On May 8, 2019 at 10:00am ET, Nathan Holbert, Matthew Berland, and Cynthia D'Angelo (2009-10 CADRE Fellow) will discuss their Journal of the Learning Sciences article, "Designing Educational Video Games to Be Objects-to-Think-With."
Early Career News
K. C. Busch (2013-14 CADRE Fellow) co-authored this Science Education article with Brian M. Donovan, Rob Semmens, Phillip Keck, Elizabeth Brimhall, Monica Weindling, Alex Duncan, Molly Stuhlsatz, Zoë Buck Bracey, Mark Bloom, Susan Kowalski, and Brae Salazar.
2015-16 CADRE Fellow María González‐Howard published this article in Science Education.
Meredith W. Kier and Jason A. Chen (2011-12 CADRE Fellow) published this article in Science Education.
Ben Baumfalk, Devarati Bhattacharya, Tina Vo (2016-17 CADRE Fellow), Cory Forbes, Laura Zangori, and Christina Schwarz co-authored this article for the Journal of Research in Science Teaching.
Michelle Cirillo (CAREER awardee) and Jenifer Hummer (2017-18 CADRE Fellow) co-authroed this article for the April 2019 issue of Mathematics Teacher.
Courtney P. Benjamin (2018-19 CADRE Fellow) and Terrell Morton (2018 CADRE Postdoc) have featured blogs in the Engaging and Supporting Women and Girls in STEM spotlight.
CAREER awardee Melissa Luna published this article in Cognition and Instruction.
Meixia Ding (CAREER awardee) published this article in the International Journal of Mathematics Educational in Science and Technology with co-author Kayla Heffernan.
Brian Belland (CAREER awardee), D. Mark Weiss, Nam Ju Kim, Jacob Piland, Jiangyue Gu co-authored this article for the February 2019 issue of International Journal of Science and Mathematics Education.
Michael Gottfried and Jay Plasman (2015-16 CADRE Fellow) co-authored this article for publication in the Journal of Engineering Education.
CAREER awardee Meixia Ding, Wei Chen, and Ryan Scott Hassler published this article in Mathematical Thinking and Learning.
Leanne R. Ketterlin Geller, Lindsey Perry (2018 CADRE Postdoc), Linda M. Platas, and Yasmin Sitabkhan co-authored this aritcle for publication in the Global Education Review's Policies and Practices in Support of Mathematics Learning issue.
CAREER awardee Laura Bofferding and
2011-12 CADRE Fellow, Karen Trujillo, was selected by New Mexico Governor Grisham for the role of secretary of public education. Trujillo was elected to serve on the Doña Ana Board of County Commissioners in November of 2018.
María González-Howard (2015-16 CADRE Fellow) and Katherine McNeill co-authored this article for the Journal of Research in Science Teaching.
Jay Plasman (2015-16 CADRE Fellow), Michael Gottfried, and Cameron Sublett co-authored this article published in Teachers College Record.
Minjung Ryu, Mavreen Rose S. Tuvilla (2018-19 CADRE Fellow), and Casey Elizabeth Wright co-authored this article for publication in the Journal of Research in Childhood Education.
Jeremy Stoddard and Jason Chen (2011-12 CADRE Fellow) and co-authored this article for Learning, Media and Technology.
2010-11 CADRE Fellow Camillia Matuk published this article in Research in Science Education with co-author David H. Uttal.
Eli Barnett and Meixia Ding (CAREER awardee) co-authored this article for publication in Investigations in Mathematics Learning.
2017-18 CADRE Fellow Jennifer Tennison published this article in Optometry and Vision Science with co-authors Zachary S. Carril, Nicholas Giudice, and Jenna Gorlewicz.
Deborah Hanuscin, Dante Cisterna, and Kelsey Lipsitz (2016-17 CADRE Fellow) co-authored this article for the Journal of Science Teacher Education.
Terrell Morton (2018 CADRE Postdoc) co-authored this Science Education article with Eileen Parsons.
M. Alejandra Sorto (CAREER awardee) will serve as an NSF program officer for the 2018-19 academic year.
2015-16 CADRE Fellow Jay Plasman and Michael Gottfried co-authored this article published in Educational Policy (EPX).
2009-10 CADRE Fellow Andrew Morozov was selected to participate in the Strategic Data Project Fellowship, a competitive two-year professional development program of the Center for Education Policy Research at Harvard University.
CAREER project Noticing and Using Students' Prior Knowledge has archived its materials, including animations and videos of teachers' classrooms to focus attention on students' mathematical thinking, on a new website.