What's New on CADREK12.org
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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Resource | Toward a Better Understanding of the Nature of Pedagogical Content Knowledge for Fractions: The Role of Experience
Mathematical knowledge for teaching (MKT) is a professional knowledge crucial for effective mathematics instruction, encompassing both content knowledge (CK) and pedagogical content knowledge (PCK). The purpose of this study is to investigate the hierarchical structure of PCK for fractions by seeking further evidence for the PCK-Fractions assessment. The PCK-Fractions measure is designed to…
Mathematical knowledge for teaching (MKT) is a professional knowledge crucial for effective mathematics instruction, encompassing both content knowledge (CK) and pedagogical content knowledge (PCK). The purpose of this study is to investigate the hierarchical structure of PCK for fractions by seeking further evidence for the PCK-Fractions assessment. The PCK-Fractions measure is designed to…
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Resource | Shining Light on Preschool Science Investigations: Exploring Shadows and Strengthening Visual Spatial Skills
Young children are naturally interested in light and shadows, thus providing a meaningful context to introduce preschool science investigations. As children explore how shadows are made and change, they also have opportunities to develop math skills, specifically visual spatial awareness. In this article, we describe a set of light and shadows activities. Through these playful hands-on and…
Young children are naturally interested in light and shadows, thus providing a meaningful context to introduce preschool science investigations. As children explore how shadows are made and change, they also have opportunities to develop math skills, specifically visual spatial awareness. In this article, we describe a set of light and shadows activities. Through these playful hands-on and…
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Resource | Re-imagining Science Education Research Toward a Language for Science Perspective
With a decade passing since the release of the Next Generation Science Standards (NGSS), it is timely to reflect and consider the extent to which the promise of science teaching and learning that values and centers learners’ varied epistemologies for scientific sensemaking has been realized. We argue that this potential, in part, lies in the hands of our science education research community…
With a decade passing since the release of the Next Generation Science Standards (NGSS), it is timely to reflect and consider the extent to which the promise of science teaching and learning that values and centers learners’ varied epistemologies for scientific sensemaking has been realized. We argue that this potential, in part, lies in the hands of our science education research community…
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Resource | Centering on Power Relations in Collaboration Among Mathematics Teacher Educator-Researchers
Mathematics education research tends to center on what Mathematics Teacher Educators-Researchers (MTERs) work on or the people (teachers and students) they work with. Rarely, research in mathematics education focuses on MTERs working with one another. This article decenters from these traditional foci and instead examines a heterogeneous group of MTERs describing their research…
Mathematics education research tends to center on what Mathematics Teacher Educators-Researchers (MTERs) work on or the people (teachers and students) they work with. Rarely, research in mathematics education focuses on MTERs working with one another. This article decenters from these traditional foci and instead examines a heterogeneous group of MTERs describing their research…
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Resource | Profiling Teachers’ Motivation for Professional Development: A Nationwide Study
Situated in the context of advanced placement (AP) reform in the United States, we investigated profiles of teachers’ motivation for participating in professional development (PD) courses in a two-cohort sample of nt1 = 2,369 and nt2 = 2,170 chemistry teachers via multilevel latent class analysis. In addition, the study investigated to what extent profile membership was related to factors at the…
Situated in the context of advanced placement (AP) reform in the United States, we investigated profiles of teachers’ motivation for participating in professional development (PD) courses in a two-cohort sample of nt1 = 2,369 and nt2 = 2,170 chemistry teachers via multilevel latent class analysis. In addition, the study investigated to what extent profile membership was related to factors at the…
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Resource | Epistemic Scaffolding: Understanding and Designing the Support for Epistemic Growth in Science
In this paper, we introduce an epistemic scaffolding framework for understanding the nature of support for epistemic growth in science. Our framework distinguishes between two patterns of epistemic scaffolding: implicit and explicit. Implicit epistemic scaffolding encompasses support integrated into contexts, activities, discourse, or tools, exerting an unconscious influence on learners’…
In this paper, we introduce an epistemic scaffolding framework for understanding the nature of support for epistemic growth in science. Our framework distinguishes between two patterns of epistemic scaffolding: implicit and explicit. Implicit epistemic scaffolding encompasses support integrated into contexts, activities, discourse, or tools, exerting an unconscious influence on learners’…
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Announcement | Register for DRK-12 Solicitation (23-596): NSF Office Hours
Join one (or both) of the upcoming office hour-style webinars for an opportunity to interact with NSF program officers and get answers to your questions regarding the DRK-12 Solicitation 23-596 and program. These webinars are designed to offer participants direct access to program officers, providing valuable insights and guidance. Before attending the webinars, we encourage you to review…
Join one (or both) of the upcoming office hour-style webinars for an opportunity to interact with NSF program officers and get answers to your questions regarding the DRK-12 Solicitation 23-596 and program. These webinars are designed to offer participants direct access to program officers, providing valuable insights and guidance. Before attending the webinars, we encourage you to review…
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Event | DRK-12 Solicitation (23-596): NSF Office Hours
Join one of the upcoming office hour-style webinars for an opportunity to interact with NSF program officers and get answers to your questions regarding the DRK-12 solicitation and proposal process. These webinars are designed to offer participants direct access to program officers, providing valuable insights and guidance. Office Hours Tuesday, July 30 | 1:30-3pm ET Wednesday, August 7 | 1:30…
Join one of the upcoming office hour-style webinars for an opportunity to interact with NSF program officers and get answers to your questions regarding the DRK-12 solicitation and proposal process. These webinars are designed to offer participants direct access to program officers, providing valuable insights and guidance. Office Hours Tuesday, July 30 | 1:30-3pm ET Wednesday, August 7 | 1:30…
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Event | DRK-12 Solicitation (23-596): NSF Office Hours
Join one of the upcoming office hour-style webinars for an opportunity to interact with NSF program officers and get answers to your questions regarding the DRK-12 solicitation and proposal process. These webinars are designed to offer participants direct access to program officers, providing valuable insights and guidance. Office Hours Tuesday, July 30 | 1:30-3pm ET Wednesday, August 7 | 1:30…
Join one of the upcoming office hour-style webinars for an opportunity to interact with NSF program officers and get answers to your questions regarding the DRK-12 solicitation and proposal process. These webinars are designed to offer participants direct access to program officers, providing valuable insights and guidance. Office Hours Tuesday, July 30 | 1:30-3pm ET Wednesday, August 7 | 1:30…
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Newsletter | June 2024 Newsletter
Dear Colleagues, As we inch closer to the next DRK-12 proposal submission deadline on November 13, we’ve been featuring resources and events that may inform those who are planning new work. This month we focus on partnerships. We hosted an NSF webinar on the partnership development project type. Watch the recording and view a new guide on submitting a concept paper to receive feedback from NSF on…
Dear Colleagues, As we inch closer to the next DRK-12 proposal submission deadline on November 13, we’ve been featuring resources and events that may inform those who are planning new work. This month we focus on partnerships. We hosted an NSF webinar on the partnership development project type. Watch the recording and view a new guide on submitting a concept paper to receive feedback from NSF on…
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Resource | Toward Ethical and Just AI in Education Research
AI in education has many potential uses as well as limits, challenges, and dangers. This brief offers guidance to researchers and developers for responsible AI research and implementation in educational settings. The brief describes an ethical artificial intelligence in education (AIED) framework and a set of tools to support inclusive and equitable AIED research and development. The authors also…
AI in education has many potential uses as well as limits, challenges, and dangers. This brief offers guidance to researchers and developers for responsible AI research and implementation in educational settings. The brief describes an ethical artificial intelligence in education (AIED) framework and a set of tools to support inclusive and equitable AIED research and development. The authors also…
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Resource | Strategies for Fostering Authentic Community Partnerships in STEM Education Research
What are the opportunities and challenges for establishing community partnerships among K–12 STEM education researchers and Black and Brown communities? CADRE partners interviewed five community partners from diverse backgrounds in STEM education to understand how STEM education researchers can better engage with communities and share their insights in this brief.
What are the opportunities and challenges for establishing community partnerships among K–12 STEM education researchers and Black and Brown communities? CADRE partners interviewed five community partners from diverse backgrounds in STEM education to understand how STEM education researchers can better engage with communities and share their insights in this brief.
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Event | National STEM Teacher Corps Pilot Program Full Proposal Deadline
Learn more at https://new.nsf.gov/funding/opportunities/national-stem-teacher-corps-p….
Learn more at https://new.nsf.gov/funding/opportunities/national-stem-teacher-corps-p….
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Event | NSF Office Hours for ITEST Scaling Expanding & Iterating (SEI) Proposals
Join STELAR and NSF program officers for an Q&A session in support of those developing a Scaling, Expanding, and Iterating Innovations (SEI) project type proposal ahead of the August 9 ITEST solicitation (22-585) deadline. NSF program officers will spend the hour answering general questions on submitting a competitive ITEST SEI proposal. The meeting format will be an “office…
Join STELAR and NSF program officers for an Q&A session in support of those developing a Scaling, Expanding, and Iterating Innovations (SEI) project type proposal ahead of the August 9 ITEST solicitation (22-585) deadline. NSF program officers will spend the hour answering general questions on submitting a competitive ITEST SEI proposal. The meeting format will be an “office…
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Event | NSF Office Hours for ITEST Scaling Expanding & Iterating (SEI) Proposals
Join STELAR and NSF program officers for an Q&A session in support of those developing a Scaling, Expanding, and Iterating Innovations (SEI) project type proposal ahead of the August 9 ITEST solicitation (22-585) deadline. NSF program officers will spend the hour answering general questions on submitting a competitive ITEST SEI proposal. The meeting format will be an “office…
Join STELAR and NSF program officers for an Q&A session in support of those developing a Scaling, Expanding, and Iterating Innovations (SEI) project type proposal ahead of the August 9 ITEST solicitation (22-585) deadline. NSF program officers will spend the hour answering general questions on submitting a competitive ITEST SEI proposal. The meeting format will be an “office…
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Event | NSF Office Hours for General ITEST Proposal Questions
Join STELAR and NSF program officers for a series of informal NSF “office hours” in support of those developing an ITEST proposal ahead of the August 9, 2024 solicitation deadline. The meeting will focus on Q&A from attendees and will be geared towards answering general proposal development questions. Participants will be provided the opportunity to ask their questions in advance via the…
Join STELAR and NSF program officers for a series of informal NSF “office hours” in support of those developing an ITEST proposal ahead of the August 9, 2024 solicitation deadline. The meeting will focus on Q&A from attendees and will be geared towards answering general proposal development questions. Participants will be provided the opportunity to ask their questions in advance via the…
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Event | NSF Office Hours for General ITEST Proposal Questions
Join STELAR and NSF program officers for a series of informal NSF “office hours” in support of those developing an ITEST proposal ahead of the August 9, 2024 solicitation deadline. The meeting will focus on Q&A from attendees and will be geared towards answering general proposal development questions. Participants will be provided the opportunity to ask their questions in advance via the…
Join STELAR and NSF program officers for a series of informal NSF “office hours” in support of those developing an ITEST proposal ahead of the August 9, 2024 solicitation deadline. The meeting will focus on Q&A from attendees and will be geared towards answering general proposal development questions. Participants will be provided the opportunity to ask their questions in advance via the…
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Resource | Resources from the NSF DRK-12 Solicitation: Partnership Development Project Type Webinar
Image On June 11, 2024, NSF program officers provided clarification on the NSF DRK-12 solicitation's partnership development project type. NSF Presenters: Joan Walker and Michael Ford, project directors, DRL, STEM EDU Webinar Resources: Presentation slides Key ideas and links from the chat log Webinar recording In addition, NSF has…
Image On June 11, 2024, NSF program officers provided clarification on the NSF DRK-12 solicitation's partnership development project type. NSF Presenters: Joan Walker and Michael Ford, project directors, DRL, STEM EDU Webinar Resources: Presentation slides Key ideas and links from the chat log Webinar recording In addition, NSF has…
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