CADRE is the resource network that supports researchers and developers who participate in DR K-12 projects on teaching and learning in the science, technology, engineering and mathematics disciplines. CADRE works with projects to strengthen and share methods, findings, results and products, helping to build collaboration around a strong portfolio of STEM education resources, models and technologies. CADRE raises external audiences’ awareness and understanding of the DR K-12 program, and builds new knowledge.
CADRE will provide assistance to Discovery Research K-12 (DRK-12) projects in areas such as research and development methods, implementation, and analysis procedures; synthesis of findings across the portfolio of projects; and national dissemination of the R&D contributions of the DRK-12 program. CADRE's goals to strengthen the capacity, advance the research, and amplify the influence of over 300 active DRK-12 projects and associated researchers are designed to contribute to improvements in preK-12 STEM education.This project from the Community for Advancing Discovery Research in Education (CADRE) will provide assistance to Discovery Research K-12 (DRK-12) projects in areas such as research and development methods, implementation, and analysis procedures; synthesis of findings across the portfolio of projects; and national dissemination of the R&D contributions of the DRK-12 program. This Design and Development project will strengthen the capacity, advance the research, and amplify the impact of DRK-12 projects and researchers working in the assessment, learning, and teaching strands. Through this effort, CADRE will advance the goals of the DRK-12 program in preK-12 formal STEM education by responding to the continuing need for communication, collaboration, and innovations among DRK-12 awardees and between awardees and the education system. The DRK-12 program seeks to significantly enhance the learning and teaching of science, technology, engineering and mathematics (STEM)by preK-12 students and teachers through research and development of innovative resources, models and tools. Projects in the DRK-12 program build on fundamental research in STEM education and prior research and development efforts that provide theoretical and empirical justification for proposed projects.
CADRE's goals to strengthen the capacity, advance the research, and amplify the influence of over 300 active DRK-12 projects and associated researchers are designed to contribute to improvements in preK-12 STEM education. During this project, CADRE will continue its work in three main areas: (1) building the DRK-12 community, (2) connecting awardees in support of knowledge generation, and (3) connecting to the larger community of education research, policy, and practice. CADRE seeks to bring together (virtually and in-person) diverse audiences to contribute to and benefit from the work of DRK-12 projects, thereby further increasing engagement in evidence-based STEM education. CADRE will work to ensure that the knowledge and products produced by and with DRK-12 projects are broadly accessible to a varied group of stakeholders. CADRE will disseminate the research, models, resources, and technologies--both within the program and outside--to the broader education practitioner, research, and policymaking communities. In addition, CADRE, through its early career program, actively seeks to support next generation scholars and increase the capacity of a diverse group of researchers to participate in and contribute to improving education.
CADRE has been funded since 2008 to carry out this work. Learn more about our previous awards:
Award # 1650648 (2016-17)
Staff: Catherine McCulloch, Principal Investigator; Amy Busey, Research Associate; Leana Nordstrom, Project Associate; Derek Riley, Evaluator; Jennifer Stiles, Project Coordinator
Program Director: David Campbell
This award extended and enhanced the resource center (titled the Community for Advancing Discovery Research in Education, or CADRE) for the DRK-12 program. The multi-faceted approach of CADRE 2017 strengthened the network's virtual presence in order to (a) generate and disseminate knowledge and products that support research, policy, and practice around key issues in STEM education; (b) foster interaction and collaboration across projects to maximize the individual and collective potential of DRK-12 awards; (c) offer targeted professional development activities and resources that support early career researchers and developers; and (d) provide focused outreach and dissemination efforts to the DRK-12 community, other networks, and broader stakeholder audiences. The evaluation supported continuous improvement of the network's design and seeks to identify components that have promise for adaptation in future endeavors and by other networks.
Through a variety of online curated resources and interactive events, the project advanced topics of relevance and importance to the DRK-12 community, the National Science Foundation, and society; supported interaction and collaboration among DRK-12 awardees; and facilitated DRK-12 awardee engagement with policy and practice communities. Informed by their expressed interests and needs, this award expanded upon previous work to support the professional growth of early career researchers and developers, with a focus on broadening participation of individuals underrepresented in STEM. The network supported knowledge generation, synthesis, and dissemination with a lens on DRK-12 resources, materials, and tools within and external to the research and development community. The network also contributed to the knowledge base on the design and implementation of networks intending to support knowledge management and collaboration.
Award # 1449550 (2014-16)
Staff: Catherine McCulloch, Principal Investigator; Barbara Berns, Former Principal Investigator; Amy Busey, Research Associate; Leana Nordstrom, Project Associate; Derek Riley, Evaluator; Jennifer Stiles, Project Coordinator; Brenda Turnbull, Evaluator
Program Director: Karen King
This award continued and enhanced the resource center (titled the Community for Advancing Discovery Research in Education, or CADRE) for the Discovery Research K-12 program. The project built on the experience and expertise that evolved over six years in the development and implementation of CADRE. With this award, CADRE2 worked to maximize the individual and collective potential of DR K-12 awards by fostering collaboration and cross-sharing, and promoting the generation of new knowledge and products. CADRE2 provided technical support to the awardees through communities of practice, a strong virtual presence, and an annual PI meeting; professional growth opportunities targeted particularly to early career researchers and developers; and aggressive outreach and dissemination to the DR K-12 community and beyond. CADRE2 established connections with other networks to leverage each other's strengths and services. This award also focused on support for early career researchers and developers, looking at interests and needs for professional growth. The network also contributed to the knowledge base on capacity building, and provide a lens on dissemination of DR K-12 resources, materials, and tools within and external to the research and development community. The evaluation focused on components that have promise for adaptation by future endeavors and by other networks.
Award # 0822241 (2008-16)
Staff: Barbara Berns, Principal Investigator; Amy Busey, Research Associate; E. Paul Goldenberg, Co-Principal Investigator; Lisa Marco-Bujosa, Research Associate; Alina Martinez, Co-Principal Investigator; Catherine McCulloch, Co-Principal Investigator;Jacqueline Miller, Co-Principal Investigator; Hadley Moore, Evaluator;Leana Nordstrom, Project Associate; Andrea Palmiter, Support Staff; Derek Riley, Discipline Specialist;Greta Shultz, Evaluator; Brenda Turnbull; Discipline Specialist
Program Director: Elizabeth Vanderputten
CADRE carried out the following activities: (a) portfolio assessment to define the projects in terms of composition and major characteristics and identify project needs; (b) synthesis studies to capture a comprehensive view of the portfolio in order to understand the role that the program plays in advancing K-12 student and teacher learning; (c)individual technical support services to project leadership to enhance the rigor of projects; (d) multiple strategies for in-person and virtual technical support and group consultation to PIs based on the principles of commuties of practice; (e) Principal Investigators (PI) meetings, and (f) assistance in disseminating the DR K-12 projects' results and products within the program and throughout the STEM education community.