My Best Science Teacher: The Views of Black Students and Implications for Science Education Reform
Eileen C. Parsons and Terrell R. Morton (CADRE co-PI and 2018 CADRE Postdoc) co-authored this publication for Cultural Studies of Science Education.
Emancipating STEM Education through Abolitionist Teaching: A Research-Practice Partnership to Support Virtual Microteaching Experiences
Vanessa N. Louis (2022 CADRE Fellow) and Natalie S. King published this article in the Journal of Science Teacher Education.
An Alternative to STEBI-A: Validation of the T-STEM Science Scale
Alana Unfried, Arif Rachmatullah, Alonzo Alexander (2022 CADRE Fellow), and Eric Wiebe (CADRE co-PI) co-authored this article published in the International Journal of STEM Education.
“All we Wanna do is be Free”: Advocating for Black Liberation in and through K-12 Science Education
Terrell R. Morton (CADRE co-PI and 2018 CADRE Postdoc), Monica L. Miles, ReAnna S. Roby (2018 CADRE Postdoc), and Nickolaus A. Ortiz published this Journal of Science Teacher Education article.
Nurturing Students Through Social Interactions
Tiffini Pruitt-Britton, Anne Garrison Wilhelm, and Jonee Wilson (2013-14 CADRE Fellow) published this article in Phi Delta Kappan.
Creating Inclusive STEM Opportunities for Students with Disabilities: Informal Settings
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Creating Inclusive STEM Opportunities for Students with Disabilities: Formal Settings
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Annual Survey of the DRK-12 Portfolio
CADRE, the NSF resource network for the DRK-12 program, is conducting an annual survey of active awards to:
Discussing Systems Change Strategies
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Join NSF INCLUDES to explore systems change concepts and strategies that can support efforts to broaden participation in STEM. Panelists will examine how the work of individual members, their institutions, programs, or initiatives are working to advance systems change.
Panelists include:
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Association for Supervision and Curriculum Development 2022 ASCD Virtual Conference
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To learn more, visit https://events.ascd.org/annual-conference.
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