Innovative Technology Experiences for Students and Teachers Resource Center (ITEST RC) Full Proposal Deadline
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Learning to Listen: Cultivating Pre-Service Teachers’ Attunement to Student Thinking
Shannon G. Davidson, Lama Z. Jaber (CAREER Awardee), and Allison Metcalf co-authored this article for the Journal of Science Teacher Education.
Webinar: Revised Proposal and Award Policies and Procedures Guide (PAPPG) (NSF 24-1)
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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.
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.
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.
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.
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.
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.
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.