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Resources
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Publication |
This paper seeks to provide a resource for prospective DRK-12 awardees by identifying some of the theories that current and recent DRK-12 awardees are using in their research on broadening participation.
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NSF program directors provides information on the DRK-12 program and solicitation in this webinar series.
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This brief draws on research supported by the National Science Foundation to highlight important considerations for educators and others who design and provide STEM educational experiences for young children.
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This report presents key findings from a keyword survey administered in 2017 to the principle investigators of the CADRE Discovery Research PreK–12 (DRK–12) program during the fall of 2017. The survey asked respondents to select keywords that described their projects’...
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Critical evaluation underpins the practices of science. In a three-year classroom-based research project, we developed and tested instructional scaffolds for Earth science content in which students evaluate lines of evidence with respect to alternative explanations of...
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In the growing field of K-12 engineering education, there is limited research that highlights the experiences of youth from historically marginalized communities within engineering learning environments. This study offers insights into the ways in which two groups of...
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The ubiquity of touchscreen, mobile tablet technology has resulted in a plethora of “apps for learning” yet few leverage the learning sciences as a design driver. This paper describes our approach to integrating the learning sciences with best practices in app design: a...
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In this May 2nd webinar, panelists discussed how to prepare for effective informational meetings with congressional staff and craft appropriate messages about preK-12 STEM education research for conversations with local, state, and national policymakers.
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This study reports results from 113 students and three science teachers from two low-income urban middle schools participating in SciLG. It highlights the role of students’ views of themselves as competent, related, and autonomous in the garden, as well as their engagement...
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Exploring how children’s conceptions might advance through their implicit knowledge provides a fundamental view into children’s mathematics and elucidates possible alternative definitions of “learning difference (LD)”. I present an evolving theoretical framework that depict...
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Cognitive differences intrinsic to children with learning disabilities (LDs) have historically led to deficit assumptions concerning the mathematical experiences these children “need” or can access. We argue that the problem can be located not within children but instead as...
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In this study, we challenge the deficit perspective on mathematical knowing and learning for children labeled as LD, focusing on their struggles not as a within student attribute, but rather as within teacher-learner interactions. We present two cases of fifth-grade...
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This 2018 AERA structured poster session shed light on the DR K-12 portfolio of transformative research in online and blended teacher professional development.
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This executive summary captures the results of the National Survey on Supporting Struggling Mathematics Learners in the Middle Grades, a study designed and conducted by EDC. T
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CLP contains seven tools for use in creating visual representations, as shown in examples. More details about using each tool follow these examples.
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