What's New on CADREK12.org

Event | Historically Black Colleges and Universities - Excellence in Research (HBCU - EiR) Full Proposal Deadline
Learn more at https://beta.nsf.gov/funding/opportunities/historically-black-colleges-….
Posted: Friday, December 16
Event | Historically Black Colleges and Universities - Undergraduate Program (HBCU-UP) Full Proposal Deadline
For Targeted Infusion Projects, Broadening Participation Research Projects, Implementation Projects, and ACE Implementation Projects. Learn more at https://beta.nsf.gov/funding/opportunities/historically-black-colleges-….
Posted: Friday, December 16
Event | Historically Black Colleges and Universities - Undergraduate Program (HBCU-UP) Letter of Intent Deadline
Learn more at https://beta.nsf.gov/funding/opportunities/historically-black-colleges-….
Posted: Friday, December 16
Event | Historically Black Colleges and Universities - Undergraduate Program (HBCU-UP) Letter of Intent Deadline
Learn more at https://beta.nsf.gov/funding/opportunities/historically-black-colleges-….
Posted: Friday, December 16
Event | Historically Black Colleges and Universities - Undergraduate Program (HBCU-UP) Full Proposal Deadline
For Research Initiation awards. Learn more at https://beta.nsf.gov/funding/opportunities/historically-black-colleges-….
Posted: Friday, December 16
Event | Advancing Innovation and Impact in Undergraduate STEM Education at Two-year Institutions of Higher Education Full Proposal Deadline
Learn more at https://beta.nsf.gov/funding/opportunities/advancing-innovation-impact-….
Posted: Friday, December 16
Event | EPSCoR Research Infrastructure Improvement Track-4: EPSCoR Research Fellows Full Proposal Deadline
Learn more at https://beta.nsf.gov/funding/opportunities/epscor-research-infrastructu….
Posted: Friday, December 16
Newsletter | December 2022 Newsletter
Dear Colleagues, As we near the end of 2022, CADRE is taking a look back at the past year of DRK-12 ideas and resources that made an impact and taking note of some of the important influences on STEM education research. During 2022, CADRE focused on broadening participation in the DRK-12 program and building capacity for quality education research through our CADRE Fellows program, Uncovering…
Posted: Thursday, December 15
Survey | CADRE Learning Series: Using Video in Education Research
January 27, 1:30-3:00 PM ET Moderator: Ilana Horn, Vanderbilt University Panelists: Heather Hill, Harvard University; Joanne Lobato, San Diego State University; Nanette Seago, WestEd; Erica Walker, Columbia University Do you want to introduce video approaches into your research or figure out new strategies for recording and analyzing video data? In the first webinar of this Learning Series, learn…
Posted: Wednesday, December 14
Announcement | Job Opportunity at NSF: Program Director(s)
NSF's Division of Research and Learning in Formal and Informal Settings (DRL) is seeking program director(s) with expertise in research on science education in preK-12 formal or informal settings.
Posted: Wednesday, December 14
Announcement | 2022 DRK-12 PI Meeting | Call for Proposals
CADRE is pleased to host the 2023 DRK–12 PI Meeting on June 28–30 at the Hyatt Regency Crystal City in Arlington VA. CADRE and the PI meeting planning committee invite session proposals. Please read the complete Call for Proposals.  
Posted: Tuesday, December 06
Survey | 2023 DRK-12 PI Meeting Call for Proposals: Session Submission Form
Thank you to everyone who submitted a session proposal!  The deadline for submitting a session proposal for the 2023 DRK-12 PI Meeting was January 20, 2023. The Call for Proposals is now closed  
Posted: Thursday, December 01
Early Career News | “Unnatural How Natural It Was”: Using a Performance Task and Simulated Classroom for Preservice Secondary Teachers to Practice Engaging Student Avatars in Scientific Argumentation
Jamie N. Mikeska (2010-11 CADRE Fellow), Calli Shekell (2021 CADRE Postdoc), Jennifer Dix, and Pamela S. Lottero-Perdue published this article in the Journal of Technology and Teacher Education.
Posted: Tuesday, November 29
Early Career News | Transforming Science Learning Framework: Translating an Equity Commitment into Action through Co-Design
Hosun Kang (CAREER Awardee) and Jasmine McBeath Nation published this Journal of Science Teacher Education article.
Posted: Tuesday, November 29
Early Career News | Secondary Chemistry Teacher Learning: Precursors for and Mechanisms of Pedagogical Conceptual Change
Meng-Yang M. Wu (2022 CADRE Fellow) and Ellen J. Yezierski co-authored this article in Chemistry Education Research and Practice.
Posted: Tuesday, November 29
Early Career News | Reimagining Science Lessons Through Translanguaging
Sage Andersen, Karina Méndez Pérez, and María González-Howard (2015-16 CADRE Fellow; CAREER Awardee) published this article in Science Scope.
Posted: Tuesday, November 29
Early Career News | Learning at the Intersection of Data Literacy and Social Justice
Simon Knight, Camillia Matuk (2010-11 CADRE Fellow), and Kayla DesPortes published this Educational Technology & Society article.
Posted: Tuesday, November 29
Early Career News | Invisible Multilingual Black and Brown Girls: Raciolinguistic Narratives of Identity in Science Education
Akira Harper and Shakhnoza Kayumova (CAREER Awardee) published this article in the Journal of Research in Science Teaching.
Posted: Tuesday, November 29
Early Career News | A Socio-Ecological Framework for Research in Mathematics Education
Nicole Louie (CAREER Awardee) published this Journal for Research in Mathematics Education article with co-author Wan-Yue Zhan.
Posted: Tuesday, November 29
Early Career News | Coordinating Modeling with Content Representations to Support Students’ Three-Dimensional Learning
Susan M. Kowalski, Betty Stennett (2013-14 CADRE Fellow), and Lindsey Mohan published this article in Science Scope.
Posted: Tuesday, November 29
Newsletter | November 2022 Newsletter
Dear Colleagues, This month’s newsletter includes a Spotlight on projects researching artificial intelligence (AI) in STEM teaching, learning, and assessment. It sheds light on directions in AI education research and approaches to using AI and machine learning to address current challenges in preK-12 STEM education. If you missed the CADRE Learning Series on case study design, be sure to read…
Posted: Monday, November 21
Announcement | Job Opportunity at NSF: Deputy Division Director
The National Science Foundation (NSF) seeks a Deputy Division Director at Division of Research on Learning in Formal and Informal Settings. Learn more and apply: https://www.usajobs.gov/job/682546000
Posted: Tuesday, November 15
Project Spotlight | Artificial Intelligence in STEM Teaching & Learning
This Spotlight highlights a few of the many ways artificial intelligence can be applied to STEM classrooms and education research, from AI-based assessment to intelligent virtual companions. In this Spotlight... Featured Projects: AI-based Assessment in STEM Education Conference (PI: Xiaoming Zhai) FLECKS: Fostering Collaborative Computer Science Learning with Intelligent Virtual Companions for…
Posted: Thursday, November 03
Resource | Students Do Not Always Mean What We Think They Mean: A Questioning Strategy to Elicit the Reasoning Behind Unexpected Causal Patterns in Student System Models
An ability to engage in system thinking is necessary to understand complex problems. While many pre-college students use system modeling tools, there is limited evidence of student reasoning about causal relationships that interact in diverging and converging chains, and how these affect system behavior. A chemistry unit on gas phenomena was implemented in two successive years with 73 high school…
Posted: Tuesday, November 01
Resource | Students Do Not Always Mean What We Think They Mean: A Questioning Strategy to Elicit the Reasoning Behind Unexpected Causal Patterns in Student System Models
An ability to engage in system thinking is necessary to understand complex problems. While many pre-college students use system modeling tools, there is limited evidence of student reasoning about causal relationships that interact in diverging and converging chains, and how these affect system behavior. A chemistry unit on gas phenomena was implemented in two successive years with 73 high school…
Posted: Tuesday, November 01
Resource | Learning Trajectory Based Fraction Intervention: Building A Mathematics Education Evidence Base
One challenge facing the fields of mathematics education and special education is how to design instruction on fraction concepts that can meet the needs of diverse learners. An innovation that shows promise is to base instructional design upon well-established trajectories of students’ fraction learning. However, little research has been done to establish the effectiveness of this approach. We…
Posted: Tuesday, November 01
Announcement | New PAPPG: effective on January 30, 2023
The following notification was sent out by the National Science Foundation: We are pleased to announce that a revised version of the NSF Proposal & Award Policies & Procedures Guide (PAPPG) (NSF 23-1) has been issued. The new PAPPG will be effective for proposals submitted or due on or after January 30, 2023. Significant changes include: Revisions to incorporate Research.gov as the…
Posted: Wednesday, October 26
Early Career News | “Weebles Wobble but They Also Commit to Lifelong Relationships”: Teachers’ Transdisciplinary Learning in Computational Play
Brian E. Gravel, Amon Millner, Eli Tucker-Raymond, Maria C. Olivares (2018 CADRE Postdoc) and Aditi Wagh co-authored this International Journal of STEM Education article.
Posted: Tuesday, October 25
Early Career News | Latiné, Latinx, Latina, Latino, or Hispanic: Problematizing Terms Often Used in Engineering Education
Idalis Villanueva Alarcón, Joel Alejandro Mejia (2013-14 CADRE Fellow), Janice Mejia, and Renata Revelo published this article in the Journal of Engineering Education.
Posted: Tuesday, October 25
Early Career News | From Mistakes, We Learn? Mathematics Teachers’ Epistemological and Positional Framing of Mistakes
Mariana Alvidrez, Nicole Louie (CAREER Awardee), and Mourat Tchoshanov published this article in the Journal of Mathematics Teacher Education.
Posted: Tuesday, October 25