What's New on CADREK12.org
Resource | Fostering Expansive and Connective Sensemaking with Preservice Secondary Science Teachers
Preservice secondary science teachers often experience science learning in narrow and marginalizing ways in their science preparation. These experiences cause harm, particularly for preservice teachers of color. They also limit the disciplinary resources they can develop for later teaching science in ways that value and sustain their students' ways of knowing and being in the world. Our research…
Preservice secondary science teachers often experience science learning in narrow and marginalizing ways in their science preparation. These experiences cause harm, particularly for preservice teachers of color. They also limit the disciplinary resources they can develop for later teaching science in ways that value and sustain their students' ways of knowing and being in the world. Our research…
Posted: Tuesday, February 06
Resource | Characteristics of Mathematics Coaches’ Suggestions to Teachers
We developed an analytic framework related to the suggestions coaches provided to mathematics teachers as they engaged in content-focused coaching cycles. We analyzed 712 suggestions from nine coaches and 58 coaching conversations. Analysis focused on what the suggestion entailed and how suggestions were made. Most suggestions focused on revising or adding a task feature or asking questions to…
We developed an analytic framework related to the suggestions coaches provided to mathematics teachers as they engaged in content-focused coaching cycles. We analyzed 712 suggestions from nine coaches and 58 coaching conversations. Analysis focused on what the suggestion entailed and how suggestions were made. Most suggestions focused on revising or adding a task feature or asking questions to…
Posted: Tuesday, February 06
Resource | Why Do Teachers Vary in Their Instructional Change During Science PD? The Role of Noticing Students in an Iterative Change Process
Instructional shifts required by equitable, reform-based science instruction are challenging, especially in the elementary context. Such shifts require professional development (PD) that supports teacher internalization of new pedagogical strategies as well as changes in beliefs about how students learn. Because of this complexity, many PD programs struggle to foster lasting pedagogical shifts,…
Instructional shifts required by equitable, reform-based science instruction are challenging, especially in the elementary context. Such shifts require professional development (PD) that supports teacher internalization of new pedagogical strategies as well as changes in beliefs about how students learn. Because of this complexity, many PD programs struggle to foster lasting pedagogical shifts,…
Posted: Tuesday, February 06
Resource | Why Does Teacher Learning Vary in Professional Development? Accounting for Organisational Conditions
Professional development providers often struggle with how some teachers take up and internalise new instructional practices while others have difficulty implementing new ideas and strategies. Teacher personal characteristics account for only part of this differentiation in learning, and there are unanswered questions regarding how organisational conditions shape teacher learning in professional…
Professional development providers often struggle with how some teachers take up and internalise new instructional practices while others have difficulty implementing new ideas and strategies. Teacher personal characteristics account for only part of this differentiation in learning, and there are unanswered questions regarding how organisational conditions shape teacher learning in professional…
Posted: Tuesday, February 06
Event | Webinar: Revised Proposal and Award Policies and Procedures Guide (PAPPG) (NSF 24-1)
A revised version of the NSF Proposal & Award Policies & Procedures Guide (PAPPG) (NSF 24-1) has been issued. The new PAPPG will be effective for proposals submitted or due on or after May 20, 2024. NSF will present information about these changes in a webinar on March 12th at 2PM EST. You are encouraged to review the by-chapter Summary of Changes provided in the PAPPG. REGISTER
A revised version of the NSF Proposal & Award Policies & Procedures Guide (PAPPG) (NSF 24-1) has been issued. The new PAPPG will be effective for proposals submitted or due on or after May 20, 2024. NSF will present information about these changes in a webinar on March 12th at 2PM EST. You are encouraged to review the by-chapter Summary of Changes provided in the PAPPG. REGISTER
Posted: Monday, February 05
Resource | Understanding the Cognitive Processes of Mathematical Problem Posing: Evidence from Eye Movements
This study concerns the cognitive process of mathematical problem posing, conceptualized in three stages: understanding the task, constructing the problem, and expressing the problem. We used the eye tracker and think-aloud methods to deeply explore students’ behavior in these three stages of problem posing, especially focusing on investigating the influence of task situation format and…
This study concerns the cognitive process of mathematical problem posing, conceptualized in three stages: understanding the task, constructing the problem, and expressing the problem. We used the eye tracker and think-aloud methods to deeply explore students’ behavior in these three stages of problem posing, especially focusing on investigating the influence of task situation format and…
Posted: Wednesday, January 31
Resource | Exploring the Noticing of Science Teachers: What Teachers' Notice and Using Video to Capture Teacher Knowledge
Knowing how science teachers develop their professional knowledge has been a challenge. One potential way to determine the professional knowledge of teachers is through videos. In the study described here, the authors recruited 60 elementary and secondary science teachers, showed them one of two 10-min videos, and recorded and analyzed their comments when watching the videos. The coding focused…
Knowing how science teachers develop their professional knowledge has been a challenge. One potential way to determine the professional knowledge of teachers is through videos. In the study described here, the authors recruited 60 elementary and secondary science teachers, showed them one of two 10-min videos, and recorded and analyzed their comments when watching the videos. The coding focused…
Posted: Tuesday, January 30
Resource | Evaluating the Effectiveness of an Online Professional Development for Rural Middle-School Science Teachers
In rural, geographically dispersed school districts, access to high-quality face-to-face professional development (PD) is challenging. Our study developed and compared the effectiveness of an online PD for middle-school science teachers working in remote, rural areas of Kansas with an evidence-based traditional face-to-face PD with the goal of supporting change in teachers’ conceptual…
In rural, geographically dispersed school districts, access to high-quality face-to-face professional development (PD) is challenging. Our study developed and compared the effectiveness of an online PD for middle-school science teachers working in remote, rural areas of Kansas with an evidence-based traditional face-to-face PD with the goal of supporting change in teachers’ conceptual…
Posted: Tuesday, January 30
Resource | Comparing Optimization Practices Across Engineering Learning Contexts Using Process Data
Despite an increasing focus on integrating engineering design in K-12 settings, relatively few studies have investigated how to support students to engage in systematic processes to optimize the designs of their solutions. Emerging learning technologies such as computational models and simulations enable rapid feedback to learners about their design performance, as well as the ability to research…
Despite an increasing focus on integrating engineering design in K-12 settings, relatively few studies have investigated how to support students to engage in systematic processes to optimize the designs of their solutions. Emerging learning technologies such as computational models and simulations enable rapid feedback to learners about their design performance, as well as the ability to research…
Posted: Tuesday, January 30
Resource | Comparing Optimization Practices Across Engineering Learning Contexts Using Process Data
Despite an increasing focus on integrating engineering design in K-12 settings, relatively few studies have investigated how to support students to engage in systematic processes to optimize the designs of their solutions. Emerging learning technologies such as computational models and simulations enable rapid feedback to learners about their design performance, as well as the ability to research…
Despite an increasing focus on integrating engineering design in K-12 settings, relatively few studies have investigated how to support students to engage in systematic processes to optimize the designs of their solutions. Emerging learning technologies such as computational models and simulations enable rapid feedback to learners about their design performance, as well as the ability to research…
Posted: Tuesday, January 30
Resource | ‘But, Is It Supposed to be a Straight Line?’ Scaffolding Students’ Experiences with Pressure Sensors and Material Resistance in a High School Biology Classroom
This case study examines how material resistance (limitations posed by the physical world) and graph interpretation intersected during a high school biology investigation using digital sensors. We use an extended episode from a small group to illustrate how, in an inquiry-based unit, measuring near the resolution limit of a sensor caused scaling issues in graphs. Qualitative videotape analysis…
This case study examines how material resistance (limitations posed by the physical world) and graph interpretation intersected during a high school biology investigation using digital sensors. We use an extended episode from a small group to illustrate how, in an inquiry-based unit, measuring near the resolution limit of a sensor caused scaling issues in graphs. Qualitative videotape analysis…
Posted: Tuesday, January 23
Early Career News | 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.
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.
Posted: Tuesday, January 23
Early Career News | 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.
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.
Posted: Tuesday, January 23
Early Career News | 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.
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.
Posted: Tuesday, January 23
Early Career News | 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.
Cassie F. Quigley, Danielle Herro, Holly Plank (2023 CADRE Fellow), Aileen Owens, and Oluwadara Abimbade published this article in Computer Science Education.
Posted: Tuesday, January 23
Early Career News | 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.
Kimberly Carroll Steward, David Gosselin, Devarati Bhattacharya (2020 CADRE Postdoc), Mark Chandler, and Cory T. Forbes co-authored this Journal of Geoscience Education article.
Posted: Tuesday, January 23
Early Career News | Achievement at What Cost? An Intersectional Approach to Assessing Race and Gender Differences in Adolescent Math Motivation and Achievement
Sarah E. McKellar, Channing J. Mathews (2021 CADRE Postdoc), Allison M. Greene, and Ming-Te Wang published this article in Contemporary Educational Psychology.
Sarah E. McKellar, Channing J. Mathews (2021 CADRE Postdoc), Allison M. Greene, and Ming-Te Wang published this article in Contemporary Educational Psychology.
Posted: Tuesday, January 23
Early Career News | High School Black Girls’ Experiences in a STEM After-School Program: A Qualitative Case Study
Miranda Mullins Allen (2024 CADRE Fellow) published this article in School Science and Mathematics.
Miranda Mullins Allen (2024 CADRE Fellow) published this article in School Science and Mathematics.
Posted: Tuesday, January 23
Early Career News | 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.
Lindsey Mohan, Emily Harris, and Candice Guy-Gaytán (2015-16 CADRE Fellow) co-authored this article in Science & Children.
Posted: Tuesday, January 23
Early Career News | 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.
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.
Posted: Tuesday, January 23
Newsletter | January 2024 Newsletter
Happy 2024 DRK-12 PI Community! Letter from NSF Program Directors While we are starting a new year, we would like to acknowledge your remarkable efforts and unwavering commitment to fostering excellence in STEM education, facilitating innovative approaches to learning and teaching in pre-K-12 classrooms, and promoting equity in schools across diverse geographies. During 2023, we were awed by…
Happy 2024 DRK-12 PI Community! Letter from NSF Program Directors While we are starting a new year, we would like to acknowledge your remarkable efforts and unwavering commitment to fostering excellence in STEM education, facilitating innovative approaches to learning and teaching in pre-K-12 classrooms, and promoting equity in schools across diverse geographies. During 2023, we were awed by…
Posted: Monday, January 22
Announcement | New Proposal & Award Policies & Procedures Guide (PAPPG)
NSF recently released a revised version of the Proposal & Award Policies & Procedures Guide (PAPPG) (NSF 24-1). The new PAPPG will be effective for proposals submitted or due on or after May 20, 2024. Learn more about the revisions to the PAPPG by reviewing the Summary of Changes and attending a webinar on March 12th at 2 PM EST. Sign up on the Policy Office outreach website to be…
NSF recently released a revised version of the Proposal & Award Policies & Procedures Guide (PAPPG) (NSF 24-1). The new PAPPG will be effective for proposals submitted or due on or after May 20, 2024. Learn more about the revisions to the PAPPG by reviewing the Summary of Changes and attending a webinar on March 12th at 2 PM EST. Sign up on the Policy Office outreach website to be…
Posted: Monday, January 22
Project Spotlight | Coaching and Mentoring STEM Educators
This Spotlight features research on coaching and mentoring STEM educators. Three projects share their approaches to supporting mathematics educators through a combination of professional learning, ongoing support, innovative tools, and relationship-building. They share advice on how other DRK-12 projects might approach coaching and mentoring in their own projects and proposals, and discuss the…
This Spotlight features research on coaching and mentoring STEM educators. Three projects share their approaches to supporting mathematics educators through a combination of professional learning, ongoing support, innovative tools, and relationship-building. They share advice on how other DRK-12 projects might approach coaching and mentoring in their own projects and proposals, and discuss the…
Posted: Friday, January 12
Event | International Group for the Psychology of Mathematics Education 46th Annual Conference of PME-NA; Cleveland, OH
To learn more, visit https://web.cvent.com/event/f91a1b9d-0149-4acb-8563-e372e9fc6b68/summary.
To learn more, visit https://web.cvent.com/event/f91a1b9d-0149-4acb-8563-e372e9fc6b68/summary.
Posted: Thursday, January 04
Announcement | NSF Notice on the Use of Generative AI Technology
The National Science Foundation (NSF) has posted a notice establishing guidelines for the use of generative artificial intelligence technology by reviewers and proposers: https://new.nsf.gov/news/notice-to-the-research-community-on-ai?utm_medium=email&utm_source=govdelivery
The National Science Foundation (NSF) has posted a notice establishing guidelines for the use of generative artificial intelligence technology by reviewers and proposers: https://new.nsf.gov/news/notice-to-the-research-community-on-ai?utm_medium=email&utm_source=govdelivery
Posted: Wednesday, January 03
Announcement | New CADRE Learning Series on Rural Partnerships
Recognizing the unique assets and needs of rural schools, DRK-12 researchers are working in partnerships with rural communities across the U.S. to support STEM education. In Part 1 of this Learning Series, researchers shared their approaches to working in rural settings and creating mutually beneficial partnerships. They highlighted both affordances and challenges to working with rural schools…
Recognizing the unique assets and needs of rural schools, DRK-12 researchers are working in partnerships with rural communities across the U.S. to support STEM education. In Part 1 of this Learning Series, researchers shared their approaches to working in rural settings and creating mutually beneficial partnerships. They highlighted both affordances and challenges to working with rural schools…
Posted: Tuesday, December 19
Event | Part 1 | CADRE Learning Series: Rural Partnerships
Recognizing the unique assets and needs of rural schools, DRK-12 researchers are working in partnerships with rural communities across the U.S. to support STEM education. In Part 1 of this Learning Series, researchers shared their approaches to working in rural settings and creating mutually beneficial partnerships. They highlighted both affordances and challenges to working with rural schools…
Recognizing the unique assets and needs of rural schools, DRK-12 researchers are working in partnerships with rural communities across the U.S. to support STEM education. In Part 1 of this Learning Series, researchers shared their approaches to working in rural settings and creating mutually beneficial partnerships. They highlighted both affordances and challenges to working with rural schools…
Posted: Tuesday, December 19
Event | Part 2 | CADRE Learning Series: Rural Partnerships
Recognizing the unique assets and needs of rural schools, DRK-12 researchers are working in partnerships with rural communities across the U.S. to support STEM education. In Part 1 of this Learning Series, researchers shared their approaches to working in rural settings and creating mutually beneficial partnerships. They highlighted both affordances and challenges to working with rural schools…
Recognizing the unique assets and needs of rural schools, DRK-12 researchers are working in partnerships with rural communities across the U.S. to support STEM education. In Part 1 of this Learning Series, researchers shared their approaches to working in rural settings and creating mutually beneficial partnerships. They highlighted both affordances and challenges to working with rural schools…
Posted: Tuesday, December 19
Survey | CADRE Learning Series on Rural Partnerships: Registration
Part 1 Panel | Wednesday, January 24, 2024, 12:30 – 2 PM ETPart 2 Consultations | Tuesday, February 13, 2024, 12:30 – 2 PM ET Moderator: Ilana Horn, Vanderbilt University; Panelists: Julie Amador, University of Idaho; Rebecca Sansom, Brigham Young University; Ryan Summers, University of North Dakota Recognizing the unique assets and needs of rural schools, DRK-12 researchers are working in…
Part 1 Panel | Wednesday, January 24, 2024, 12:30 – 2 PM ETPart 2 Consultations | Tuesday, February 13, 2024, 12:30 – 2 PM ET Moderator: Ilana Horn, Vanderbilt University; Panelists: Julie Amador, University of Idaho; Rebecca Sansom, Brigham Young University; Ryan Summers, University of North Dakota Recognizing the unique assets and needs of rural schools, DRK-12 researchers are working in…
Posted: Monday, December 18
Announcement | NSF-IES Research and Development Center on Improving Outcomes in Elementary Science Education: Funding Opportunity and Office Hours
The National Science Foundation (NSF) is partnering with the Institute of Education Sciences (IES) to fund a Research and Development Center on Improving Outcomes in Elementary Science Education (Solicitation 84.305C RFA). There will be two office hour sessions for the field to ask questions: NCER Education Research and Development Center Program (84.305C) Improving Outcomes in Elementary Science…
The National Science Foundation (NSF) is partnering with the Institute of Education Sciences (IES) to fund a Research and Development Center on Improving Outcomes in Elementary Science Education (Solicitation 84.305C RFA). There will be two office hour sessions for the field to ask questions: NCER Education Research and Development Center Program (84.305C) Improving Outcomes in Elementary Science…
Posted: Wednesday, December 13