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Resource | Validity Evidence of the Use of Quantitative Measures of Students in Elementary Mathematics Education
Quantitative measures in mathematics education have informed policies and practices for over a century. Thus, it is critical that such measures in mathematics education have sufficient validity evidence to improve mathematics experiences for students. This article provides a systematic review of the validity evidence related to measures used in elementary mathematics education. The review…
Quantitative measures in mathematics education have informed policies and practices for over a century. Thus, it is critical that such measures in mathematics education have sufficient validity evidence to improve mathematics experiences for students. This article provides a systematic review of the validity evidence related to measures used in elementary mathematics education. The review…
Posted: Thursday, May 02
Resource | Validity Evidence of the Use of Quantitative Measures of Students in Elementary Mathematics Education
Quantitative measures in mathematics education have informed policies and practices for over a century. Thus, it is critical that such measures in mathematics education have sufficient validity evidence to improve mathematics experiences for students. This article provides a systematic review of the validity evidence related to measures used in elementary mathematics education. The review…
Quantitative measures in mathematics education have informed policies and practices for over a century. Thus, it is critical that such measures in mathematics education have sufficient validity evidence to improve mathematics experiences for students. This article provides a systematic review of the validity evidence related to measures used in elementary mathematics education. The review…
Posted: Thursday, May 02
Resource | Science Teachers’ Implementation of Science and Engineering Practices in Different Instructional Settings
This article explores science teachers’ implementation of science and engineering practices (SEPs) under different instructional settings. We compared the number of SEPs science teachers reported using in face-to-face instruction (traditional), online-only instruction (virtual), or HyFlex instruction (synchronously online and in-person) from August 2020 to May 2021. Records and artefacts of the…
This article explores science teachers’ implementation of science and engineering practices (SEPs) under different instructional settings. We compared the number of SEPs science teachers reported using in face-to-face instruction (traditional), online-only instruction (virtual), or HyFlex instruction (synchronously online and in-person) from August 2020 to May 2021. Records and artefacts of the…
Posted: Thursday, May 02
Resource | Demands, Tensions, and Resources When Implementing Ambitious Mathematics
In this article, we explore demands and tensions involved when schools implement ambitious mathematics teaching (AMT). Following a description of a framework that distinguishes between internal and external demands, we characterize the tension between these in terms of alignment, balance, and buffering, which collectively speak to coherence. We then describe AMT and how it represents a departure…
In this article, we explore demands and tensions involved when schools implement ambitious mathematics teaching (AMT). Following a description of a framework that distinguishes between internal and external demands, we characterize the tension between these in terms of alignment, balance, and buffering, which collectively speak to coherence. We then describe AMT and how it represents a departure…
Posted: Thursday, May 02
Resource | Cultivating a Higher Level of Student Agency in Collective Discussion: Teacher Strategies to Navigate Student Scientific Uncertainty to Develop a Trajectory of Sensemaking
In a traditional lecturing environment, students possess limited agency in accepting or rejecting information provided by teachers. A higher level of student agency involves opportunities and actively identifying uncertainties and collaborating with peers to deepen understanding within the classroom community. Teachers play a crucial role in guiding students through sensemaking by addressing…
In a traditional lecturing environment, students possess limited agency in accepting or rejecting information provided by teachers. A higher level of student agency involves opportunities and actively identifying uncertainties and collaborating with peers to deepen understanding within the classroom community. Teachers play a crucial role in guiding students through sensemaking by addressing…
Posted: Thursday, May 02
Resource | Analysing Students' Concept Mapping Style and Its Association with Task Performance in Computer-based Inquiry Learning
Background In scientific inquiry learning, students often have difficulties conducting hypothetical reasoning with multiple intertwined variables. Concept maps have a potential to facilitate complex thinking and reasoning. However, there is little investigation into the content of student-constructed concept maps and its association with inquiry task performance. Objectives This study explored…
Background In scientific inquiry learning, students often have difficulties conducting hypothetical reasoning with multiple intertwined variables. Concept maps have a potential to facilitate complex thinking and reasoning. However, there is little investigation into the content of student-constructed concept maps and its association with inquiry task performance. Objectives This study explored…
Posted: Thursday, May 02
Resource | Parents and Teachers Collaborating to Disrupt Asymmetrical Power Positions in Mathematics Education
This paper describes an innovative mathematics learning partnership that engages teachers and parents of multilingual children ages 7–10 from schools in underserved communities. At the center of this transformative work is the use of two complementary approaches to advancing equity in education– funds of knowledge and positioning theory. While both theories have been applied in mathematics…
This paper describes an innovative mathematics learning partnership that engages teachers and parents of multilingual children ages 7–10 from schools in underserved communities. At the center of this transformative work is the use of two complementary approaches to advancing equity in education– funds of knowledge and positioning theory. While both theories have been applied in mathematics…
Posted: Thursday, May 02
Resource | Parents and Teachers Collaborating to Disrupt Asymmetrical Power Positions in Mathematics Education
This paper describes an innovative mathematics learning partnership that engages teachers and parents of multilingual children ages 7–10 from schools in underserved communities. At the center of this transformative work is the use of two complementary approaches to advancing equity in education– funds of knowledge and positioning theory. While both theories have been applied in mathematics…
This paper describes an innovative mathematics learning partnership that engages teachers and parents of multilingual children ages 7–10 from schools in underserved communities. At the center of this transformative work is the use of two complementary approaches to advancing equity in education– funds of knowledge and positioning theory. While both theories have been applied in mathematics…
Posted: Thursday, May 02
Resource | Parents and Teachers Collaborating to Disrupt Asymmetrical Power Positions in Mathematics Education
This paper describes an innovative mathematics learning partnership that engages teachers and parents of multilingual children ages 7–10 from schools in underserved communities. At the center of this transformative work is the use of two complementary approaches to advancing equity in education– funds of knowledge and positioning theory. While both theories have been applied in mathematics…
This paper describes an innovative mathematics learning partnership that engages teachers and parents of multilingual children ages 7–10 from schools in underserved communities. At the center of this transformative work is the use of two complementary approaches to advancing equity in education– funds of knowledge and positioning theory. While both theories have been applied in mathematics…
Posted: Thursday, May 02
Resource | Elementary Teachers as Collaborators: Developing Educative Support Materials for Citizen Science Projects
Science education is an important component of a full education beginning in primary grades. In recent decades, research has identified young learners’ rich knowledge of the natural world and their potential to connect with sophisticated science ideas. Elementary teachers face many challenges to implementing reform-based science instruction in their classrooms. Some teachers may choose to enhance…
Science education is an important component of a full education beginning in primary grades. In recent decades, research has identified young learners’ rich knowledge of the natural world and their potential to connect with sophisticated science ideas. Elementary teachers face many challenges to implementing reform-based science instruction in their classrooms. Some teachers may choose to enhance…
Posted: Thursday, May 02
Early Career News | CADRE Fellows alumni receive Emerging Scholar awards from the AERA Out-of-School Time SIG
Laura Peña-Telfer (2023 CADRE Fellow) received the Emerging Scholar Award and Ti’Era Worsley (2019-20 CADRE Fellow) the Emerging Scholar Honorable Mention from the AERA Out-of-School Time SIG.
Laura Peña-Telfer (2023 CADRE Fellow) received the Emerging Scholar Award and Ti’Era Worsley (2019-20 CADRE Fellow) the Emerging Scholar Honorable Mention from the AERA Out-of-School Time SIG.
Posted: Thursday, May 02
Early Career News | Unlocking the Everdoor: Analyzing the Serious Game Spiritfarer
Noah Glaser (2021 CADRE Postdoc), Lucas Jensen, Tina Riedy, Maggie Center, Jim Shifflett, and Joseph Griffin published this article in Educational Technology Research and Development.
Noah Glaser (2021 CADRE Postdoc), Lucas Jensen, Tina Riedy, Maggie Center, Jim Shifflett, and Joseph Griffin published this article in Educational Technology Research and Development.
Posted: Thursday, May 02
Early Career News | Thinking Critically, Coding Creatively: Elevating Social Studies Through Inquiry-based Learning and Computer Science Integration
Michael J. Berson, Ilene R. Berson, Kristen L. Franklin, Valerie N. Fawley, Perry S. Shank, Rebecca E. Dovi, Santiago Gasca (2017-18 CADRE Fellow), Eric D. Hochberg, and Debra Bernstein published this article in Social Education.
Michael J. Berson, Ilene R. Berson, Kristen L. Franklin, Valerie N. Fawley, Perry S. Shank, Rebecca E. Dovi, Santiago Gasca (2017-18 CADRE Fellow), Eric D. Hochberg, and Debra Bernstein published this article in Social Education.
Posted: Thursday, May 02
Early Career News | CTE Mechanisms: The Effects of Career and Technical Education Center Admissions Offers in Baltimore
Jay Plasman (2015-16 CADRE Fellow) published this Educational Evaluation and Policy Analysis article with co-authors Marc L. Stein, Rachel E. Durham, and Zyrashae Smith-Onyewu.
Jay Plasman (2015-16 CADRE Fellow) published this Educational Evaluation and Policy Analysis article with co-authors Marc L. Stein, Rachel E. Durham, and Zyrashae Smith-Onyewu.
Posted: Thursday, May 02
Early Career News | Conceptualizing Community Scientific Literacy: Results from a Systematic Literature Review and a Delphi Method Survey of Experts
K. C. Busch (2013-14 CADRE Fellow) and Aparajita Rajwade published this Science Education article.
K. C. Busch (2013-14 CADRE Fellow) and Aparajita Rajwade published this Science Education article.
Posted: Thursday, May 02
Early Career News | Comprehensiveness, Frequency, and Consistency of Science in Elementary Schedules
Elizabeth A. Davis and Christa Haverly (2018-19 CADRE Fellow) co-authored this Science & Children article.
Elizabeth A. Davis and Christa Haverly (2018-19 CADRE Fellow) co-authored this Science & Children article.
Posted: Thursday, May 02
Early Career News | Community Gardens as Places for Ecological Caring in Action
Amal Ibourk (CAREER Awardee), Lauren Wagner, Deb Morrison, Syrena Young, and Justin Milledge published this article in Science & Children.
Amal Ibourk (CAREER Awardee), Lauren Wagner, Deb Morrison, Syrena Young, and Justin Milledge published this article in Science & Children.
Posted: Thursday, May 02
Early Career News | Children Communicating Care Through Curiosity Walks: Using Scientific Practices to Cultivate Knowledge About Climate Justice
Kathleen Schenkel (2016-17 CADRE Fellow) published this Science & Children article with co-authors Cassie J. Brownell and Jon M. Wargo.
Kathleen Schenkel (2016-17 CADRE Fellow) published this Science & Children article with co-authors Cassie J. Brownell and Jon M. Wargo.
Posted: Thursday, May 02
Early Career News | Supporting Students with Blindness and Visual Impairments to Learn Computational Thinking Through Astronomy
Eric D. Hochberg, James K. L. Hammerman, and Santiago Gasca (2017-18 CADRE Fellow) published this article in the Journal of Blindness Innovation and Research.
Eric D. Hochberg, James K. L. Hammerman, and Santiago Gasca (2017-18 CADRE Fellow) published this article in the Journal of Blindness Innovation and Research.
Posted: Thursday, May 02
Early Career News | Socioscientific Modeling: Helping Students See Systems and Understand Messy Issues
Eric A. Kirk (2023 CADRE Fellow) published this Science Scope article with co-authors Troy D. Sadler, Zhen Xu, Jamie N. Elsner, Rebecca R. Lesnefsky, Li Ke, and Laura Zangori.
Eric A. Kirk (2023 CADRE Fellow) published this Science Scope article with co-authors Troy D. Sadler, Zhen Xu, Jamie N. Elsner, Rebecca R. Lesnefsky, Li Ke, and Laura Zangori.
Posted: Thursday, May 02
Early Career News | Real-World Scenarios Value Community and the Climate
Helen Francis and Susan O. Cannon (CAREER Awardee) published this article in Mathematics Teacher: Learning and Teaching PK-12.
Helen Francis and Susan O. Cannon (CAREER Awardee) published this article in Mathematics Teacher: Learning and Teaching PK-12.
Posted: Thursday, May 02
Early Career News | “Educational Facials”: A Healing Tool for the Beautiful Struggle
Kari Kokka (CAREER Awardee) and Michelle Cody co-authored this Education Sciences article.
Kari Kokka (CAREER Awardee) and Michelle Cody co-authored this Education Sciences article.
Posted: Thursday, May 02
Early Career News | “Each Day I Find Ways to Fight for My Students”: Black Science Teachers as Advocates and Abolitionists
Vanessa N. Louis (2022 CADRE Fellow) and Natalie S. King published this Equity & Excellence in Education article.
Vanessa N. Louis (2022 CADRE Fellow) and Natalie S. King published this Equity & Excellence in Education article.
Posted: Thursday, May 02
Early Career News | Designing Educative Curriculum Materials for Teacher Educators: Supporting Preservice Elementary Teachers’ Content Knowledge for Teaching About Matter and Its Interactions
Deborah Hanuscin, Emily Borda, Josie Melton (2017-18 CADRE Fellow), and Jamie N. Mikeska (2010-11 CADRE Fellow) published this article in the International Journal of Science and Mathematics Education.
Deborah Hanuscin, Emily Borda, Josie Melton (2017-18 CADRE Fellow), and Jamie N. Mikeska (2010-11 CADRE Fellow) published this article in the International Journal of Science and Mathematics Education.
Posted: Thursday, May 02
Early Career News | Beyond Niceties: Urban Black and Latiné High School Students’ Racially and Culturally Situated Perceptions of Care
Patricia Buenrostro (2018-19 CADRE Fellow) and Monica L. Miles published this article in The Urban Review.
Patricia Buenrostro (2018-19 CADRE Fellow) and Monica L. Miles published this article in The Urban Review.
Posted: Thursday, May 02
Early Career News | CAREER Awardee received a 2024 ARIS Emerging Broader Impacts Leader Award
Jessica Rodrigues (CAREER Awardee) received a 2024 ARIS Emerging Broader Impacts Leader Award.
Jessica Rodrigues (CAREER Awardee) received a 2024 ARIS Emerging Broader Impacts Leader Award.
Posted: Thursday, May 02
Early Career News | CADRE Fellows named 2024-2025 NARST Sreyashi Jhumki Basu Scholars
Tajma Cameron (2024 CADRE Fellow), Samuel Lee (2024 CADRE Fellow), and Vanessa Louis (2022 CADRE Fellow) were named 2024-2025 NARST Sreyashi Jhumki Basu Scholars.
Tajma Cameron (2024 CADRE Fellow), Samuel Lee (2024 CADRE Fellow), and Vanessa Louis (2022 CADRE Fellow) were named 2024-2025 NARST Sreyashi Jhumki Basu Scholars.
Posted: Thursday, May 02
Early Career News | CADRE Fellows/Postdoc alumni receive 2024 NARST Early Career Research Award
K.C. Busch (2013-14 CADRE Fellow) and Terrell Morton (2018 CADRE Postdoc; CADRE Co-PI) received the 2024 NARST Early Career Research Award.
K.C. Busch (2013-14 CADRE Fellow) and Terrell Morton (2018 CADRE Postdoc; CADRE Co-PI) received the 2024 NARST Early Career Research Award.
Posted: Thursday, May 02
Resource | Accountable Assessment
There is widespread agreement about the importance of accounting for the extent to which educational systems advance student learning. Yet, the forms and formats of accountable assessments often ill serve students and teachers; the summative judgements of student performance that are typically employed to indicate proficiencies on benchmarks of student learning commonly fail to capture student…
There is widespread agreement about the importance of accounting for the extent to which educational systems advance student learning. Yet, the forms and formats of accountable assessments often ill serve students and teachers; the summative judgements of student performance that are typically employed to indicate proficiencies on benchmarks of student learning commonly fail to capture student…
Posted: Thursday, May 02
Resource | A Pilot Study on Teacher-Facing Real-Time Classroom Game Dashboards
Educational games are an increasingly popular teaching tool in modern classrooms. However, the development of complementary tools for teachers facilitating classroom gameplay is lacking. We present the results of a participatory design process for a teacher-facing, real-time game data dashboard. This two-phase process included a workshop to elicit teachers' requirements for such a tool, and a…
Educational games are an increasingly popular teaching tool in modern classrooms. However, the development of complementary tools for teachers facilitating classroom gameplay is lacking. We present the results of a participatory design process for a teacher-facing, real-time game data dashboard. This two-phase process included a workshop to elicit teachers' requirements for such a tool, and a…
Posted: Thursday, May 02