| CADRE

Using classroom observations to evaluate science teaching: Implications of lesson sampling for measuring science teaching effectiveness across lesson types

Jamie N. Mikeska (2010-11 CADRE Fellow), Steven Holtzman, Daniel F. McCaffrey, Shuangshuang Liu, and Tamara Shattuck co-authored this article for Science Education Policy.

Read more about Using classroom observations to evaluate science teaching: Implications of lesson sampling for measuring science teaching effectiveness across lesson types

Most and Least: Differences in Integer Comparisons Based on Temperature Comparison Language

Laura Bofferding (CAREER awardee) and Sherri Farmer published this article in the March 2019 issue of the International Journal of Science and Mathematics Education.

Read more about Most and Least: Differences in Integer Comparisons Based on Temperature Comparison Language

Teachers' framing of argumentation goals: Working together to develop individual versus communal understanding

María González-Howard (2015-16 CADRE Fellow) and Katherine McNeill co-authored this article for the Journal of Research in Science Teaching.

Read more about Teachers' framing of argumentation goals: Working together to develop individual versus communal understanding

Neuroscience and Cyberlearning: A Convergence Conversation

Event Date

Tue, 02/19/2019 - 03:00pm EST - Tue, 02/19/2019 - 04:00pm EST

Learn more and register at: https://circlcenter.org/events/webinar-neuroscience-and-cyberlearning/

Discipline/Topic

Computer Science

Event Type

Webinar

Read more about Neuroscience and Cyberlearning: A Convergence Conversation

Is There a Career and Technical Education Coursetaking Pipeline Between High School and College?

Jay Plasman (2015-16 CADRE Fellow), Michael Gottfried, and Cameron Sublett co-authored this article for Teacher

Read more about Is There a Career and Technical Education Coursetaking Pipeline Between High School and College?

Resettled Burmese Refugee Youths’ Identity Work in an Afterschool STEM Learning Setting

Minjung Ryu, Mavreen Rose S. Tuvilla (2018-19 CADRE Fellow), and Casey Elizabeth Wright co-authored this article for the Journal of Research in Childhood Education.