What's New on CADREK12.org
Resource | Thinking Critically, Coding Creatively: Elevating Social Studies Through Inquiry-based Learning and Computer Science Integration
Weaving computer science into the fabric of social studies, rather than teaching it as an isolated skill, makes both subjects more relevant, engaging, and beneficial to students. Berson, M. J., Berson, I. R., Franklin, K. L., Fawley, V. N., Shank, P. S., Dovi, R. E., Gasca, S., Hochberg, E. D., Berstein, D. (2024). Thinking critically, coding creatively: Elevating social studies through inquiry-…
Weaving computer science into the fabric of social studies, rather than teaching it as an isolated skill, makes both subjects more relevant, engaging, and beneficial to students. Berson, M. J., Berson, I. R., Franklin, K. L., Fawley, V. N., Shank, P. S., Dovi, R. E., Gasca, S., Hochberg, E. D., Berstein, D. (2024). Thinking critically, coding creatively: Elevating social studies through inquiry-…
Posted: Wednesday, April 24
Resource | Construct It! What’s in a Name? Collecting, Organizing, and Representing Data
Build a classroom community by building representations and visualizations of data related to students’ names. Thanheiser, E., Koestler, C., Sugimoto, A. T., & Felton-Koestler, M. D. (2023). Construct it! What’s in a name? Collecting, organizing, and representing data. Mathematics Teacher: Learning and Teaching PK-12, 116(10), 746-752.
Build a classroom community by building representations and visualizations of data related to students’ names. Thanheiser, E., Koestler, C., Sugimoto, A. T., & Felton-Koestler, M. D. (2023). Construct it! What’s in a name? Collecting, organizing, and representing data. Mathematics Teacher: Learning and Teaching PK-12, 116(10), 746-752.
Posted: Tuesday, April 23
Resource | Construct It! What’s in a Name? Collecting, Organizing, and Representing Data
Build a classroom community by building representations and visualizations of data related to students’ names. Thanheiser, E., Koestler, C., Sugimoto, A. T., & Felton-Koestler, M. D. (2023). Construct it! What’s in a name? Collecting, organizing, and representing data. Mathematics Teacher: Learning and Teaching PK-12, 116(10), 746-752.
Build a classroom community by building representations and visualizations of data related to students’ names. Thanheiser, E., Koestler, C., Sugimoto, A. T., & Felton-Koestler, M. D. (2023). Construct it! What’s in a name? Collecting, organizing, and representing data. Mathematics Teacher: Learning and Teaching PK-12, 116(10), 746-752.
Posted: Tuesday, April 23
Resource | Young Mathematicians Movement Games
EDC's Young Mathematicians kits provide teachers and parents with games that are fun, spark conversations about math and provide rich learning opportunities. The games are designed to promote persistence, problem-solving and puzzling skills, and support social-emotional learning. These turnkey kits contain everything needed to start playing right away - either in the classroom or at home - and…
EDC's Young Mathematicians kits provide teachers and parents with games that are fun, spark conversations about math and provide rich learning opportunities. The games are designed to promote persistence, problem-solving and puzzling skills, and support social-emotional learning. These turnkey kits contain everything needed to start playing right away - either in the classroom or at home - and…
Posted: Tuesday, April 23
Resource | It All Adds Up: Connecting Home and School Through Family Math
Considered a core component of children’s foundational cognitive development, early mathematics experiences can support children’s long-term academic success. Teachers and families alike share the common goal of wanting children to succeed developmentally, socially, and academically. Given the importance of early mathematics to academic success in all subjects, children need and deserve to build…
Considered a core component of children’s foundational cognitive development, early mathematics experiences can support children’s long-term academic success. Teachers and families alike share the common goal of wanting children to succeed developmentally, socially, and academically. Given the importance of early mathematics to academic success in all subjects, children need and deserve to build…
Posted: Tuesday, April 23
Resource | Opening the Door to Data Science in STEM Classrooms
In today’s technologically complex and connected world, students’ needs to develop competencies and confidence with data have never been greater. A new On the Same Wavelength blog post shares work from a National Science Foundation project, Boosting Data Science Teaching and Learning in STEM. The authors describe effective practices for engaging all students with data in the classroom. Perez , L…
In today’s technologically complex and connected world, students’ needs to develop competencies and confidence with data have never been greater. A new On the Same Wavelength blog post shares work from a National Science Foundation project, Boosting Data Science Teaching and Learning in STEM. The authors describe effective practices for engaging all students with data in the classroom. Perez , L…
Posted: Tuesday, April 23
Resource | Centering Educators’ Voices in the Development of Professional Learning for Data-Rich, Place-Based Science Instruction
This self-reflective case study describes our project team’s efforts to promote equity in science professional learning (PL) by centering the voices of educators in the PL design process and within the course itself. We believe that educators’ experiences, priorities, and expertise are essential to developing professional learning that meets the needs of teachers and their students. We have a…
This self-reflective case study describes our project team’s efforts to promote equity in science professional learning (PL) by centering the voices of educators in the PL design process and within the course itself. We believe that educators’ experiences, priorities, and expertise are essential to developing professional learning that meets the needs of teachers and their students. We have a…
Posted: Tuesday, April 23
Resource | Unpacking Teachers’ Orientations Toward a Knowledge Generation Approach: Do We Need to Go Beyond Epistemology?
This study aimed to assess the effectiveness of a professional development program rooted in knowledge generation theory. Specifically, it sought to examine the changes in teachers' three orientations following the completion of the first-year workshop, and how these changes impacted their classroom implementation. This investigation takes the form of a multiple-case study of twelve K-5 teachers…
This study aimed to assess the effectiveness of a professional development program rooted in knowledge generation theory. Specifically, it sought to examine the changes in teachers' three orientations following the completion of the first-year workshop, and how these changes impacted their classroom implementation. This investigation takes the form of a multiple-case study of twelve K-5 teachers…
Posted: Tuesday, April 23
Resource | The Dimensionality of the Epistemic Orientation Survey and Longitudinal Measurement Invariance for the Short Form of EOS (EOS-SF)
The dimensionality of the epistemic orientation survey (EOS) was examined across four occasions with item factor analysis (IFA). Because of an emphasis on the knowledge generation of epistemic orientation (EO), four factors were selected and built into a short form of EOS (EOS-SF) including knowledge generation, knowledge replication, epistemic nature of knowledge, and student ability. To track…
The dimensionality of the epistemic orientation survey (EOS) was examined across four occasions with item factor analysis (IFA). Because of an emphasis on the knowledge generation of epistemic orientation (EO), four factors were selected and built into a short form of EOS (EOS-SF) including knowledge generation, knowledge replication, epistemic nature of knowledge, and student ability. To track…
Posted: Tuesday, April 23
Resource | How Do On-Site Teacher Educators Approach Professional Development? A Study of Insider/Outsider Hybridity
In-service professional development is important for improving teaching. However, little research has examined how the roles, beliefs, and backgrounds of the individuals providing professional development can best be leveraged to create effective professional development programmes. A particularly understudied group are community-based On-Site Teacher Educators (OSTEs) who can serve as the bridge…
In-service professional development is important for improving teaching. However, little research has examined how the roles, beliefs, and backgrounds of the individuals providing professional development can best be leveraged to create effective professional development programmes. A particularly understudied group are community-based On-Site Teacher Educators (OSTEs) who can serve as the bridge…
Posted: Tuesday, April 23
Resource | Examining Teacher Transition Pathways Towards Knowledge Generation Environments
National standards that centre on the underpinning epistemic practices of the discipline has emphasised the need for teachers to focus much more on knowledge generation approaches to learning. Adopting a complexity perspective, we attempt to understand how teachers shift over time by examining their epistemic orientation to knowledge generation and their understanding of the nature of the…
National standards that centre on the underpinning epistemic practices of the discipline has emphasised the need for teachers to focus much more on knowledge generation approaches to learning. Adopting a complexity perspective, we attempt to understand how teachers shift over time by examining their epistemic orientation to knowledge generation and their understanding of the nature of the…
Posted: Tuesday, April 23
Resource | Characterizing Adaptive Expertise: Teacher Profiles Based on Epistemic Orientation and Knowledge of Epistemic Tools
With an ultimate goal of characterizing teachers' movement toward understanding the epistemic complexity of generative learning environments, this study refers to adaptive teaching expertise (AdTex) as a developmental teaching capacity observable through a teacher's ability to utilize various resources to address the epistemic complexity of knowledge generation practices. The analysis and…
With an ultimate goal of characterizing teachers' movement toward understanding the epistemic complexity of generative learning environments, this study refers to adaptive teaching expertise (AdTex) as a developmental teaching capacity observable through a teacher's ability to utilize various resources to address the epistemic complexity of knowledge generation practices. The analysis and…
Posted: Tuesday, April 23
Resource | Anchoring Phenomena and Summary Writing Working Together to Improve Student Learning
Abstract concepts, such as gravity, may provide the perfect opportunity to bring phenomena into the classroom. As a knowledge generation strategy, summarizing can foster that opportunity. Using phenomena and summary writing together might help student learning since it requires making connections between their ideas and words to explain the natural phenomena. This article describes how anchoring…
Abstract concepts, such as gravity, may provide the perfect opportunity to bring phenomena into the classroom. As a knowledge generation strategy, summarizing can foster that opportunity. Using phenomena and summary writing together might help student learning since it requires making connections between their ideas and words to explain the natural phenomena. This article describes how anchoring…
Posted: Tuesday, April 23
Resource | Shaping Ambitious Science Teaching to Be Culturally Sustaining and Productive in a Rural Context: Toward a Justice-Centered Ambitious Science Teaching Framework
We find ourselves at a time when the need for transformation in science education is aligning with opportunity. Significant science education resources, namely the Next Generation Science Standards (NGSS) and the Ambitious Science Teaching (AST) framework, need an intentional aim of centering social justice for minoritized communities and youth as well as practices to enact it. While NGSS and AST…
We find ourselves at a time when the need for transformation in science education is aligning with opportunity. Significant science education resources, namely the Next Generation Science Standards (NGSS) and the Ambitious Science Teaching (AST) framework, need an intentional aim of centering social justice for minoritized communities and youth as well as practices to enact it. While NGSS and AST…
Posted: Tuesday, April 23
Resource | Co-designing a Justice-Centered STEM Teacher Professional Learning Project
This chapter describes an ongoing research-practice partnership with in-service teachers in communities across Oregon focused on broadening participation in science, technology, engineering, and mathematics (STEM) fields. Broadening participation is essential for creating more justice-centered STEM in our society and cannot occur without families and communities working in partnership with…
This chapter describes an ongoing research-practice partnership with in-service teachers in communities across Oregon focused on broadening participation in science, technology, engineering, and mathematics (STEM) fields. Broadening participation is essential for creating more justice-centered STEM in our society and cannot occur without families and communities working in partnership with…
Posted: Tuesday, April 23
Resource | Teacher Innovator Interview: Rachel Folger
Rachel Folger laughs when she recounts the time one of the students in her eighth grade social studies class exclaimed, “Whoa, Ms. Folger! Did you know that this is just what we’re doing in math?” Rachel is thrilled that her students—who typically “walk through their day in these very isolated subject areas”—are making connections across the curriculum. As part of our Contextualizing Data…
Rachel Folger laughs when she recounts the time one of the students in her eighth grade social studies class exclaimed, “Whoa, Ms. Folger! Did you know that this is just what we’re doing in math?” Rachel is thrilled that her students—who typically “walk through their day in these very isolated subject areas”—are making connections across the curriculum. As part of our Contextualizing Data…
Posted: Tuesday, April 23
Resource | Data Stories and Interdisciplinary Project-based Learning
The DataPBL project enlisted a team of teachers, data science educators, and researchers to co-design data experiences for the eighth grade Japanese American Internment curriculum module developed by EL Education. In the DataPBL version of the interdisciplinary project-based module, students analyze and visualize data in CODAP. Project research is studying how students tell stories with data and…
The DataPBL project enlisted a team of teachers, data science educators, and researchers to co-design data experiences for the eighth grade Japanese American Internment curriculum module developed by EL Education. In the DataPBL version of the interdisciplinary project-based module, students analyze and visualize data in CODAP. Project research is studying how students tell stories with data and…
Posted: Tuesday, April 23
Resource | A Search for Data Offers a New Friendship and Answers to 8th Graders’ Questions
A curriculum developer on the DataPBL project details his journey searching for data about the Japanese American internment for 8th grade students to explore with CODAP. Roderick, S. (July 6, 2023). A search for data offers a new friendship and answers to 8th graders’ questions. The Concord Consortium.
A curriculum developer on the DataPBL project details his journey searching for data about the Japanese American internment for 8th grade students to explore with CODAP. Roderick, S. (July 6, 2023). A search for data offers a new friendship and answers to 8th graders’ questions. The Concord Consortium.
Posted: Tuesday, April 23
Resource | Language Systematizes Attention: How Relational Language Enhances Relational Representation by Guiding Attention
Language can affect cognition, but through what mechanism? Substantial past research has focused on how labeling can elicit categorical representation during online processing. We focus here on a particularly powerful type of language—relational language—and show that relational language can enhance relational representation in children through an embodied attention mechanism. Four-year-old…
Language can affect cognition, but through what mechanism? Substantial past research has focused on how labeling can elicit categorical representation during online processing. We focus here on a particularly powerful type of language—relational language—and show that relational language can enhance relational representation in children through an embodied attention mechanism. Four-year-old…
Posted: Tuesday, April 23
Resource | Justice-Centered Ambitious Science Teaching Framework
Framework to organize foothold practices for centering justice in science education.
Framework to organize foothold practices for centering justice in science education.
Posted: Friday, April 12
Announcement | NSF Webinar on Bio Sketch and Current & Pending Support
The National Science Foundation (NSF) is offering a webinar on Implementing the Common Forms for the Biographical Sketch and Current and Pending (Other) Support on April 25 at 2 PM ET. If you are planning to submit an NSF proposal, we encourage you to learn more and register: https://nsfpolicyoutreach.com/24-webinar-series/
The National Science Foundation (NSF) is offering a webinar on Implementing the Common Forms for the Biographical Sketch and Current and Pending (Other) Support on April 25 at 2 PM ET. If you are planning to submit an NSF proposal, we encourage you to learn more and register: https://nsfpolicyoutreach.com/24-webinar-series/
Posted: Tuesday, April 09
Announcement | NSF Job Opportunity: Quantitative Research Methodology
The Division of Research and Learning in Formal and Informal Settings (DRL) at NSF is seeking a Permanent Program Director with expertise in Quantitative Research Methodology. Learn more: https://www.usajobs.gov/job/784920100 hashtag
The Division of Research and Learning in Formal and Informal Settings (DRL) at NSF is seeking a Permanent Program Director with expertise in Quantitative Research Methodology. Learn more: https://www.usajobs.gov/job/784920100 hashtag
Posted: Tuesday, April 09
Event | NSF Policy Office Webinar Series: Implementing the Common Forms for the Biographical Sketch and Current and Pending (Other) Support
The National Science Foundation (NSF) is offering a webinar on Implementing the Common Forms for the Biographical Sketch and Current and Pending (Other) Support on April 25. Learn more and register! https://nsfpolicyoutreach.com/24-webinar-series/
The National Science Foundation (NSF) is offering a webinar on Implementing the Common Forms for the Biographical Sketch and Current and Pending (Other) Support on April 25. Learn more and register! https://nsfpolicyoutreach.com/24-webinar-series/
Posted: Tuesday, April 09
Event | EDU Faculty Early Career Development Program (CAREER) Workshop
NSF is offering a virtual workshop for prospective CAREER applicants to the NSF Directorate for STEM Education on May 15. Pre-registration is required. Learn more and register: https://new.nsf.gov/events/edu-faculty-early-career-development-program
NSF is offering a virtual workshop for prospective CAREER applicants to the NSF Directorate for STEM Education on May 15. Pre-registration is required. Learn more and register: https://new.nsf.gov/events/edu-faculty-early-career-development-program
Posted: Thursday, March 28
Announcement | Nominate Your Program: PreK-12 STEM Education Innovations That Work
In order to inform a consensus study by the National Academies of Sciences, Engineering, and Medicine (NASEM), Education Development Center is compiling a compendium of successfully scaled-up preK-12 STEM education programs and initiatives, including those involving computer and data science. The consensus study will be shared broadly with federal, state, and local agencies and other research…
In order to inform a consensus study by the National Academies of Sciences, Engineering, and Medicine (NASEM), Education Development Center is compiling a compendium of successfully scaled-up preK-12 STEM education programs and initiatives, including those involving computer and data science. The consensus study will be shared broadly with federal, state, and local agencies and other research…
Posted: Wednesday, March 20
Project Spotlight | Collaborative Teacher Learning
This month’s Spotlight highlights five projects that are investigating professional learning experiences that support collaboration among practitioners to improve knowledge and practice. Projects describe the role of collaboration in their programs; the structures, processes, and tools that support the programs; and their approach to sustainability. We also invite you to explore additional DRK-12…
This month’s Spotlight highlights five projects that are investigating professional learning experiences that support collaboration among practitioners to improve knowledge and practice. Projects describe the role of collaboration in their programs; the structures, processes, and tools that support the programs; and their approach to sustainability. We also invite you to explore additional DRK-12…
Posted: Tuesday, March 19
Resource | Uncovering Middle School CS Students’ Understanding of Variables and Control Structures: A Cognitive Think-Aloud Approach
This poster presents findings on middle school students’ understanding of core computer science (CS) concepts, such as variables and control structures, using cognitive think-aloud interviews with eight students. Each student worked on 16-22 formative assessment tasks designed to assess understanding on the ‘Algorithms and Programming’ middle school CS standards. Our study describes students’…
This poster presents findings on middle school students’ understanding of core computer science (CS) concepts, such as variables and control structures, using cognitive think-aloud interviews with eight students. Each student worked on 16-22 formative assessment tasks designed to assess understanding on the ‘Algorithms and Programming’ middle school CS standards. Our study describes students’…
Posted: Monday, March 18
Resource | Exploring Middle School Students’ Understanding of Algorithms Using Standards-aligned Formative Assessments: Teacher and Researcher Perspectives
‘Algorithms’ is a core CS concept included in the K-12 CS standards, yet student challenges with understanding different aspects of algorithms are still not well documented, especially for younger students. This paper describes an approach to decompose the broad middle-school ‘algorithms’ standard into finer grained learning targets, develop formative assessment tasks aligned with the learning…
‘Algorithms’ is a core CS concept included in the K-12 CS standards, yet student challenges with understanding different aspects of algorithms are still not well documented, especially for younger students. This paper describes an approach to decompose the broad middle-school ‘algorithms’ standard into finer grained learning targets, develop formative assessment tasks aligned with the learning…
Posted: Monday, March 18
Resource | Designing Standards-aligned Formative Assessments to Explore Middle School Students’ Understanding of Algorithms
'Algorithms’ is a core CS concept included in the K-12 CS learning standards, yet student challenges with understanding and using algorithms are still not well documented. This paper describes an approach to decompose the broad middle-school ‘algorithms’ standard into finer grained learning targets, develop formative assessment tasks aligned with the fine-grained learning targets, and use the…
'Algorithms’ is a core CS concept included in the K-12 CS learning standards, yet student challenges with understanding and using algorithms are still not well documented. This paper describes an approach to decompose the broad middle-school ‘algorithms’ standard into finer grained learning targets, develop formative assessment tasks aligned with the fine-grained learning targets, and use the…
Posted: Monday, March 18
Resource | Analyzing Teacher Learning in a Research Practice Partnership
Teachers are increasingly participating in RPPs with the goal of improving their schools and districts. This context provides teachers with unique learning opportunities as they directly take part in district-level instructional improvement work. However, we know little about what teachers learn from their involvement in RPPs. This study explores teacher learning over the course of the first year…
Teachers are increasingly participating in RPPs with the goal of improving their schools and districts. This context provides teachers with unique learning opportunities as they directly take part in district-level instructional improvement work. However, we know little about what teachers learn from their involvement in RPPs. This study explores teacher learning over the course of the first year…
Posted: Monday, March 18