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Resource | Guiding collaborative revision of science explanations
This paper illustrates how the combination of teacher and computer guidance can strengthen collaborative revision and identifies opportunities for teacher guidance in a computer-supported collaborative learning environment. We took advantage of natural language processing tools embedded in an online, collaborative environment to automatically score student responses using human-designed knowledge...
This paper illustrates how the combination of teacher and computer guidance can strengthen collaborative revision and identifies opportunities for teacher guidance in a computer-supported collaborative learning environment. We took advantage of natural language processing tools embedded in an online, collaborative environment to automatically score student responses using human-designed knowledge...
Posted: Thursday, July 25
Early Career News | Tensions Between Learning Models and Engaging in Modeling
Candice Guy-Gaytán (2015-16 CADRE Fellow), Julia S. Gouvea, Chris Griesemer, and Cynthia Passmore co-authored this Science & Education article.
Candice Guy-Gaytán (2015-16 CADRE Fellow), Julia S. Gouvea, Chris Griesemer, and Cynthia Passmore co-authored this Science & Education article.
Posted: Thursday, July 25
Early Career News | Making Sense of Day and Night
Christa Haverly (2018-19 CADRE Fellow) and Kim Sedlmeyer published this article in Science and Children.
Christa Haverly (2018-19 CADRE Fellow) and Kim Sedlmeyer published this article in Science and Children.
Posted: Thursday, July 25
Early Career News | Investigating Teaching in Conceptually Oriented Mathematics Classrooms Characterized by African American Student Success
Jonee Wilson (2013-14 CADRE Fellow) published this Journal for Research in Mathematics Education article with co-authors Mahtab Nazemi, Kara Jackson, and Anne Garrison Wilhelm.
Jonee Wilson (2013-14 CADRE Fellow) published this Journal for Research in Mathematics Education article with co-authors Mahtab Nazemi, Kara Jackson, and Anne Garrison Wilhelm.
Posted: Thursday, July 25
Early Career News | Framing, Adapting, and Applying: Learning to Contextualize Science Activity in Multilingual Science Classrooms
Sara Tolbert, Corey Knox (2014-15 CADRE Fellow), and Ivan Salinas co-authored this article for Research in Science Education.
Sara Tolbert, Corey Knox (2014-15 CADRE Fellow), and Ivan Salinas co-authored this article for Research in Science Education.
Posted: Thursday, July 25
Resource | Scaling up innovative learning in mathematics: exploring the effect of different professional development approaches on teacher knowledge, beliefs, and instructional practice
Professional learning experiences (PLEs) provide teachers with opportunities to improve their understanding of mathematics content and teaching practices. However, PLEs are often conducted in person and in small groups—hence costly and localized. The purpose of the current study was to explore different ways for teachers to engage in PLEs and how these approaches might enable the field to scale...
Professional learning experiences (PLEs) provide teachers with opportunities to improve their understanding of mathematics content and teaching practices. However, PLEs are often conducted in person and in small groups—hence costly and localized. The purpose of the current study was to explore different ways for teachers to engage in PLEs and how these approaches might enable the field to scale...
Posted: Thursday, July 25
Resource | Patterns Linking Interpreting and Deciding How to Respond During the Launch of a Lesson: Noticing from an Integrated Perspective
Researchers have generated a powerful framework that identifies three aspects of noticing students’ mathematical thinking: attending to, interpreting, and deciding how to respond to student thinking. Previous research has tended to focus on evaluating how well teachers engaged in noticing, and how well they connected the different aspects of noticing. We describe a complementary way of studying...
Researchers have generated a powerful framework that identifies three aspects of noticing students’ mathematical thinking: attending to, interpreting, and deciding how to respond to student thinking. Previous research has tended to focus on evaluating how well teachers engaged in noticing, and how well they connected the different aspects of noticing. We describe a complementary way of studying...
Posted: Thursday, July 25
Organization | Rowan University
Posted: Thursday, July 25
Resource | Instruments to Measure Elementary Student Mindsets about Smartness and Failure in General and with respect to Engineering
The aim of this study was to assess evidence for the validity of General Mindset (GM) and Engineering Mindset (EM) surveys that we developed for fifth-grade students (ages 10-11). In both surveys, we used six items to measure student mindset to determine if it was more fixed (presuming intelligence is fixed and failure is a sign that one is not smart enough) or more growth-minded (presuming one...
The aim of this study was to assess evidence for the validity of General Mindset (GM) and Engineering Mindset (EM) surveys that we developed for fifth-grade students (ages 10-11). In both surveys, we used six items to measure student mindset to determine if it was more fixed (presuming intelligence is fixed and failure is a sign that one is not smart enough) or more growth-minded (presuming one...
Posted: Thursday, July 25
Resource | How to support secondary school students’ consideration of uncertainty in scientific argument writing: A case study of a High-Adventure Science curriculum module
Incorporating scientific uncertainty as part of science teaching means acknowledging that there may be incomplete or potentially limited scientific information when scientists draw conclusions. In the geosciences, scientists routinely make inferences about the Earth based on observations of the present, and test those observations against hypotheses about Earth’s history and processes that are...
Incorporating scientific uncertainty as part of science teaching means acknowledging that there may be incomplete or potentially limited scientific information when scientists draw conclusions. In the geosciences, scientists routinely make inferences about the Earth based on observations of the present, and test those observations against hypotheses about Earth’s history and processes that are...
Posted: Thursday, July 25
Resource | Framing, Adapting, and Applying: Learning to Contextualize Science Activity in Multilingual Science Classrooms
In this article, we turn our attention to context-based approaches to science instruction. We studied the effects of changes to a set of secondary science teacher education programs, all of which were redesigned with attention to the Secondary Science Teaching with English Language and Literacy Acquisition (SSTELLA) instructional framework, a framework for responsive and contextualized...
In this article, we turn our attention to context-based approaches to science instruction. We studied the effects of changes to a set of secondary science teacher education programs, all of which were redesigned with attention to the Secondary Science Teaching with English Language and Literacy Acquisition (SSTELLA) instructional framework, a framework for responsive and contextualized...
Posted: Thursday, July 25
Resource | Clarifiable Ambiguity in Classroom Mathematics Discourse
Ambiguity is a natural part of communication in a mathematics classroom. In this paper, a particular subset of ambiguity is characterized as clarifiable. Clarifiable ambiguity in classroom mathematics discourse is common, frequently goes unaddressed, and unnecessarily hinders in-the-moment communication because it likely could be made more clear in a relatively straightforward way if it were...
Ambiguity is a natural part of communication in a mathematics classroom. In this paper, a particular subset of ambiguity is characterized as clarifiable. Clarifiable ambiguity in classroom mathematics discourse is common, frequently goes unaddressed, and unnecessarily hinders in-the-moment communication because it likely could be made more clear in a relatively straightforward way if it were...
Posted: Thursday, July 25
Project Spotlight | Rural STEM Education
Students and teachers in rural communities often lack access to resources and opportunities that can improve student achievement and representation in STEM. This Spotlight features a perspective piece by Pam Buffington and highlights the work of two projects developing innovative, contextually responsive professional learning experiences. In this Spotlight... Community Voice by Pam Buffington...
Students and teachers in rural communities often lack access to resources and opportunities that can improve student achievement and representation in STEM. This Spotlight features a perspective piece by Pam Buffington and highlights the work of two projects developing innovative, contextually responsive professional learning experiences. In this Spotlight... Community Voice by Pam Buffington...
Posted: Wednesday, July 24
Resource | DRK-12 Project Evaluators
This list of individuals and organizations providing evaluation services to DRK-12 projects is based on data entered by project members on the cadrek12.org site.
This list of individuals and organizations providing evaluation services to DRK-12 projects is based on data entered by project members on the cadrek12.org site.
Posted: Tuesday, July 23
Event | Webinar: Diversity, Equity, and Exclusion? How to address diversity with respect to ability in your research and practice in the INCLUDES National Network
Register for this webinar “Inclusive” practices that do not consider equitable access for individuals with disabilities are not inclusive. Disability transcends every population and all aspects of diversity. So then, why does it get so little attention? This session will discuss factors potentially limiting the work to improve access for those with disabilities, identify common barriers to...
Register for this webinar “Inclusive” practices that do not consider equitable access for individuals with disabilities are not inclusive. Disability transcends every population and all aspects of diversity. So then, why does it get so little attention? This session will discuss factors potentially limiting the work to improve access for those with disabilities, identify common barriers to...
Posted: Tuesday, July 23
Page | 2020 CADRE Postdoc Professional Growth Opportunity
CADRE launched its biennial Postdoc Professional Growth Opportunity in 2018 as part of its broader efforts to support early career researchers in STEM education. Postdoc candidates are nominated by members of active DRK-12 projects. As part of the program, postdocs: attend the DRK-12 PI Meeting and webinars on funding research; learn about developing NSF proposals; build community with postdocs...
CADRE launched its biennial Postdoc Professional Growth Opportunity in 2018 as part of its broader efforts to support early career researchers in STEM education. Postdoc candidates are nominated by members of active DRK-12 projects. As part of the program, postdocs: attend the DRK-12 PI Meeting and webinars on funding research; learn about developing NSF proposals; build community with postdocs...
Posted: Monday, July 22
Announcement | Slides and Recording of the 2019 DRK-12 Solicitation Webinar are Available
Thank you to everyone who attended the 2019 Informational Webinar on DRK-12 Solicitation 17-584. The slides and recording are now available. The 2019 webinar builds on the informational webinar from last year. See the 2018 DRK-12 Solicitation Webinar Slides and Recording. For additional resources, such as the solicitation, PAPPG and a proposal development timeline, explore the NSF Proposal...
Thank you to everyone who attended the 2019 Informational Webinar on DRK-12 Solicitation 17-584. The slides and recording are now available. The 2019 webinar builds on the informational webinar from last year. See the 2018 DRK-12 Solicitation Webinar Slides and Recording. For additional resources, such as the solicitation, PAPPG and a proposal development timeline, explore the NSF Proposal...
Posted: Wednesday, July 10
Resource | 2019 Informational Webinar on DRK-12 Solicitation 17-584 Resources
Watch a Recording of the 2019 DRK-12 Solication Webinar (use the bookmarks on left side of recording to jump to content of interest): http://edc.adobeconnect.com/pe5bkk9btgs7/ View 2019 Slides Additional Resources: 2018 DRK-12 Solicitation Webinar Slides and Recording NSF Proposal Toolkit
Watch a Recording of the 2019 DRK-12 Solication Webinar (use the bookmarks on left side of recording to jump to content of interest): http://edc.adobeconnect.com/pe5bkk9btgs7/ View 2019 Slides Additional Resources: 2018 DRK-12 Solicitation Webinar Slides and Recording NSF Proposal Toolkit
Posted: Tuesday, July 09
Survey | CADRE Fellows Professional Profile Survey
Please complete the form below to submit/update your professional profile. CADRE will share the information you supply with the Fellows network and (with the exception of your email address) on the CADRE website through the CADRE Fellows Alumni spotlight (under construction) and Early Career News.
Please complete the form below to submit/update your professional profile. CADRE will share the information you supply with the Fellows network and (with the exception of your email address) on the CADRE website through the CADRE Fellows Alumni spotlight (under construction) and Early Career News.
Posted: Tuesday, June 25
Blog | Algebra in the Early Grades: Setting the Stage for Future Studies and a Math Mindset
If you had asked me a few years ago how I was preparing my second graders for their future studies in algebra, I would have laughed! Algebra is for teenagers and addition and subtraction facts are for second graders...now I realize how wrong I was. I was fortunate enough to be a part of an amazing STEM professional development for early elementary mathematics instruction. The skills, strategies,...
If you had asked me a few years ago how I was preparing my second graders for their future studies in algebra, I would have laughed! Algebra is for teenagers and addition and subtraction facts are for second graders...now I realize how wrong I was. I was fortunate enough to be a part of an amazing STEM professional development for early elementary mathematics instruction. The skills, strategies,...
Posted: Sunday, June 23
Project Spotlight | Algebra Education in DRK-12
Beginning in the earliest grades, DRK-12 projects are promoting access to and success in Algebra for all students, through pre-service training and professional learning opportunities for teachers, instructional materials, assessments, learning technologies, interventions for at-risk students, and other innovations. In this Spotlight... Community Voice by Colleen Henry Featured DRK-12 Projects...
Beginning in the earliest grades, DRK-12 projects are promoting access to and success in Algebra for all students, through pre-service training and professional learning opportunities for teachers, instructional materials, assessments, learning technologies, interventions for at-risk students, and other innovations. In this Spotlight... Community Voice by Colleen Henry Featured DRK-12 Projects...
Posted: Wednesday, June 19
Blog | External Review of DRK–12 Projects
Thank you to evaluators Kristin Bass, senior researcher, Rockman et al; Kathy Haynie, director, Haynie Research and Evaluation; Dan Heck, vice president, Horizon Research, Inc. (HRI); and David Reider, principal partner, Education Design, Inc. for their perspectives on this topic. Each year when researchers are writing proposals, CADRE—the resource network for NSF’s DRK–12 program—receives...
Thank you to evaluators Kristin Bass, senior researcher, Rockman et al; Kathy Haynie, director, Haynie Research and Evaluation; Dan Heck, vice president, Horizon Research, Inc. (HRI); and David Reider, principal partner, Education Design, Inc. for their perspectives on this topic. Each year when researchers are writing proposals, CADRE—the resource network for NSF’s DRK–12 program—receives...
Posted: Tuesday, June 18
Announcement | NSF-approved Biographical Sketch Format
The National Science Foundation (NSF) has designated the National Institutes of Health’s SciENcv(Science Experts Network Curriculum Vitae) as an NSF-approved format for submission of biographical sketch(es) and is encouraging its use to prepare a biographical sketch for inclusion in proposals to NSF. In accordance with the current Proposal & Award Policies & Procedures Guide (PAPPG) (...
The National Science Foundation (NSF) has designated the National Institutes of Health’s SciENcv(Science Experts Network Curriculum Vitae) as an NSF-approved format for submission of biographical sketch(es) and is encouraging its use to prepare a biographical sketch for inclusion in proposals to NSF. In accordance with the current Proposal & Award Policies & Procedures Guide (PAPPG) (...
Posted: Monday, June 17
Resource | Aligning Test Scoring Procedures with Test Uses: A Balancing Act
Test scoring procedures should align with the intended uses and interpretations of test results. In this paper, we examine three test scoring procedures for an operational assessment of early numeracy, the Early Grade Mathematics Assessment (EGMA). Current test specifications call for subscores to be reported for each of the eight subtests on the EGMA. This test scoring procedures has been...
Test scoring procedures should align with the intended uses and interpretations of test results. In this paper, we examine three test scoring procedures for an operational assessment of early numeracy, the Early Grade Mathematics Assessment (EGMA). Current test specifications call for subscores to be reported for each of the eight subtests on the EGMA. This test scoring procedures has been...
Posted: Thursday, June 13
Resource | Curriculum and Instruction at Exemplar Inclusive STEM High Schools
In recent years, prominent organizations have released large-scale policy reports on the state of science, technology, engineering, and mathematics (STEM) education in the United States, with particular emphasis on curricula and instructional practices. The purpose of this paper was to examine the curriculum and instruction occurring at high performing STEM-focused high schools that have no...
In recent years, prominent organizations have released large-scale policy reports on the state of science, technology, engineering, and mathematics (STEM) education in the United States, with particular emphasis on curricula and instructional practices. The purpose of this paper was to examine the curriculum and instruction occurring at high performing STEM-focused high schools that have no...
Posted: Thursday, June 13
Event | Informational Webinar on NSF's DRK-12 Solicitation (17-584)
Join NSF program directors for an informational webinar on the Discovery Research in PreK-12 Education Solicitation (17-584). Registration is on a first-come, first-served basis. WEBINAR RECORDING AND SLIDES We encourage you to watch last year’s webinar recording and bring any additional questions to this webinar. Visit our NSF Proposal Toolkit for resources to support you in writing your NSF...
Join NSF program directors for an informational webinar on the Discovery Research in PreK-12 Education Solicitation (17-584). Registration is on a first-come, first-served basis. WEBINAR RECORDING AND SLIDES We encourage you to watch last year’s webinar recording and bring any additional questions to this webinar. Visit our NSF Proposal Toolkit for resources to support you in writing your NSF...
Posted: Thursday, June 13
Early Career News | Mentoring the Mentors: Hybridizing Professional Development to Support Cooperating Teachers’ Mentoring Practice in Science
Josie Melton (2017-18 CADRE Fellow) published this article for Contemporary Issues in Technology and Teacher Education with co-authors Matthew Miller and Joseph Brobst.
Josie Melton (2017-18 CADRE Fellow) published this article for Contemporary Issues in Technology and Teacher Education with co-authors Matthew Miller and Joseph Brobst.
Posted: Thursday, June 13
Early Career News | The impact of multimedia educative curriculum materials (MECMs) on teachers’ beliefs about scientific argumentation
Suzanna Loper, Katherine L. McKeill, María González-Howard (2015-16 CADRE Fellow), Lisa M. Marco-Bujosa, Laura M. O’Dwyer published this article in Technology, Pedagogy and Education.
Suzanna Loper, Katherine L. McKeill, María González-Howard (2015-16 CADRE Fellow), Lisa M. Marco-Bujosa, Laura M. O’Dwyer published this article in Technology, Pedagogy and Education.
Posted: Thursday, June 13
Early Career News | Toward coherence in curriculum, instruction, and assessment: A review of learning progression literature
Hui Jin, Jamie N. Mikeska (2010-11 CADRE Fellow), Hayat Hokayem, and Elia Mavronikolas co-authored this Science Education article.
Hui Jin, Jamie N. Mikeska (2010-11 CADRE Fellow), Hayat Hokayem, and Elia Mavronikolas co-authored this Science Education article.
Posted: Thursday, June 13
Early Career News | Methods & Strategies: Getting a Grip
Eve Manz (CAREER awardee) published this practitioner article in Science and Children.
Eve Manz (CAREER awardee) published this practitioner article in Science and Children.
Posted: Thursday, June 13