What's New on CADREK12.org
Announcement | New! NSF Prospective New Awardee Guide
NSF's latest Prospective New Awardee Guide is available at: http://www.nsf.gov/pubs/policydocs/pnag/pnag161.pdf?WT.mc_id=USNSF_109 (Effective Date: January 25, 2016) OverviewEach proposing organization that is new to the National Science Foundation (NSF) or has not had an active NSF assistance award within the previous five years should be prepared to submit basic organization and management…
NSF's latest Prospective New Awardee Guide is available at: http://www.nsf.gov/pubs/policydocs/pnag/pnag161.pdf?WT.mc_id=USNSF_109 (Effective Date: January 25, 2016) OverviewEach proposing organization that is new to the National Science Foundation (NSF) or has not had an active NSF assistance award within the previous five years should be prepared to submit basic organization and management…
Posted: Thursday, January 28
Announcement | Hot off the Press!
CADRE's newest publication is a STEM Smart Brief on Teaching and Learning Under the Next Generation Science Standards. Read the Brief
CADRE's newest publication is a STEM Smart Brief on Teaching and Learning Under the Next Generation Science Standards. Read the Brief
Posted: Wednesday, January 27
Resource | STEM Smart Brief: Teaching and Learning Under the Next Generation Science Standards
This brief gives an overview—and by no means a comprehensive one—of several NGSS-aligned projects in the areas of curriculum, instruction, assessment, and professional development.
This brief gives an overview—and by no means a comprehensive one—of several NGSS-aligned projects in the areas of curriculum, instruction, assessment, and professional development.
Posted: Wednesday, January 27
Announcement | Post-doc Fellow Position, Peabody College, Vanderbilt University
The Department of Leadership, Policy, and Organizations in Vanderbilt University’s Peabody College is seeking a post-doctoral fellow in Education Policy and Leadership to work on two externally funded research projects in 2016-17. The projects include the National Center on Scaling Up Effective Schools and The Instructional Program Partnership (IPI) an IES funded randomized evaluation of a state…
The Department of Leadership, Policy, and Organizations in Vanderbilt University’s Peabody College is seeking a post-doctoral fellow in Education Policy and Leadership to work on two externally funded research projects in 2016-17. The projects include the National Center on Scaling Up Effective Schools and The Instructional Program Partnership (IPI) an IES funded randomized evaluation of a state…
Posted: Monday, January 25
Announcement | Post-doc Fellowship at Notre Dame for STEM Education
The Notre Dame Center for STEM Education (the Center) is pleased to announce the Rev. James A. Burns, CSC Post-Doctoral Fellowship (Burns Post-Doc) that can begin in either summer or fall 2016. The Burns Post-Doc is part of the new Interdisciplinary Program in Educational Research (IPER: http://iei.nd.edu/programs/interdisciplinary-program-in-educational-research/) at the University of Notre Dame…
The Notre Dame Center for STEM Education (the Center) is pleased to announce the Rev. James A. Burns, CSC Post-Doctoral Fellowship (Burns Post-Doc) that can begin in either summer or fall 2016. The Burns Post-Doc is part of the new Interdisciplinary Program in Educational Research (IPER: http://iei.nd.edu/programs/interdisciplinary-program-in-educational-research/) at the University of Notre Dame…
Posted: Monday, January 25
Newsletter | Winter 2016 Newsletter
Dear Colleagues: Happy New Year! We are starting the year with a commitment to disseminating your findings and resources in many different ways. We have begun soliciting participants for the second annual NSF Video Showcase, May 17-23, 2016. Last year's experience was very successful with 112 videos, 41 of which were from DR K-12 projects. The event welcomed more than 22,000 unique visitors…
Dear Colleagues: Happy New Year! We are starting the year with a commitment to disseminating your findings and resources in many different ways. We have begun soliciting participants for the second annual NSF Video Showcase, May 17-23, 2016. Last year's experience was very successful with 112 videos, 41 of which were from DR K-12 projects. The event welcomed more than 22,000 unique visitors…
Posted: Sunday, January 24
Event | USA Science and Engineering Festival
To learn more, visit http://www.usasciencefestival.org/. DR K-12 Project: Marina Bers (DevTech Research Group), Tufts University (Projects: Ready for Robotics: The Missing T and E of STEM in Early Childhood Education; ScratchJr: Computer Programming in Early Childhood Education as a Pathway to Academic Readiness and Success (Collaborative Research: Bers))
To learn more, visit http://www.usasciencefestival.org/. DR K-12 Project: Marina Bers (DevTech Research Group), Tufts University (Projects: Ready for Robotics: The Missing T and E of STEM in Early Childhood Education; ScratchJr: Computer Programming in Early Childhood Education as a Pathway to Academic Readiness and Success (Collaborative Research: Bers))
Posted: Monday, January 18
Resource | Robotics in the early childhood classroom: learning outcomes from an 8-week robotics curriculum in pre-kindergarten through second grade
In recent years there has been an increasing focus on the missing ‘‘T’’ of technology and ‘‘E’’ of engineering in early childhood STEM (science, technology, engineering, mathematics) curricula. Robotics offers a playful and tangible way for children to engage with both T and E concepts during their foundational early childhood years. This study looks at N=60 children in pre-kindergarten…
In recent years there has been an increasing focus on the missing ‘‘T’’ of technology and ‘‘E’’ of engineering in early childhood STEM (science, technology, engineering, mathematics) curricula. Robotics offers a playful and tangible way for children to engage with both T and E concepts during their foundational early childhood years. This study looks at N=60 children in pre-kindergarten…
Posted: Monday, January 18
Resource | KIBO Robot Demo: Engaging Young Children in Programming and Engineering
Robotics offers a playful and tangible way for young children to engage with technology and engineering concepts during their foundational early childhood years. This paper describes the development of KIBO, a newly created robotics kit for children ages 4-7 developed at Tufts University through funding from the National Science Foundation. Designed explicitly for very young children, the…
Robotics offers a playful and tangible way for young children to engage with technology and engineering concepts during their foundational early childhood years. This paper describes the development of KIBO, a newly created robotics kit for children ages 4-7 developed at Tufts University through funding from the National Science Foundation. Designed explicitly for very young children, the…
Posted: Monday, January 18
Resource | ‘‘I want my robot to look for food’’: Comparing Kindergartner’s programming comprehension using tangible, graphic, and hybrid user interfaces
Inrecentyears,educationalroboticshasbecomeanincreasinglypopular research area. However, limited studies have focused on differentiated learning outcomes basedontypeofprogramming interface.Thisstudyaimstoexplorehowsuccessfully youngchildrenmaster foundational programmingconceptsbasedonthe roboticsuser interface (tangible, graphical, hybrid) taught in their curriculum. Thirty-five Kindergarten…
Inrecentyears,educationalroboticshasbecomeanincreasinglypopular research area. However, limited studies have focused on differentiated learning outcomes basedontypeofprogramming interface.Thisstudyaimstoexplorehowsuccessfully youngchildrenmaster foundational programmingconceptsbasedonthe roboticsuser interface (tangible, graphical, hybrid) taught in their curriculum. Thirty-five Kindergarten…
Posted: Monday, January 18
Resource | Designing Tools for Developing Minds: The Role of Child Development in Educational Technology
In today’s world, in which technology is playing an increasingly growing role in the lives of children, computer literacy and technological fluency are becoming a necessary national standard. However, developing character traits that serve children to use new tools in a safe way to communicate and connect with others, and providing opportunities for children to envision a better world through…
In today’s world, in which technology is playing an increasingly growing role in the lives of children, computer literacy and technological fluency are becoming a necessary national standard. However, developing character traits that serve children to use new tools in a safe way to communicate and connect with others, and providing opportunities for children to envision a better world through…
Posted: Monday, January 18
Resource | ScratchJr Demo: A coding language for Kindergarten
This paper describes the ScratchJr research project, a collaboration between Tufts University’s Developmental Technologies Research Group, MIT’s Lifelong Kindergarten Group, and the Playful Invention Company. Over the past five years, dozens of ScratchJr prototypes havebeen designedand studied with over 300 K-2nd grade students, teachers and parents. ScratchJr allows children ages 5 to 7…
This paper describes the ScratchJr research project, a collaboration between Tufts University’s Developmental Technologies Research Group, MIT’s Lifelong Kindergarten Group, and the Playful Invention Company. Over the past five years, dozens of ScratchJr prototypes havebeen designedand studied with over 300 K-2nd grade students, teachers and parents. ScratchJr allows children ages 5 to 7…
Posted: Monday, January 18
Resource | Code and Tell: Assessing Young Children’s Learning of Computational Thinking Using Peer Video Interviews with ScratchJr
In this paper, we present a novel technique for assessing the learning of computational thinking in the early childhood classroom. Students in three second grade classrooms learned foundational computational thinking concepts using ScratchJr and applied what they learned to creating animated collages, stories, and games. They then conducted artifact-based video interviews with each other in…
In this paper, we present a novel technique for assessing the learning of computational thinking in the early childhood classroom. Students in three second grade classrooms learned foundational computational thinking concepts using ScratchJr and applied what they learned to creating animated collages, stories, and games. They then conducted artifact-based video interviews with each other in…
Posted: Monday, January 18
Resource | Constructing the ScratchJr programming language in the early childhood classroom
This paper seeks to contribute to the growing literature on children and computer programming by focusing on a programming language for children in Kindergarten through second grade. Sixty-two students were exposed to a 6-week curriculum using ScartchJr. They learned foundational programming concepts and applied those concepts to create personally meaningful projects using the ScratchJr…
This paper seeks to contribute to the growing literature on children and computer programming by focusing on a programming language for children in Kindergarten through second grade. Sixty-two students were exposed to a 6-week curriculum using ScartchJr. They learned foundational programming concepts and applied those concepts to create personally meaningful projects using the ScratchJr…
Posted: Monday, January 18
Resource | NGSS Planning Tool
Posted: Monday, January 18
Resource | Modifying A Core Curriculum
No one curriculum can meet the needs of all students and teachers. This video describes why a teacher might want to modify a curriculum and how he or she would go about it.
No one curriculum can meet the needs of all students and teachers. This video describes why a teacher might want to modify a curriculum and how he or she would go about it.
Posted: Monday, January 18
Resource | Coherence in Science Instruction
Posted: Monday, January 18
Resource | Using Effective Science Curriculum
An effective curriculum helps you support students' science learning, understanding, and achievement. But what does "effective" mean? This video gives you the inside scoop on what makes a curriculum effective and flags some common pitfalls to avoid.
An effective curriculum helps you support students' science learning, understanding, and achievement. But what does "effective" mean? This video gives you the inside scoop on what makes a curriculum effective and flags some common pitfalls to avoid.
Posted: Monday, January 18
Resource | The Power and Promise of a Digital Tool for Teaching Inquiry Science
Two case studies, both set in public high schools, one in New York City, another in suburban Massachusetts, describe ways that a newly developed cybertool (the electronic Teacher Guide or eTG) can help biology teachers improve student learning by facilitating teachers' implementation of an innovative curriculum and enhancing teachers' subject matter and pedagogical content knowledge. This…
Two case studies, both set in public high schools, one in New York City, another in suburban Massachusetts, describe ways that a newly developed cybertool (the electronic Teacher Guide or eTG) can help biology teachers improve student learning by facilitating teachers' implementation of an innovative curriculum and enhancing teachers' subject matter and pedagogical content knowledge. This…
Posted: Monday, January 18
Resource | A Novel Way to Teach Kids About Engineering
Berdik, C. (2015, December 16). A Novel Way to Teach Kids About Engineering. Slate. Retrieved from http://www.slate.com/articles/technology/future_tense/2015/12/novel_eng…
Berdik, C. (2015, December 16). A Novel Way to Teach Kids About Engineering. Slate. Retrieved from http://www.slate.com/articles/technology/future_tense/2015/12/novel_eng…
Posted: Monday, January 18
Event | Research and Development Conference: Preparing and Implementing Successful Mathematics Coaching Programs
To learn more, visit http://www.vmsiresearchconference.com/.
To learn more, visit http://www.vmsiresearchconference.com/.
Posted: Monday, January 18
Resource | To customize or not to customize? Exploring science teacher customization in an online lesson portal
New technologies are increasingly giving science teachers the ability to access and customize science lessons. However, there is substantial debate in the literature about whether and under what conditions teacher customization benefit student learning. In this study, we examined teacher customization of inquiry-based science lessons from an online lesson portal. We found that students who…
New technologies are increasingly giving science teachers the ability to access and customize science lessons. However, there is substantial debate in the literature about whether and under what conditions teacher customization benefit student learning. In this study, we examined teacher customization of inquiry-based science lessons from an online lesson portal. We found that students who…
Posted: Friday, January 15
Resource | The Learning Portal: Hundreds of Free Digital Activities Using Models and Probes
The Innovative Technology in Science Inquiry (ITSI) project is a learning portal with hundreds of free, customizable science, math, and engineering activities funded by the National Science Foundation at the Concord Consortium, a nonprofit research and development organization dedicated to transforming education through technology. The project engages K--12 students in web-based STEM activities…
The Innovative Technology in Science Inquiry (ITSI) project is a learning portal with hundreds of free, customizable science, math, and engineering activities funded by the National Science Foundation at the Concord Consortium, a nonprofit research and development organization dedicated to transforming education through technology. The project engages K--12 students in web-based STEM activities…
Posted: Friday, January 15
Resource | Science for All: A new breed of schools is closing achievement gaps among students and may hold the key to a revitalized 21st-century workforce
Lynch, S.J. (2015, Aug. 1). Science for All: A new breed of schools is closing achievement gaps among students and may hold the key to a revitalized 21st-century workforce. Scientific American. Retrieved from: http://www.scientificamerican.com/article/science-for-all/
Lynch, S.J. (2015, Aug. 1). Science for All: A new breed of schools is closing achievement gaps among students and may hold the key to a revitalized 21st-century workforce. Scientific American. Retrieved from: http://www.scientificamerican.com/article/science-for-all/
Posted: Friday, January 15
Resource | City Digits: Developing Socially-Grounded Data Literacy Using Digital Tools
Williams, S., Deahl, E., Rubel, L., & Lim, V. (2014). City Digits: Developing Socially-Grounded Data Literacy Using Digital Tools. Journal of Digital and Media Literacy, 2(2). www.jodml.org
Williams, S., Deahl, E., Rubel, L., & Lim, V. (2014). City Digits: Developing Socially-Grounded Data Literacy Using Digital Tools. Journal of Digital and Media Literacy, 2(2). www.jodml.org
Posted: Friday, January 15
Event | 2016 NARST Annual International Conference; Baltimore MD
Learn more at https://www.narst.org/annualconference/2016conference.cfm DR K-12 Presenters: Christina Schwarz and Laurie Van Egeren, Michigan State University (Project: Cluster Randomized Trial of the Efficacy of Early Childhood Science Education for Low-Income Children) Senetta Bancroft and Deborah Herrington, Grand Valley State University (Project: Further Development and Testing of the Target…
Learn more at https://www.narst.org/annualconference/2016conference.cfm DR K-12 Presenters: Christina Schwarz and Laurie Van Egeren, Michigan State University (Project: Cluster Randomized Trial of the Efficacy of Early Childhood Science Education for Low-Income Children) Senetta Bancroft and Deborah Herrington, Grand Valley State University (Project: Further Development and Testing of the Target…
Posted: Friday, January 15
Resource | How Kids are Learning Math, Maps and Spatial Justice
Rubel, L. & Hall-Wieckert, M. (2015, July 30). How kids are learning math, maps and spatial justice. Retrieved from www.mediashift.com.
Rubel, L. & Hall-Wieckert, M. (2015, July 30). How kids are learning math, maps and spatial justice. Retrieved from www.mediashift.com.
Posted: Friday, January 15
Event | NCTM Research Conference; San Francisco, CA
Learn more at http://www.nctm.org/Conferences-and-Professional-Development/Research-C… DR K-12 Presenters: Laura Van Zoest, Western Michigan University; Shari Stockero, Michigan Technological University; Keith Leitham and Blake Peterson, Brigham Young University; AnnaMarie Conner and Laura Singletary, University of Georgia; Suzanne Chapin and Catherine O'Connor, Boston University (Project:…
Learn more at http://www.nctm.org/Conferences-and-Professional-Development/Research-C… DR K-12 Presenters: Laura Van Zoest, Western Michigan University; Shari Stockero, Michigan Technological University; Keith Leitham and Blake Peterson, Brigham Young University; AnnaMarie Conner and Laura Singletary, University of Georgia; Suzanne Chapin and Catherine O'Connor, Boston University (Project:…
Posted: Friday, January 15
Resource | Critical Pedagogy of Place in Mathematics: Texts, Tools and Talk
This paper explores the potential of integrating critical and place-based perspectives supportedby mobile, digital technologies in secondary mathematics. The paper describes two curricular modules: Local Lotto, a mathematical investigation of the state lottery, and Cash City, a mathematical investigation about pawn shops, which were piloted in a high school in an…
This paper explores the potential of integrating critical and place-based perspectives supportedby mobile, digital technologies in secondary mathematics. The paper describes two curricular modules: Local Lotto, a mathematical investigation of the state lottery, and Cash City, a mathematical investigation about pawn shops, which were piloted in a high school in an…
Posted: Friday, January 15
Resource | Simulating teaching: New possibilities for assessing teaching practice
This paper argues that successful practice-based teacher education requires innovations in assessment that can better inform preservice teachers and those who prepare them. Such assessments must focus directly on specific teaching practices of novice teachers, as well as offer opportunities to assess the use of content knowledge for teaching. Simulations, an assessment type used in other…
This paper argues that successful practice-based teacher education requires innovations in assessment that can better inform preservice teachers and those who prepare them. Such assessments must focus directly on specific teaching practices of novice teachers, as well as offer opportunities to assess the use of content knowledge for teaching. Simulations, an assessment type used in other…
Posted: Friday, January 15