What's New on CADREK12.org

Event | The Value of Cultural and Linguistic Competence in Research
EQR will offer a free webinar on the value and importance of integrating cultural and linguistic competence (CLC) into research. Experts, Yan Wang and Robyn Madison, will facilitate a discussion on how one’s culture worldview affects research, share the implications of not attending to CLC in research and provide examples of how to incorporate culturally and linguistically appropriate standards…
Posted: Monday, August 15
Event | CADRE Learning Series: Designing Case Study Research - Part 2
Image The CADRE Learning Series event, “Designing Case Study Research” will include two parts. During the first webinar, panelists will address the questions: How do you situate your case study research to explain the phenomena you are studying at different phases of your work? What are some core strategies you might share? During the second…
Posted: Friday, August 05
Event | CADRE Learning Series: Designing Case Study Research - Part 1
Image The CADRE Learning Series event, “Designing Case Study Research” will include two parts. During the first webinar, panelists addressed the questions: How do you situate your case study research to explain the phenomena you are studying at different phases of your work? What are some core strategies you might share? During the second…
Posted: Friday, August 05
Announcement | CADRE Learning Series: Designing Case Study Research
Image The CADRE Learning Series event, “Designing Case Study Research” will include two parts. During the first webinar, panelists addressed the questions: How do you situate your case study research to explain the phenomena you are studying at different phases of your work? What are some core strategies you might share? During the second…
Posted: Friday, August 05
Survey | CADRE Learning Series: Designing Case Study Research
Image The CADRE Learning Series event, “Designing Case Study Research” include two parts. During the first webinar, panelists addressed the questions: How do you situate your case study research to explain the phenomena you are studying at different phases of your work? What are some core strategies you might share? During the second webinar,…
Posted: Wednesday, July 27
Early Career News | Elementary Teachers’ Agency: The Role of Perceived Professional Space and Autonomy
Phi Nguyen, Corey Webel, Sheunghyun Yeo, and Wenmin Zhao (2018-19 CADRE Fellow) co-authored this publication for the Journal of Curriculum Studies.
Posted: Tuesday, July 26
Early Career News | Big Data, Big Changes? The Technologies and Sources of Data Used in Science Classrooms
Joshua M. Rosenberg, Elizabeth H. Schultheis, Melissa K. Kjelvik (2018 CADRE Postdoc), Aaron Reedy, and Omiya Sultana published this British Journal of Educational Technology article.
Posted: Tuesday, July 26
Early Career News | A Case Study of Whiteness at Work in an Elementary Classroom
Kristin A. Searle, Colby Tofel-Grehl (CAREER Awardee), Andrea M. Hawkman, Mario I. Suárez, and Beth L. MacDonald published this article in Cultural Studies of Science Education.
Posted: Tuesday, July 26
Early Career News | #SayHerName: Anchoring Black Feminist Epistemologies at the Crux of Postsecondary Culture
ReAnna S. Roby (2018 CADRE Postdoc), Ekaete E. Udoh, Michele R. Williams, Alexis E. Hunter, Ashlyn M. Wardin, Monica L. Miles, and Terrell R. Morton (CADRE Co-PI and 2018 CADRE Postdoc) published this article in the Journal of Women and Minorities in Science and Engineering.
Posted: Tuesday, July 26
Early Career News | Scientifically Modeling Water
Tina Vo (2016-17 CADRE Fellow), Rebekah Hammack, and Connie Michael published this article in Science and Children.
Posted: Tuesday, July 26
Early Career News | Promoting Equity in the Peer Review Process of Journal Publication
Senetta F. Bancroft, Kihyun Ryoo (CAREER Awardee) and Monica Miles co-authored this publication for Science Education.
Posted: Tuesday, July 26
Early Career News | Present in Class Yet Absent in Science: The Individual and Societal Impact of Inequitable Science Instruction and Challenge to Improve Science Instruction
Tamecia R. Jones and Shondricka Burrell (2017-18 CADRE Fellow) published this Science Education article.
Posted: Tuesday, July 26
Early Career News | Making Inquiry Accessible for Students With Disabilities
Shalece Kohnke (2022 CADRE Fellow) published this article in The Science Teacher.
Posted: Tuesday, July 26
Early Career News | Equitable Math Instruction for California’s Multilingual Students
William Zahner (CAREER Awardee) published this The Education Trust—West report with co-authors Lynda Wynn and Abigail Amoako Kayser.
Posted: Tuesday, July 26
Early Career News | Cultivating Teacher Efficacy for Social Justice in Science
Libby Gerard, Allison Bradford, Angela DeBarger, Korah Wiley (2018-19 CADRE Fellow), and Marcia C. Linn published this Science Scope article.
Posted: Tuesday, July 26
Early Career News | Adapting Existing Curriculum for Equitable Learning Experiences
Nelly Tsai, Hosun Kang (CAREER Awardee), Jasmine Chang, and Karly Cassese published this article in Science Scope.
Posted: Tuesday, July 26
Early Career News | Kang receives Outstanding Reviewer Award from AERA
Hosun Kang (CAREER Awardee) was a recipient of the AERA Outstanding Reviewer Award.
Posted: Tuesday, July 26
Early Career News | Pedagogical Content Knowledge for Informal Science Educators: Development of the ISE-PCK Framework
K.C. Busch (2013-14 CADRE Fellow), Mwenda Kudumu, and Soonhye Park published this article in Research in Science Education.
Posted: Tuesday, July 26
Early Career News | Mentoring Across Differences in Science Education: Applying a Brokering Framework
Christa Haverly (2018-19 CADRE Fellow) co-authored this article with Bryan A. Brown.
Posted: Tuesday, July 26
Early Career News | Black Liberatory Science Education: Positioning Black Youth as Science Learners Through Recognizing Brilliance
Monica L. Miles and ReAnna S. Roby (2018 CADRE Postdoc) published this article in Cultural Studies of Science Education.
Posted: Tuesday, July 26
Early Career News | Beyond Assessing Knowledge about Models and Modeling: Moving Toward Expansive, Meaningful, and Equitable Modeling Practice
Christina V. Schwarz, Li Ke, Michelle Salgado, and Eve Manz (CAREER Awardee) published this Journal of Research in Science Teaching article.
Posted: Tuesday, July 26
Early Career News | Beginning School–University Partnerships for Transformative Social Change in Science Education: Narratives from the Field
Hosun Kang (CAREER Awardee) and María González-Howard (CAREER Awardee; 2015-16 CADRE Fellow) published this article in Science Education.
Posted: Tuesday, July 26
Early Career News | A Critical-Ecological Approach to STEM P-20+ Advising
Terrell R. Morton (CADRE co-PI and 2018 CADRE Postdoc) co-authored this Science Education article with Maxine McKinney de Royston.
Posted: Tuesday, July 26
Resource | Methodological Advancements for Analyzing Teachers’ Learning in a Community of Practice
Professional development that privileges teachers’ voice, equity, and the investigation of high-quality instruction is essential to the mathematics education community. However, more research is needed to understand the process, content, and depth of teachers’ learning in this setting. This paper shares our analytic method designed to capture such learning. We integrate three complementary…
Posted: Monday, July 25
Resource | A Design-Based Process in Characterizing Experienced Teachers’ Formative Assessment Enactment in Science Classrooms
Formative assessment can facilitate teachers’ abilities to elicit and notice the disciplinary substance of students’ thinking and to respond based on this. Following a design-based process, we developed principled practical knowledge to create resources that might guide experienced teachers in examining their formative assessment practice and provide researchers with tools to study formative…
Posted: Monday, July 25
Resource | Conceptual Profile of Substance: Representing Heterogeneity of Thinking in Chemistry Classrooms
Teachers face challenges when building the concept of substance with students because tensions of meanings emerge from students’ daily life and canonical ideas developed in classrooms. A powerful tool to address learning, pedagogical, and research challenges is the conceptual profile theory. According to this theory, people employ various ways of conceptualizing the world to signify experiences.…
Posted: Monday, July 25
Resource | Qualifying Domains of Student Struggle in Undergraduate General Chemistry Laboratory
Learning and learning goals in undergraduate chemistry laboratory have been a popular research topic for the past three decades due to calls for curriculum reform, cost justification, and overall efficacy of necessary skill development. While much work has been done to assess curricular interventions on students’ learning and attitudes towards lab, few have discussed the increased difficulties of…
Posted: Monday, July 25
Resource | Exploring Variation in Ways of Thinking About and Acting to Control a Chemical Reaction
Chemical scientists and engineers are interested in controlling chemical processes to attain specific goals, from synthesizing a desired substance to hindering a particular transformation. Nevertheless, students typically have few opportunities to develop the understandings and practices that are required to effectively engage in chemical control. In this study, we investigated similarities and…
Posted: Monday, July 25
Resource | Investigating How Teachers' Formative Assessment Practices Change Across a Year
Teaching chemistry as a practice rather than as a mere collection of facts demands that teachers modify their practices, particularly their approach to formative assessment (FA). In this study, we investigated how teachers’ FA practices changed as a result of their participation in a professional development program designed with a Chemical Thinking perspective. Four FA portfolio chapters were…
Posted: Monday, July 25
Resource | Analyzing Chemistry Teachers’ Formative Assessment Practices Using Formative Assessment Portfolio Chapters
The effective use of formative assessment (FA) has been demonstrated to confer positive impacts on student learning. To understand why and how FA works, it is necessary to characterize teachers’ FA practices, but because both teaching practice and learning depend on the nature of the discipline, there are disciplinary aspects to examining this. This study aimed to develop an analysis of…
Posted: Monday, July 25