Resources

Spotlights on STEM Topics

Explore how DRK-12 projects are increasing access to resources and opportunities in rural communities that can improve student achievement and representation in STEM.

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. This Spotlight includes a perspective piece by a second grade educator who reflects on her experience with early algebra education as well as needs and strategies for improvement. It also highlights the work of and products of DRK-12 projects and offers additional resources for those interested in learning more.

In this spotlight, explore the types of partnerships, methodologies, theoretical frameworks, challenges and strategies that support work enacting reforms on a systemic level. This Spotlight includes a perspective piece by Suzanne Donovan and Alan Schoenfeld, highlights the work of seven projects, and offers additional resources for those interested in learning more.

CADRE Products

Quality early STEM experiences provide a critical foundation for learning about science, technology, engineering, and mathematics (STEM) in ways that facilitate later learning. Early childhood...

Broadening participation in PreK–12 STEM provides ALL students with STEM learning experiences that can prepare them for civic life and the workforce. In this way, broadening participation has the...

This paper seeks to provide a resource for prospective DRK–12 grantees by identifying some of the theories that current and recent DRK–12 grantees are using in their research on broadening...

DRK-12 Research and Products

Authors investigate ways to support students in integrating their understanding of density concepts through a graph that is linked to a simulation depicting the relationship between mass, volume, and...
In this article, authors demonstrate that line following via multimodal feedback is possible on touchscreens and present guidelines for the presentation of such non-visual graphical concepts.
Authors discuss some of the affordances and constraints of using online teaching simulations to support reflection on specific pedagogical actions.