What's New on CADREK12.org
Resource | Engaging Students in Sensemaking via the Science and Engineering Practices
As educators, we recognize that commercially prepared curricula advertised as “NGSS aligned” do not necessarily emphasize student sensemaking. In this article, we describe our process of modifying such curricula by reflecting on previous instruction and planning for future instruction that centers student sensemaking in a middle school unit on chemical reactions. We highlight the ways that a set…
As educators, we recognize that commercially prepared curricula advertised as “NGSS aligned” do not necessarily emphasize student sensemaking. In this article, we describe our process of modifying such curricula by reflecting on previous instruction and planning for future instruction that centers student sensemaking in a middle school unit on chemical reactions. We highlight the ways that a set…
Posted:
Resource | Discursive Differences in Written Feedback of Individuals with Varied Teaching Experiences: Towards Validating Knowledge of Content and Teaching Specific to Proof
Fostering student engagement with mathematical reasoning and proving requires a special kind of teacher knowledge – Mathematical Knowledge for Teaching Proof (MKT-P). One important component of MKT-P is Knowledge of Content and Teaching specific to Proof (KCT-P), which is knowledge of pedagogical practices for supporting student learning of proof. Providing effective feedback on students'…
Fostering student engagement with mathematical reasoning and proving requires a special kind of teacher knowledge – Mathematical Knowledge for Teaching Proof (MKT-P). One important component of MKT-P is Knowledge of Content and Teaching specific to Proof (KCT-P), which is knowledge of pedagogical practices for supporting student learning of proof. Providing effective feedback on students'…
Posted:
Resource | Development of an Observation Protocol for Teachers' Culturally and Linguistically Responsive Science Instruction
This study is part of a larger project on culturally and linguistically responsive instruction for multilingual learners (MLs) in biology (CLIMB), aimed at enhancing MLs’ engagement in science practices, biology content, and language development. We developed the CLIMB observation protocol to capture how teachers implement responsive instruction, integrating language development, biology content…
This study is part of a larger project on culturally and linguistically responsive instruction for multilingual learners (MLs) in biology (CLIMB), aimed at enhancing MLs’ engagement in science practices, biology content, and language development. We developed the CLIMB observation protocol to capture how teachers implement responsive instruction, integrating language development, biology content…
Posted:
Resource | Developing Science Classroom Expectations That Encourage Risk-Taking for Learning Science Together
Reform-oriented science classrooms encourage environments in which students engage in a collective enterprise of making sense of their science ideas together. Teachers who strive for these sorts of environments support students in collaboratively constructing and answering their own questions about phenomena and making sense of competing ideas together. However, to engage with one another…
Reform-oriented science classrooms encourage environments in which students engage in a collective enterprise of making sense of their science ideas together. Teachers who strive for these sorts of environments support students in collaboratively constructing and answering their own questions about phenomena and making sense of competing ideas together. However, to engage with one another…
Posted:
Resource | Connecting Expertise in Noticing Children’s Mathematical Thinking and Conducting Whole-Class Discussions
We extend research that connects teacher noticing expertise and instructional quality by providing rich illustrations of these connections at three levels of noticing expertise. Grounded in a vision of teaching that is responsive to children’s mathematical thinking, we investigated connections between teachers’ expertise in noticing children’s thinking and their centering of children’s thinking…
We extend research that connects teacher noticing expertise and instructional quality by providing rich illustrations of these connections at three levels of noticing expertise. Grounded in a vision of teaching that is responsive to children’s mathematical thinking, we investigated connections between teachers’ expertise in noticing children’s thinking and their centering of children’s thinking…
Posted:
Resource | Characterizing Teacher Knowledge Tests and Their Use in the Mathematics Education Literature
We present findings from an analysis of tests of teacher mathematical knowledge identified over a 20-year period of mathematics education literature. This analysis is part of a larger project aimed at developing a repository of instruments and their associated validity evidence for use in mathematics education. We report on how these tests are discussed in the literature, with a focus on validity…
We present findings from an analysis of tests of teacher mathematical knowledge identified over a 20-year period of mathematics education literature. This analysis is part of a larger project aimed at developing a repository of instruments and their associated validity evidence for use in mathematics education. We report on how these tests are discussed in the literature, with a focus on validity…
Posted:
Resource | An Activity-based Perspective on Mathematical Authority
In this mixed-methods study, we introduce an activity-based perspective on mathematical authority that considers who leads mathematical activities in a classroom. Our framework for mathematical authority extends existing research that focuses primarily on Authoring mathematical ideas to include the activities of Visualizing and Speaking. Using data from 129 lessons, we identified six authority…
In this mixed-methods study, we introduce an activity-based perspective on mathematical authority that considers who leads mathematical activities in a classroom. Our framework for mathematical authority extends existing research that focuses primarily on Authoring mathematical ideas to include the activities of Visualizing and Speaking. Using data from 129 lessons, we identified six authority…
Posted:
Resource | Tips for Establishing Authentic and Equitable Partnerships
This resource shares insights and actionable guidance from CADRE's 2024 Community Partners on how to foster authentic partnerships with schools, districts, and out-of-school learning organizations. Designed for K–12 STEM education researchers, the tips emphasize trust-building, shared leadership, responsiveness to community needs, and long-term commitment. These recommendations offer a roadmap…
This resource shares insights and actionable guidance from CADRE's 2024 Community Partners on how to foster authentic partnerships with schools, districts, and out-of-school learning organizations. Designed for K–12 STEM education researchers, the tips emphasize trust-building, shared leadership, responsiveness to community needs, and long-term commitment. These recommendations offer a roadmap…
Posted:
Blog | Making the Most of Summer in STEM Education Research
Summer offers a welcome shift in rhythm for many STEM education research teams. With fewer school-year demands, it is an ideal time to regroup, analyze data, and prepare for dissemination and the next grant proposal. For many DRK-12 projects, summer is more than a pause—it is a time to innovate, deepen partnerships, and amplify learning. Here are examples of how summer work can go further:…
Summer offers a welcome shift in rhythm for many STEM education research teams. With fewer school-year demands, it is an ideal time to regroup, analyze data, and prepare for dissemination and the next grant proposal. For many DRK-12 projects, summer is more than a pause—it is a time to innovate, deepen partnerships, and amplify learning. Here are examples of how summer work can go further:…
Posted:
Blog | Beyond Academia: How CADRE Fellows Are Leading, Innovating, and Driving Change in K–12 STEM Education
As STEM education funding and academic research opportunities continue to shift, early career researchers are increasingly finding fulfilling careers outside traditional academic settings. Survey responses from former CADRE Fellows working outside of academia highlight the many ways they are applying their research training to improve education and lead in diverse professional landscapes.…
As STEM education funding and academic research opportunities continue to shift, early career researchers are increasingly finding fulfilling careers outside traditional academic settings. Survey responses from former CADRE Fellows working outside of academia highlight the many ways they are applying their research training to improve education and lead in diverse professional landscapes.…
Posted:
Project Spotlight | DRK-12 Partnership Development Projects
This Spotlight features DRK-12 partnership development projects. This project type seeks to build or strengthen connections among school partners and researchers for the purpose of co-designing future DRK-12 research and development. In this Spotlight, PIs describe their processes for building partnerships, share challenges and strategies, and outline partnership next steps. We also share a…
This Spotlight features DRK-12 partnership development projects. This project type seeks to build or strengthen connections among school partners and researchers for the purpose of co-designing future DRK-12 research and development. In this Spotlight, PIs describe their processes for building partnerships, share challenges and strategies, and outline partnership next steps. We also share a…
Posted:
Poster | CAREER: A Transformative Approach for Teaching and Learning Geometry by Representing and Interacting with Three-Dimensional Figures
This project explores how virtual and augmented reality can create new opportunities for representing and interacting with geometric concepts. The poster will report on our efforts to work with secondary mathematics teachers to design immersive virtual environments and test them with students in public high schools in the north east.
This project explores how virtual and augmented reality can create new opportunities for representing and interacting with geometric concepts. The poster will report on our efforts to work with secondary mathematics teachers to design immersive virtual environments and test them with students in public high schools in the north east.
Posted:
Poster | Quantifying Curricular Reasoning as a Critical Practice in Teaching Mathematics (Collaborative Research)
Teachers of mathematics engage in curricular reasoning as they design and implement high-quality instruction. In this research project, the team develops and validates two measures of middle school mathematics teachers' curricular reasoning. The CR-SASS has teachers self-report their curricular reasoning, and the CROA is an observation protocol to identify teachers’ curricular reasoning while…
Teachers of mathematics engage in curricular reasoning as they design and implement high-quality instruction. In this research project, the team develops and validates two measures of middle school mathematics teachers' curricular reasoning. The CR-SASS has teachers self-report their curricular reasoning, and the CROA is an observation protocol to identify teachers’ curricular reasoning while…
Posted:
Poster | Quantifying Curricular Reasoning as a Critical Practice in Teaching Mathematics (Collaborative Research)
Teachers of mathematics engage in curricular reasoning as they design and implement high-quality instruction. In this research project, the team develops and validates two measures of middle school mathematics teachers' curricular reasoning. The CR-SASS has teachers self-report their curricular reasoning, and the CROA is an observation protocol to identify teachers’ curricular reasoning while…
Teachers of mathematics engage in curricular reasoning as they design and implement high-quality instruction. In this research project, the team develops and validates two measures of middle school mathematics teachers' curricular reasoning. The CR-SASS has teachers self-report their curricular reasoning, and the CROA is an observation protocol to identify teachers’ curricular reasoning while…
Posted:
Poster | Quantifying Curricular Reasoning as a Critical Practice in Teaching Mathematics (Collaborative Research)
Teachers of mathematics engage in curricular reasoning as they design and implement high-quality instruction. In this research project, the team develops and validates two measures of middle school mathematics teachers' curricular reasoning. The CR-SASS has teachers self-report their curricular reasoning, and the CROA is an observation protocol to identify teachers’ curricular reasoning while…
Teachers of mathematics engage in curricular reasoning as they design and implement high-quality instruction. In this research project, the team develops and validates two measures of middle school mathematics teachers' curricular reasoning. The CR-SASS has teachers self-report their curricular reasoning, and the CROA is an observation protocol to identify teachers’ curricular reasoning while…
Posted:
Poster | Quantifying Curricular Reasoning as a Critical Practice in Teaching Mathematics (Collaborative Research)
Teachers of mathematics engage in curricular reasoning as they design and implement high-quality instruction. In this research project, the team develops and validates two measures of middle school mathematics teachers' curricular reasoning. The CR-SASS has teachers self-report their curricular reasoning, and the CROA is an observation protocol to identify teachers’ curricular reasoning while…
Teachers of mathematics engage in curricular reasoning as they design and implement high-quality instruction. In this research project, the team develops and validates two measures of middle school mathematics teachers' curricular reasoning. The CR-SASS has teachers self-report their curricular reasoning, and the CROA is an observation protocol to identify teachers’ curricular reasoning while…
Posted:
Poster | Quantifying Curricular Reasoning as a Critical Practice in Teaching Mathematics (Collaborative Research)
Teachers of mathematics engage in curricular reasoning as they design and implement high-quality instruction. In this research project, the team develops and validates two measures of middle school mathematics teachers' curricular reasoning. The CR-SASS has teachers self-report their curricular reasoning, and the CROA is an observation protocol to identify teachers’ curricular reasoning while…
Teachers of mathematics engage in curricular reasoning as they design and implement high-quality instruction. In this research project, the team develops and validates two measures of middle school mathematics teachers' curricular reasoning. The CR-SASS has teachers self-report their curricular reasoning, and the CROA is an observation protocol to identify teachers’ curricular reasoning while…
Posted:
Poster | Fostering Computational Thinking Through Neural Engineering Activities in High School Biology Classes
In this project, we developed and implemented a ninth/10th grade neural engineering unit—an emerging field that integrates neuroscience, engineering design, and programming—to explore how computational thinking (CT) and engineering can be incorporated into a core biology high school course. We are examining the changes in students’ CT, engineering design processes, and attitudes towards STEM…
In this project, we developed and implemented a ninth/10th grade neural engineering unit—an emerging field that integrates neuroscience, engineering design, and programming—to explore how computational thinking (CT) and engineering can be incorporated into a core biology high school course. We are examining the changes in students’ CT, engineering design processes, and attitudes towards STEM…
Posted:
Poster | Partnership Development for Career-Long Teacher Learning in Elementary Mathematics and Science
To help K-5 in-service math and science teachers build the skills they most need support for, we formed a team of researchers and educators to design practice-based teacher professional development opportunities. We used a co-design approach to collaboratively develop our shared vision and plan for a personalized, online platform that leverages digital performance tasks and incorporates automated…
To help K-5 in-service math and science teachers build the skills they most need support for, we formed a team of researchers and educators to design practice-based teacher professional development opportunities. We used a co-design approach to collaboratively develop our shared vision and plan for a personalized, online platform that leverages digital performance tasks and incorporates automated…
Posted:
Poster | How Multi-digit Number Names Guide Attention, Memory, and Place Value Learning in Early Elementary Mathematics
This project investigates how hearing multi-digit number names during teachers’ place value instruction can guide K-1 students’ attention, build robust memories, and enhance learning. It combines rigorously controlled experiments with technological advancements in wearable sensors (e.g., eye trackers) during naturalistic human interactions, as well as time-series and individual differences…
This project investigates how hearing multi-digit number names during teachers’ place value instruction can guide K-1 students’ attention, build robust memories, and enhance learning. It combines rigorously controlled experiments with technological advancements in wearable sensors (e.g., eye trackers) during naturalistic human interactions, as well as time-series and individual differences…
Posted:
Poster | Empowering Educators to Create Customized, Culturally Responsive Instructional Materials from Scratch Encore Harmonized with the Interest of Students (Collaborative Research)
This project builds on a successful introductory computer science curriculum, called Scratch Encore, to explore ways to support teachers in bringing together—or harmonizing—existing Scratch Encore instructional materials with themes that reflect the interests, cultures, and experiences of their students, schools, and communities. In designing these harmonized lessons, teachers create customized…
This project builds on a successful introductory computer science curriculum, called Scratch Encore, to explore ways to support teachers in bringing together—or harmonizing—existing Scratch Encore instructional materials with themes that reflect the interests, cultures, and experiences of their students, schools, and communities. In designing these harmonized lessons, teachers create customized…
Posted:
Poster | Empowering Educators to Create Customized, Culturally Responsive Instructional Materials from Scratch Encore Harmonized with the Interest of Students (Collaborative Research)
This project builds on a successful introductory computer science curriculum, called Scratch Encore, to explore ways to support teachers in bringing together—or harmonizing—existing Scratch Encore instructional materials with themes that reflect the interests, cultures, and experiences of their students, schools, and communities. In designing these harmonized lessons, teachers create customized…
This project builds on a successful introductory computer science curriculum, called Scratch Encore, to explore ways to support teachers in bringing together—or harmonizing—existing Scratch Encore instructional materials with themes that reflect the interests, cultures, and experiences of their students, schools, and communities. In designing these harmonized lessons, teachers create customized…
Posted:
Poster | Developing the Pedagogical Skills and Science Expertise of Teachers in Underserved Rural Settings
Rural educators often have limited access to professional development, especially in science education aligned with three-dimensional standards. This research evaluates technology-mediated lesson study (TMLS), where small groups of rural science teachers collaborate to improve instruction. Teachers responded positively to group work, using technology to observe teaching, and co-designing lessons…
Rural educators often have limited access to professional development, especially in science education aligned with three-dimensional standards. This research evaluates technology-mediated lesson study (TMLS), where small groups of rural science teachers collaborate to improve instruction. Teachers responded positively to group work, using technology to observe teaching, and co-designing lessons…
Posted:
Poster | Co-designing for Statewide Alignment of a Vision for High Quality Mathematics Instruction (Collaborative Research)
This project explores the development of a shared vision for high-quality and equitable mathematics (HQEMI) at a state-wide level. This includes studying the visions of HQEMI of educators in different roles across the system, as well as the co-design efforts of over 80 mathematics educators and leaders working to foster a common vision of HQEMI through the development of resources for educators…
This project explores the development of a shared vision for high-quality and equitable mathematics (HQEMI) at a state-wide level. This includes studying the visions of HQEMI of educators in different roles across the system, as well as the co-design efforts of over 80 mathematics educators and leaders working to foster a common vision of HQEMI through the development of resources for educators…
Posted:
Poster | Co-designing for Statewide Alignment of a Vision for High Quality Mathematics Instruction (Collaborative Research)
This project explores the development of a shared vision for high-quality and equitable mathematics (HQEMI) at a state-wide level. This includes studying the visions of HQEMI of educators in different roles across the system, as well as the co-design efforts of over 80 mathematics educators and leaders working to foster a common vision of HQEMI through the development of resources for educators…
This project explores the development of a shared vision for high-quality and equitable mathematics (HQEMI) at a state-wide level. This includes studying the visions of HQEMI of educators in different roles across the system, as well as the co-design efforts of over 80 mathematics educators and leaders working to foster a common vision of HQEMI through the development of resources for educators…
Posted:
Poster | Co-designing for Statewide Alignment of a Vision for High Quality Mathematics Instruction (Collaborative Research)
This project explores the development of a shared vision for high-quality and equitable mathematics (HQEMI) at a state-wide level. This includes studying the visions of HQEMI of educators in different roles across the system, as well as the co-design efforts of over 80 mathematics educators and leaders working to foster a common vision of HQEMI through the development of resources for educators…
This project explores the development of a shared vision for high-quality and equitable mathematics (HQEMI) at a state-wide level. This includes studying the visions of HQEMI of educators in different roles across the system, as well as the co-design efforts of over 80 mathematics educators and leaders working to foster a common vision of HQEMI through the development of resources for educators…
Posted:
Poster | Co-designing for Statewide Alignment of a Vision for High Quality Mathematics Instruction (Collaborative Research)
This project explores the development of a shared vision for high-quality and equitable mathematics (HQEMI) at a state-wide level. This includes studying the visions of HQEMI of educators in different roles across the system, as well as the co-design efforts of over 80 mathematics educators and leaders working to foster a common vision of HQEMI through the development of resources for educators…
This project explores the development of a shared vision for high-quality and equitable mathematics (HQEMI) at a state-wide level. This includes studying the visions of HQEMI of educators in different roles across the system, as well as the co-design efforts of over 80 mathematics educators and leaders working to foster a common vision of HQEMI through the development of resources for educators…
Posted:
Poster | The Impact of an Inclusive Grades K-2 Early Algebra Intervention Implemented by Classroom Teachers
This study uses an RCT design to test the effectiveness of a Grades K-2 early algebra intervention.
This study uses an RCT design to test the effectiveness of a Grades K-2 early algebra intervention.
Posted:
Poster | Opening Pathways into Engineering Through an Illinois Physics and Secondary Schools Partnership
Although most teachers recognize the importance of taking investigative, open-ended approaches to students’ learning experiences, implementing them in high school classes can be challenging for teachers. In this work, we analyzed data from multiple sources from a teaching Community of Practice (CoP) to investigate (a) barriers to taking an open-ended approach in teaching labs in physics classes…
Although most teachers recognize the importance of taking investigative, open-ended approaches to students’ learning experiences, implementing them in high school classes can be challenging for teachers. In this work, we analyzed data from multiple sources from a teaching Community of Practice (CoP) to investigate (a) barriers to taking an open-ended approach in teaching labs in physics classes…
Posted:
Poster | Empowering Changemakers: Urban Biodiversity Initiative for Teachers and Youth
The ECUITY project aims to develop and utilize a multi-agency partnership to design, implement, and test a research-based professional learning (PL) approach that will ensure that teachers and their students have actionable knowledge on how to protect and enhance the biodiversity in their communities. In addition, cadres of teachers, local scientists, and leaders from the CA NGSS K–8 Early…
The ECUITY project aims to develop and utilize a multi-agency partnership to design, implement, and test a research-based professional learning (PL) approach that will ensure that teachers and their students have actionable knowledge on how to protect and enhance the biodiversity in their communities. In addition, cadres of teachers, local scientists, and leaders from the CA NGSS K–8 Early…
Posted: