What's New on CADREK12.org
Event | ECR:Core proposals: Last-minute tips and Q&A
The deadline to submit a U.S. National Science Foundation EDU Core Research (ECR:Core) proposal is October 3, 2024. Join NSF program officers in this informational webinar for tips on how to prepare competitive ECR proposals and to receive answers to your last-minute questions. Topics will include: ECR:Core research areas and funding levels ECR merit review process Elements of a…
The deadline to submit a U.S. National Science Foundation EDU Core Research (ECR:Core) proposal is October 3, 2024. Join NSF program officers in this informational webinar for tips on how to prepare competitive ECR proposals and to receive answers to your last-minute questions. Topics will include: ECR:Core research areas and funding levels ECR merit review process Elements of a…
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Newsletter | August 2024 Newsletter
Dear Colleagues, A new National Science Board brief on the science and engineering landscape asks, “How can we ensure U.S. leadership in critical and emerging technologies and a robust STEM workforce?” (NSB, 2004). Preservice STEM teacher education is a component of the solution. This month’s Spotlight on Preservice Teacher Education delves into the importance of projects’ work at the preservice…
Dear Colleagues, A new National Science Board brief on the science and engineering landscape asks, “How can we ensure U.S. leadership in critical and emerging technologies and a robust STEM workforce?” (NSB, 2004). Preservice STEM teacher education is a component of the solution. This month’s Spotlight on Preservice Teacher Education delves into the importance of projects’ work at the preservice…
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Event | Oh no, I was declined! What do I do now? Responding to declination
Have you had an EDU Core Research (ECR) proposal declined? Join the U.S. National Science Foundation (NSF) for tips and techniques for improving and resubmitting a previously declined ECR proposal. NSF program officers will share information about (a) NSF funding rates, (b) common reasons for declinations, (c) how to separate useful reviewer feedback from idiosyncratic feedback, and (d) how…
Have you had an EDU Core Research (ECR) proposal declined? Join the U.S. National Science Foundation (NSF) for tips and techniques for improving and resubmitting a previously declined ECR proposal. NSF program officers will share information about (a) NSF funding rates, (b) common reasons for declinations, (c) how to separate useful reviewer feedback from idiosyncratic feedback, and (d) how…
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Early Career News | Three Fellows Alumni Awarded DRK-12 Grants
Carlos Gómez Marchant (2014-15 CADRE Fellow), Casey Hord (2010-11 CADRE Fellow), and Janice Mak (2022 CADRE Fellow) received DRK-12 awards.
Carlos Gómez Marchant (2014-15 CADRE Fellow), Casey Hord (2010-11 CADRE Fellow), and Janice Mak (2022 CADRE Fellow) received DRK-12 awards.
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Project Spotlight | Assessing Teaching Practice
This Spotlight features expertise, tools, and examples from DRK-12 projects related to assessing aspects of teaching practice in STEM education. In addition to CADRE resources, four projects share information about the new resources, processes, or tools they are developing to assess teaching practice; approaches and strategies that have shown promise in their work; advice for other grantees; and…
This Spotlight features expertise, tools, and examples from DRK-12 projects related to assessing aspects of teaching practice in STEM education. In addition to CADRE resources, four projects share information about the new resources, processes, or tools they are developing to assess teaching practice; approaches and strategies that have shown promise in their work; advice for other grantees; and…
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Early Career News | “Navigating and Applying Epistemic Integrity” as a Missing Science Practice: Re-envisioning Ethics for Both Undergraduate Chemistry Students and Instructors
Meng-Yang Matthew Wu (2022 CADRE Fellow) and Jon-Marc G. Rodriguez published this article in the Journal of Chemical Education.
Meng-Yang Matthew Wu (2022 CADRE Fellow) and Jon-Marc G. Rodriguez published this article in the Journal of Chemical Education.
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Early Career News | Not Honors Material: The High Stakes of Educational Triage for Science Education
Melissa Braaten (2009-10 CADRE Fellow) published this American Journal of Education article.
Melissa Braaten (2009-10 CADRE Fellow) published this American Journal of Education article.
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Early Career News | Engaging Elementary Mathematics Specialists: Strengthening the Connections Between University Coursework and Practice
Susan O. Cannon (CAREER Awardee) co-authored this School Science and Mathematics article with Brittney Castanheira, Jeffrey Keese, and Shaffiq Welji.
Susan O. Cannon (CAREER Awardee) co-authored this School Science and Mathematics article with Brittney Castanheira, Jeffrey Keese, and Shaffiq Welji.
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Early Career News | The Making of an Outdoor Educator: A Mixed Methods Study of Identity Through Voice and Discourse
Aimee Fraulo, Sarah J. Carrier, and K. C. Busch (2013-14 CADRE Fellow) published this article in the International Journal of Science Education, Part B.
Aimee Fraulo, Sarah J. Carrier, and K. C. Busch (2013-14 CADRE Fellow) published this article in the International Journal of Science Education, Part B.
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Early Career News | Incorporating Design Based Implementation Research with a Randomized Controlled Trial to Develop and Evaluate the Efficacy of Playful Rational Number Learning
Kreshnik N. Begolli (2013-14 CADRE Fellow), Vanessa N. Bermudez, LuEttaMae Lawrence, Lourdes M. Acevedo-Farag, Sabrina V. Valdez, Evelyn Santana, Daniela Alvarez-Vargas, June Ahn, Drew Bailey, Katherine Rhodes, Lindsey E. Richland, and Andres S. Bustamante published this Contemporary Educational Psychology article.
Kreshnik N. Begolli (2013-14 CADRE Fellow), Vanessa N. Bermudez, LuEttaMae Lawrence, Lourdes M. Acevedo-Farag, Sabrina V. Valdez, Evelyn Santana, Daniela Alvarez-Vargas, June Ahn, Drew Bailey, Katherine Rhodes, Lindsey E. Richland, and Andres S. Bustamante published this Contemporary Educational Psychology article.
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Early Career News | “This Isn't School, You Know”: Designing for Science Teachers’ Sensemaking of STEM Ecosystems
Sara C. Porter and Carrie D. Allen (2014-15 CADRE Fellow) co-authored this article for Science Education.
Sara C. Porter and Carrie D. Allen (2014-15 CADRE Fellow) co-authored this article for Science Education.
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Early Career News | The Impact of Team Synchrony on Argument Construction and Science Knowledge Acquisition: Insights from a Science Learning Game
Lili Yan (2022 CADRE Fellow) published this Journal of Science Education and Technology article with co-authors Chungsoo Na and Jina Kang.
Lili Yan (2022 CADRE Fellow) published this Journal of Science Education and Technology article with co-authors Chungsoo Na and Jina Kang.
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Early Career News | Shining Light on Preschool Science Investigations: Exploring Shadows and Strengthening Visual Spatial Skills
Danae Kamdar, Tiffany Leones, Regan Vidiksis (2014-15 CADRE Fellow), and Ximena Dominguez published this article in Science and Children.
Danae Kamdar, Tiffany Leones, Regan Vidiksis (2014-15 CADRE Fellow), and Ximena Dominguez published this article in Science and Children.
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Early Career News | Re-imagining Science Education Research Toward a Language for Science Perspective
María González-Howard (CAREER Awardee, 2015-16 CADRE Fellow), Sage Andersen, Karina Méndez Pérez, and Samuel Lee (2024 CADRE Fellow) published this Cultural Studies of Science Education article.
María González-Howard (CAREER Awardee, 2015-16 CADRE Fellow), Sage Andersen, Karina Méndez Pérez, and Samuel Lee (2024 CADRE Fellow) published this Cultural Studies of Science Education article.
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Early Career News | Examining What and How Secondary Science Preservice Teachers Learn from Using a Suite of Online Simulations
Calli Shekell (2021 CADRE Postdoc), Jamie N. Mikeska (2010-11 CADRE Fellow), and Pavneet Kaur Bharaj published this article in the Journal of Science Teacher Education.
Calli Shekell (2021 CADRE Postdoc), Jamie N. Mikeska (2010-11 CADRE Fellow), and Pavneet Kaur Bharaj published this article in the Journal of Science Teacher Education.
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Early Career News | Developing Preservice Elementary Teachers’ Self-Efficacy Toward Teaching Science
Amal Ibourk (CAREER Awardee) and Clausell Mathis published this International Journal of Science Education article.
Amal Ibourk (CAREER Awardee) and Clausell Mathis published this International Journal of Science Education article.
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Early Career News | Design Parameter Values for Planning Mediation Studies with Teacher and Student Mathematics Outcomes
Fangxing Bai (2024 CADRE Fellow), Yanli Xie, Ben Kelcey, Amota Ataneka, Leigh McLean, and Geoffrey Phelps co-authored this article for the Journal of Research on Educational Effectiveness.
Fangxing Bai (2024 CADRE Fellow), Yanli Xie, Ben Kelcey, Amota Ataneka, Leigh McLean, and Geoffrey Phelps co-authored this article for the Journal of Research on Educational Effectiveness.
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Early Career News | A Case Study Comparison of Undergraduate Education and Engineering Majors’ Understanding of Community Engineering
Tina Vo (2016-17 CADRE Fellow), Rebekah Hammack, Paul Gannon, Nicholas Lux, Blake Wiehe, Miracle Moonga, and Brock LaMeres published this Journal of Science Teacher Education article.
Tina Vo (2016-17 CADRE Fellow), Rebekah Hammack, Paul Gannon, Nicholas Lux, Blake Wiehe, Miracle Moonga, and Brock LaMeres published this Journal of Science Teacher Education article.
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Early Career News | Exploring and Promoting a Student's Covariational Reasoning and Developing Graphing Meanings
Teo Paoletti (CAREER Awardee) published this article in The Journal of Mathematical Behavior with co-authors Irma E. Stevens, Srujana Acharya, Claudine Margolis, Allison Olshefke-Clark, and Allison L Gantt.
Teo Paoletti (CAREER Awardee) published this article in The Journal of Mathematical Behavior with co-authors Irma E. Stevens, Srujana Acharya, Claudine Margolis, Allison Olshefke-Clark, and Allison L Gantt.
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Early Career News | Co-ML: Collaborative Machine Learning Model Building for Developing Dataset Design Practices
Tiffany Tseng, Matt J. Davidson, Luis Morales-Navarro, Jennifer King Chen (2018 CADRE Postdoc), Victoria Delaney, Mark Leibowitz, Jazbo Beason, and R. Benjamin Shapiro published this article for Transactions on Computing Education.
Tiffany Tseng, Matt J. Davidson, Luis Morales-Navarro, Jennifer King Chen (2018 CADRE Postdoc), Victoria Delaney, Mark Leibowitz, Jazbo Beason, and R. Benjamin Shapiro published this article for Transactions on Computing Education.
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Early Career News | All Sorts of Quality Interactions with English Learners
Haiwen Chu and Guillermo Virgilio Lopez (2022 CADRE Fellow) co-authored this article for Mathematics Teacher: Learning and Teaching PK-12.
Haiwen Chu and Guillermo Virgilio Lopez (2022 CADRE Fellow) co-authored this article for Mathematics Teacher: Learning and Teaching PK-12.
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Resource | Situating Teacher Movement, Space, and Relationships to Pedagogy: A Visual Method and Framework
In conversations about pedagogy, researchers often overlook how physical space and movement shape teacher sensemaking. This article offers a comparative case study of classroom videos using a dynamic visual method to map embodied interaction called “interaction geography.” Our analysis proposes an integrative framework to study classroom interactions and teacher movement over space and time…
In conversations about pedagogy, researchers often overlook how physical space and movement shape teacher sensemaking. This article offers a comparative case study of classroom videos using a dynamic visual method to map embodied interaction called “interaction geography.” Our analysis proposes an integrative framework to study classroom interactions and teacher movement over space and time…
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Resource | Supporting Students’ Participation in Collective Argumentation: Use of Displays in a Secondary Mathematics Classroom
Thoughtful and purposeful displays can support students’ participation in argumentation. This report addresses how displays are used within collective argumentation. We examined a secondary mathematics teacher’s and her students’ use of displays during selected episodes of collective argumentation. From video classroom observations and interviews with the teacher, we extracted several kinds of…
Thoughtful and purposeful displays can support students’ participation in argumentation. This report addresses how displays are used within collective argumentation. We examined a secondary mathematics teacher’s and her students’ use of displays during selected episodes of collective argumentation. From video classroom observations and interviews with the teacher, we extracted several kinds of…
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Resource | Learning About Science Topics of Social Relevance Using Lower and Higher Autonomy-Supportive Scaffolds
Evaluation of plausible alternative explanations of scientific phenomena is an authentic scientific activity. Instructional scaffolding can facilitate students’ engagement in such evaluations by facilitating their reflections on how well various lines of scientific evidence support alternative explanations. In the present study, we examined two forms of such scaffolding, with one form providing…
Evaluation of plausible alternative explanations of scientific phenomena is an authentic scientific activity. Instructional scaffolding can facilitate students’ engagement in such evaluations by facilitating their reflections on how well various lines of scientific evidence support alternative explanations. In the present study, we examined two forms of such scaffolding, with one form providing…
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Resource | Learning About Science Topics of Social Relevance Using Lower and Higher Autonomy-Supportive Scaffolds
Evaluation of plausible alternative explanations of scientific phenomena is an authentic scientific activity. Instructional scaffolding can facilitate students’ engagement in such evaluations by facilitating their reflections on how well various lines of scientific evidence support alternative explanations. In the present study, we examined two forms of such scaffolding, with one form providing…
Evaluation of plausible alternative explanations of scientific phenomena is an authentic scientific activity. Instructional scaffolding can facilitate students’ engagement in such evaluations by facilitating their reflections on how well various lines of scientific evidence support alternative explanations. In the present study, we examined two forms of such scaffolding, with one form providing…
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Resource | Investigating the Complexity in Elementary Teachers’ Noticing of Children’s Mathematical Thinking in Written Work
This study investigated upper elementary teachers’ framings of their students’ mathematical thinking in written across the three component skills of noticing. Drawing on a situated perspective, the research examines the influences of teachers’ culturalhistorical backgrounds, attitudes, dispositions, interactions with students, and other situated elements of teaching on noticing mathematical…
This study investigated upper elementary teachers’ framings of their students’ mathematical thinking in written across the three component skills of noticing. Drawing on a situated perspective, the research examines the influences of teachers’ culturalhistorical backgrounds, attitudes, dispositions, interactions with students, and other situated elements of teaching on noticing mathematical…
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Resource | “I Really Got to Think About My Background, Their Background, and How Do We Come Together on Something?”: One Emergent Mathematics Teacher Leader's Reflexive Journey with Social Justice Mathematics
This 2-year qualitative case study focuses on one emergent mathematics teacher leader, Mr. Miller, and his conceptualization of Social Justice Mathematics (SJM). SJM is a justice-oriented pedagogical approach where students simultaneously learn dominant mathematics and explore social injustices to take action toward justice. Using Rodriguez's (Journal of Research in Science Teaching, 1998, 35,…
This 2-year qualitative case study focuses on one emergent mathematics teacher leader, Mr. Miller, and his conceptualization of Social Justice Mathematics (SJM). SJM is a justice-oriented pedagogical approach where students simultaneously learn dominant mathematics and explore social injustices to take action toward justice. Using Rodriguez's (Journal of Research in Science Teaching, 1998, 35,…
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Resource | Communities of Practice and the Elevation of Urban Elementary Teacher Discourse About Critical Pedagogy of Place
Children who live in under-resourced communities and attend under-resourced schools deserve access to high-quality teachers and educational opportunities to support their success and well-being. This study emerged from a professional development (PD) for urban teachers working in such schools, to expand educational opportunities for elementary students through outdoor science teaching. Engaging…
Children who live in under-resourced communities and attend under-resourced schools deserve access to high-quality teachers and educational opportunities to support their success and well-being. This study emerged from a professional development (PD) for urban teachers working in such schools, to expand educational opportunities for elementary students through outdoor science teaching. Engaging…
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Newsletter | July 2024 Newsletter
Dear Colleagues, We have several opportunities to add to your summer calendar. First, we invite you to bring your questions about submitting a proposal in response to the DRK-12 solicitation to the upcoming office hours with NSF program officers on July 30 and August 7. Register now. Second, we hope you’ll catch up on your DRK-12 colleague’s research by reading their recent publications. See our…
Dear Colleagues, We have several opportunities to add to your summer calendar. First, we invite you to bring your questions about submitting a proposal in response to the DRK-12 solicitation to the upcoming office hours with NSF program officers on July 30 and August 7. Register now. Second, we hope you’ll catch up on your DRK-12 colleague’s research by reading their recent publications. See our…
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Resource | Using Simulations to Support Students’ Conceptual Development Related to Wildfire Hazards and Risks from an Experiential Learning Perspective
From the experiential learning perspective, this study investigates middle and high school students (n = 1009) who used an online module to learn about wildfire hazards, risks, and impacts through computational simulations of wildfire phenomena. These students were taught by 18 teachers in urban, rural, and suburban schools across the United States. We analyzed students’ simulation behaviors…
From the experiential learning perspective, this study investigates middle and high school students (n = 1009) who used an online module to learn about wildfire hazards, risks, and impacts through computational simulations of wildfire phenomena. These students were taught by 18 teachers in urban, rural, and suburban schools across the United States. We analyzed students’ simulation behaviors…
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