Scientifically Modeling Water
Tina Vo (2016-17 CADRE Fellow), Rebekah Hammack, and Connie Michael published this article in Science and Children.
Present in Class Yet Absent in Science: The Individual and Societal Impact of Inequitable Science Instruction and Challenge to Improve Science Instruction
Tamecia R. Jones and Shondricka Burrell (2017-18 CADRE Fellow) published this Science Education article.
Making Inquiry Accessible for Students With Disabilities
Shalece Kohnke (2022 CADRE Fellow) published this article in The Science Teacher.
Equitable Math Instruction for California’s Multilingual Students
William Zahner (CAREER Awardee) published this The Education Trust—West report with co-authors Lynda Wynn and Abigail Amoako Kayser.
Adapting Existing Curriculum for Equitable Learning Experiences
Nelly Tsai, Hosun Kang (CAREER Awardee), Jasmine Chang, and Karly Cassese published this article in Science Scope.
Kang receives Outstanding Reviewer Award from AERA
Hosun Kang (CAREER Awardee) was a recipient of the AERA Outstanding Reviewer Award.
Pedagogical Content Knowledge for Informal Science Educators: Development of the ISE-PCK Framework
K.C. Busch (2013-14 CADRE Fellow), Mwenda Kudumu, and Soonhye Park published this article in Research in Science Education.
Mentoring Across Differences in Science Education: Applying a Brokering Framework
Christa Haverly (2018-19 CADRE Fellow) co-authored this article with Bryan A. Brown.
Black Liberatory Science Education: Positioning Black Youth as Science Learners Through Recognizing Brilliance
Monica L. Miles and ReAnna S. Roby (2018 CADRE Postdoc) published this article in Cultural Studies of Science Education.
Beyond Assessing Knowledge about Models and Modeling: Moving Toward Expansive, Meaningful, and Equitable Modeling Practice
Christina V. Schwarz, Li Ke, Michelle Salgado, and Eve Manz (CAREER Awardee) published this Journal of Research in Science Teaching article.