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STEM Smart Brief: Preparing and Supporting STEM Educators

Author/Presenter: 
CADRE
Year: 
2012
Short Description: 

“Recent research emphasizes that teacher quality alone cannot improve student achievement at scale. School leadership, staff collaboration, and a positive climate are among essential organizational elements that contribute to meaningful change.” Read this brief to learn more about suggested methods for properly supporting STEM educators.

Preparing Students for College and Careers in STEM

“The majority of U.S. students, particularly low-income and minority youth, lacks foundational skills and knowledge in science, technology, engineering, and mathematics.” Read this STEM Smart brief to find out more about the efforts that are making change across the nation.

Author/Presenter: 
CADRE
Year: 
2013
Short Description: 

“The majority of U.S. students, particularly low-income and minority youth, lacks foundational skills and knowledge in science, technology, engineering, and mathematics.” Read this STEM Smart brief to find out more about the efforts that are making change across the nation.

Descriptive Overview of the DR K-12 Portfolio: Projects funded 2007-2012

The Discovery Research K-12 (DR K-12) program, funded by the National Science Foundation’s (NSF) Division of Research on Learning in Formal and Informal Settings (DRL), supports research and development in science, technology, engineering, and mathematics (STEM) education. Specifically, the program seeks to enhance the learning and teaching of STEM by funding “research projects that study the development, testing, deployment, effectiveness, and/or scale-up of innovative resources, models and tools.”

Author/Presenter: 
Alina Martinez
Brian Freeman
Daphne Minner
Laurie Bozzi
Caroline Callahan
Lead Organization(s): 
Year: 
2013
Short Description: 

This report, the fifth and final portfolio overview to be prepared by CADRE, describes important characteristics of the first six cohorts of DR K-12 projects that received their initial funding from 2007 to 2012. It characterizes the development and research in STEM education—on resources, models, and technologies—funded by the DR K-12 program.

Essential Support Video: Setting the Stage for Discussion

Author/Presenter: 
Jacqueline Miller
Year: 
2013
Short Description: 

Common classroom experiences anchor discussions and level the playing field for all students. Setting the stage for discussion includes a review of relevant investigations or activities.

Resource(s): 

Why Formative Assessment?

Author/Presenter: 
Kathy Paget
Year: 
2013
Short Description: 

In this short text, the power of formative assessment as a teaching tool is detailed, and examples of opportunities for formative assessment within Foundation Science Biology proposed, for Learning Experiences (LE) 2, 3 and 4.

VISUALIZING OCEANS OF DATA Educational Interface Design

Science is data-intensive, but today’s science education is not. In most classrooms, students’ work with data is limited to reading graphs prepared by others, or at best collecting simple data sets themselves. While these student-collected data sets allow students to begin building their data proficiency, the conclusions that can be drawn and the lessons that can be learned from these data are limited in scope and can sometimes be compromised by data quality.

Author/Presenter: 
Ruth Krumhansl
Cheryl Peach
June Foster
Amy Busey
Irene Baker
Jackie DeLisi
Year: 
2012
Short Description: 

The Oceans of Data project has made an attempt to define and confront what is “hard” for students and teachers who attempt to use large, online professional data sets. We feel passionately that it’s important for us to do this to prepare today’s students for tomorrow’s world.

Envisioning Scientifically Literate Students Fifteen Years after Graduation: The Promise of Educative Science Journalism

Author/Presenter: 
Joseph Polman
Alan Newman
Cathy Farrar
E. Wendy Saul
Lead Organization(s): 
Year: 
2012
Short Description: 

The “Science Literacy Through Science Journalism” (SciJourn) project explores how the practices of good science journalism can inform high school science education. As high school students report science news, they learn to gather and contextualize information and bring critical eyes to that which they read and write. This effort can be contrasted to the goal of making every student a “little scientist.”

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