What's New on CADREK12.org

Poster | CAREER: Fraction Activities and Assessments for Conceptual Teaching (FAACT) for Students with Learning Disabilities
This poster describes the outcomes, dissemination, and scaling of project work from "Fraction Activities and Assessment for Conceptual Teaching (FAACT)." We describe the results of a pilot study for FAACT, free curriculum materials, and how the work has been translated to a new game based project, Model Mathematics Education (ModelME). A link to an intro video for ModelMe's game based curriculum...
Posted: Wednesday, July 07
Poster | CAREER: Designing and Enacting Mathematically Captivating Learning Experiences for High School Mathematics
This project explores how secondary mathematics teachers can design mathematically captivating learning experiences using the mathematical story framework to improve aesthetic opportunities with complex mathematical content. This study has developed and tested 28 MCLEs. By comparing captivating lessons with those that students describe as dull or boring, we have identified multiple...
Posted: Wednesday, July 07
Poster | Assessing College-Ready Computational Thinking (Collaborative Research: Brown and Wilson)
This project seeks to develop and validate learning progressions and items with dynamic features to generate machine-scorable student responses for assessing computational thinking, in a test of college-ready critical reasoning skills, and to integrate these items into an existing online assessment system, the Berkeley Assessment System Software (BASS). This assessment is intended to be useful...
Posted: Tuesday, July 06
Poster | Anchoring High School Students in Real-Life Issues that Integrate STEM Content and Literacy
Through the integration of STEM content and literacy, this project studies the ways teachers implement literacy practices in the STEM classroom. Teachers will facilitate instruction using scenarios that present students with STEM-related issues, presented as scenarios. After reading and engaging with math and science content, students write a source-based argument in which they state a claim,...
Posted: Tuesday, July 06
Poster | An Efficacy Study of a Comprehensive Middle School Science Curriculum that Integrates Disciplinary Core Ideas, Science and Engineering Practices, and Crosscutting Concepts
This poster presents results from a randomized controlled trial that examined the efficacy of the Amplify Science Middle School curriculum for improving seventh grade students learning in relation to NGSS performance expectations in physical science. Though the analysis is ongoing, initial findings from the 2019-20 school year demonstrate evidence of promise of the NGSS-designed curriculum...
Posted: Tuesday, July 06
Poster | Advancing Coherent and Equitable Systems of Science Education
The Advancing Coherent and Equitable Systems of Science Education (ACESSE) project is a deep collaboration between the Council of State Science Supervisors, the University of Washington, and the University of Colorado Boulder. ACESSE brings together educators and researchers to collaboratively research, develop, and promote strategies to make science education more coherent and equitable. Our...
Posted: Friday, July 02
Resource | The Development of ePCK of Newly Hired In-field and Out-of-field Teachers during their First Three Years of Teaching
This study explored the potential impact of teaching outside of one’s field of expertise. This longitudinal cross-case study examined the development of enacted pedagogical content knowledge (ePCK) among a group of in-field and out-of-field (OOF) physical science teachers during their first 3 years of teaching. The components of ePCK investigated included the knowledge and skills related to...
Posted: Friday, July 02
Resource | Theory to Practice: Prospective Mathematics Teachers’ Recontextualizing Discourses Surrounding Collective Argumentation
Teacher education programs have a critical role in supporting prospective teachers’ connections between theory and practice. In this study, we examined three prospective secondary mathematics teachers’ discourses regarding collective argumentation during and after a unit of instruction addressing collective argumentation and ways they recontextualized their on-campus coursework (theory) into...
Posted: Friday, July 02
Resource | Negotiations in Scientific Argumentation: An Interpersonal Analysis
Argumentation enables students to engage in real world scientific practices by rationalizing claims grounded in supporting evidence. Student engagement in scientific argumentation activates the negotiation process by which students develop and defend evidence-based claims. Little is known, however, on the intricate process and potential patterns of negotiation between students during scientific...
Posted: Friday, July 02
Resource | Exploring Experienced Designers' Strategies in a CAD Learning Environment
Computer-aided design (CAD) simulation environments offer opportunities for students to evaluate, redesign, and visualize engineering design solutions quickly and get feedback. However, the use of CAD simulation tools in precollege settings is relatively rare. This study explores design strategies used by experienced designers in Energy3D, a CAD simulation environment designed for learning...
Posted: Friday, July 02
Resource | How Science Teachers DiALoG Classrooms: Towards a Practical and Responsive Formative Assessment of Oral Argumentation
We present lessons learned from an ongoing attempt to conceptualize, develop, and refine a way for teachers to gather formative assessment evidence about classroom argumentation as it happens. The system—named DiALoG (Diagnosing Argumentation Levels of Groups)—includes a digital scoring tool that allows teachers to assess oral classroom argumentation across two primary dimensions: one to capture...
Posted: Friday, July 02
Resource | Collaboratively Engineering for Justice in Sixth Grade STEM
In this article, it is argued that processes of co-production can support teachers and students in organizing resources for justice through science learning. Drawing upon a critical justice conceptual framework, critical ethnographic data from one urban middle school classroom during a unit focused on engineering for sustainable communities were analyzed. Findings describe how processes of co-...
Posted: Friday, July 02
Event | EHR Core Research (ECR) Proposal Preparation Outreach
Calling for Fundamental STEM Education Research proposals from Minority-Serving Institution Faculty This webinar will start with a panel of current and past ECR grantees who will share their experience putting together teams and developing successful ECR proposals.  The panel will be followed by a presentation by ECR program officers on developing ECR research questions, research teams, and...
Posted: Thursday, July 01
Early Career News | What Makes Mathematics Teacher Coaching Effective? A Call for a Justice-Oriented Perspective
Samantha A. Marshall and Patricia M. Buenrostro (2018-19 CADRE Fellow) published this article in the Journal of Teacher Education.
Posted: Tuesday, June 29
Early Career News | Theory to Practice: Prospective Mathematics Teachers’ Recontextualizing Discourses Surrounding Collective Argumentation
Carlos Nicolas Gomez Marchant (2014-15 CADRE Fellow; CAREER Awardee) recently published this article in the Journal of Mathematics Teacher Education with co-authors Hyejin Park, Yuling Zhuang, Jonathan K. Foster, and AnnaMarie Conner (CAREER Awardee).
Posted: Tuesday, June 29
Early Career News | The Longitudinal Effects of School Improvement Grants
Min Sun (CAREER Awardee), Alec I. Kennedy, and Susanna Loeb published this article in Educational Evaluation and Policy Analysis.
Posted: Tuesday, June 29
Early Career News | STEM-Focused Career Courses and College Pipeline for Students with Learning Disabilities
Jennifer A. Freeman, Michael A. Gottfried, and Jay Stratte Plasman (2015-16 CADRE Fellow) recently published this Educational Policy article.
Posted: Tuesday, June 29
Early Career News | Rethinking Learning Trajectories in Light of Student Linguistic Diversity
William Zahner (CAREER Awardee) and Lynda Wynn published this article in Mathematical Thinking and Learning.
Posted: Tuesday, June 29
Early Career News | Lighting Up History: Integrating Mathematics and Computational Thinking in the Science Classroom
Kristin Searle, Colby Tofel-Grehl (CAREER Awardee), and Beth L. MacDonald recently published this Science Scope article.
Posted: Tuesday, June 29
Early Career News | Lessons from a Co-Design Team on Supporting Student Motivation in Middle School Science Classrooms
Gwen C. Marchand, Jennifer A. Schmidt, Lisa Linnenbrink-Garcia, Christopher J. Harris, David McKinney (2019-20 CADRE Fellow), and Pei Pei Liu recently published this Theory Into Practice article.
Posted: Tuesday, June 29
Early Career News | Investigating the Usability and Learner Experience of a Virtual Reality Adaptive Skills Intervention for Adults with Autism Spectrum Disorder
Matthew Schmidt and Noah Glaser (2021 CADRE Postdoc) published this article in Educational Technology Research and Development.
Posted: Tuesday, June 29
Early Career News | Forests After Florence: An Informal Community-Engaged STEM Research Project Promotes STEM Identity in Disaster-Impacted Students
Kelly Lynn Mulvey (CAREER Awardee), Angelina Joy, Michael Caslin, Darby Orcutt, Deniz Eseryel, and Madhusudan Katti published this article in Research in Science & Technological Education.
Posted: Tuesday, June 29
Early Career News | Exploring Experienced Designers' Strategies in a CAD Learning Environment
Anne M. McAlister, James P. Bywater (2018-19 CADRE Fellow), and Jennifer L. Chiu published this article in Computer Applications in Engineering Education.
Posted: Tuesday, June 29
Early Career News | Examining the Responding Component of Teacher Noticing: A Case of One Teacher’s Pedagogical Responses to Students’ Thinking in Classroom Artifacts
Melissa Luna (CAREER Awardee) and Sarah Selmer published this article in the Journal of Teacher Education.
Posted: Tuesday, June 29
Early Career News | Developing and Empirically Grounding the Draw-An-Engineering-Teacher Test (DAETT)
Tina Vo (2016-17 CADRE Fellow) published this Journal of Science Teacher Education article with co-author Rebekah Hammack.
Posted: Tuesday, June 29
Early Career News | Designing for Mathematical Literacy: Introducing Exponential Growth Using Critical and Meaningful Problem Contexts
William Zahner (CAREER Awardee) published this article in Journal of Adolescent & Adult Literacy.
Posted: Tuesday, June 29
Early Career News | A Mixed Methods Comparison of Elementary Preservice Teachers’ Conceptualization of Teaching Engineering
Rebekah Hammack and Tina Vo (2016-17 CADRE Fellow) recently published this Research in Science Education article.
Posted: Tuesday, June 29
Announcement | Informational Webinars on NSF's DRK-12 Solicitation
NSF led two informational webinars on July 7 and July 22, 2021 where they shared an overview of important information and key takeaways from the DRK-12 Solicitation (20-572). View the webinar materials or visit our NSF Proposal Toolkit for more resources.
Posted: Tuesday, June 29
Event | Informational Webinar on DRK-12 Solicitation (20-572)
NSF program directors will give an overview of important information and key takeaways from the DRK-12 Solicitation (20-572). There will be time for questions at the end. VIEW RECORDING AND SLIDES  
Posted: Tuesday, June 29
Event | Informational Webinar on DRK-12 Solicitation (20-572)
NSF program directors will give an overview of important information and key takeaways from the DRK-12 Solicitation (20-572). There will be time for questions at the end. VIEW RECORDING AND SLIDES  
Posted: Tuesday, June 29

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