 - 01:00pm EDT - Tue, 07/09/2019 - 02:15pm EDT

Join NSF program directors for an informational webinar on the Discovery Research in PreK-12 Education Solicitation (17-584). Registration is on a first-come, first-served basis.

Event Type

Webinar

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Mentoring the Mentors: Hybridizing Professional Development to Support Cooperating Teachers’ Mentoring Practice in Science

Josie Melton (2017-18 CADRE Fellow) published this article for Contemporary Issues in Technology and Teacher Education with co-authors Matthew Miller and Joseph Brobst.

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The impact of multimedia educative curriculum materials (MECMs) on teachers’ beliefs about scientific argumentation

Suzanna Loper, Katherine L. McKeill, María González-Howard (2015-16 CADRE Fellow), Lisa M. Marco-Bujosa, Laura M. O’Dwyer published this article in Technology, Pedagogy and Education.