What's New on CADREK12.org
Resource | Scientific Modeling and the Structure of Matter
What does it mean to help students develop a small particle model of matter? The Mystery Bubble task is intended to elicit preservice teachers’ CKT related to students’ ideas about the small particle model (SPM) for matter, particularly the idea of empty space between the particles. The task presents a phenomenon in which combining ethanol and water results in a mixture that occupies less space...
What does it mean to help students develop a small particle model of matter? The Mystery Bubble task is intended to elicit preservice teachers’ CKT related to students’ ideas about the small particle model (SPM) for matter, particularly the idea of empty space between the particles. The task presents a phenomenon in which combining ethanol and water results in a mixture that occupies less space...
Posted: Monday, March 29
Resource | Scientific Explanations of Changes in Matter
What is a scientific explanation and how can we support students in explaining changes in matter? The Fizzy Antacid task is intended to elicit and develop preservice teachers’ CKT related to students’ scientific explanations of changes in matter. The first part of the task asks preservice teachers to develop their own explanations and engage in scientific argumentation, while considering how...
What is a scientific explanation and how can we support students in explaining changes in matter? The Fizzy Antacid task is intended to elicit and develop preservice teachers’ CKT related to students’ scientific explanations of changes in matter. The first part of the task asks preservice teachers to develop their own explanations and engage in scientific argumentation, while considering how...
Posted: Monday, March 29
Resource | Investigating Conservation of Matter
What investigations can help students best understand conservation of matter? The Investigating Matter tasks are intended to elicit preservice teachers’ CKT related to the conservation of matter. The open-ended task asks preservice teachers to identify an investigation that would provide students with evidence to support this idea, while the multiple-choice version, Selecting Investigation of...
What investigations can help students best understand conservation of matter? The Investigating Matter tasks are intended to elicit preservice teachers’ CKT related to the conservation of matter. The open-ended task asks preservice teachers to identify an investigation that would provide students with evidence to support this idea, while the multiple-choice version, Selecting Investigation of...
Posted: Monday, March 29
Resource | Instructional Goals and Big Ideas for Teaching about Materials
How can we align activities with instructional goals to support student understanding of matter and materials? The Building a Tower Task is intended to elicit preservice teachers’ CKT about descriptions and appropriate uses of materials based on their properties. This task asks preservice teachers to identify the activities that align with the NGSS Performance Expectation that asks elementary...
How can we align activities with instructional goals to support student understanding of matter and materials? The Building a Tower Task is intended to elicit preservice teachers’ CKT about descriptions and appropriate uses of materials based on their properties. This task asks preservice teachers to identify the activities that align with the NGSS Performance Expectation that asks elementary...
Posted: Monday, March 29
Resource | Asking Questions about Matter
What kinds of questions should guide investigations of matter? The Questions to Investigate task is intended to elicit preservice teachers’ CKT related to asking questions to frame investigations of changes in matter. The task presents a variety of student-posed questions for preservice teachers to evaluate in terms of their quality and appropriateness. The CKT tasks are intended as a complement...
What kinds of questions should guide investigations of matter? The Questions to Investigate task is intended to elicit preservice teachers’ CKT related to asking questions to frame investigations of changes in matter. The task presents a variety of student-posed questions for preservice teachers to evaluate in terms of their quality and appropriateness. The CKT tasks are intended as a complement...
Posted: Monday, March 29
Resource | Responsive Math Teaching (RMT) Planning and Coaching Protocol
The Responsive Math Teaching Project's (RMT) Planning and Coaching Protocol is an 18-page booklet that includes the RMT Instructional Model as well as a planning and coaching guide for each phase of the RTM instructional cycle. These guides provide questions and facilitation moves to support educators in the planning, implementing, coaching, and/or reflecting on an RMT lesson.
The Responsive Math Teaching Project's (RMT) Planning and Coaching Protocol is an 18-page booklet that includes the RMT Instructional Model as well as a planning and coaching guide for each phase of the RTM instructional cycle. These guides provide questions and facilitation moves to support educators in the planning, implementing, coaching, and/or reflecting on an RMT lesson.
Posted: Monday, March 29
Resource | Responsive Math Teaching (RMT) Instructional Model
The Responsive Math Teaching (RMT) Instructional Model breaks high-quality math teaching down into seven core components: Plan: Select or adapt an appropriate task, identify the mathematical goal(s), and anticipate possible solution paths and challenges. Launch: Set up the task so that students understand the problem and can access the important mathematics. Facilitate productive struggle:...
The Responsive Math Teaching (RMT) Instructional Model breaks high-quality math teaching down into seven core components: Plan: Select or adapt an appropriate task, identify the mathematical goal(s), and anticipate possible solution paths and challenges. Launch: Set up the task so that students understand the problem and can access the important mathematics. Facilitate productive struggle:...
Posted: Monday, March 29
Resource | Evolution: DNA and the Unity of Life
"Evolution: DNA and the Unity of Life" is an eight-week, comprehensive curriculum unit that sharply illuminates the underlying role of genetics in evolution by maintaining a conceptual connection to DNA and heredity throughout. Through paper-based and interactive multimedia lessons, the unit aligns with the Next Generation Science Standards (NGSS) by engaging students in questioning, using models...
"Evolution: DNA and the Unity of Life" is an eight-week, comprehensive curriculum unit that sharply illuminates the underlying role of genetics in evolution by maintaining a conceptual connection to DNA and heredity throughout. Through paper-based and interactive multimedia lessons, the unit aligns with the Next Generation Science Standards (NGSS) by engaging students in questioning, using models...
Posted: Monday, March 29
Resource | Science and Engineering Practices Tools
The ASET Science and Engineering Practice (SEP) Tools are designed to guide you to critically analyze how students are meaningfully engaged in the specific components of the SEP that you have selected to focus on for your lesson or unit. These specific components are outlined within the tool for each SEP.
The ASET Science and Engineering Practice (SEP) Tools are designed to guide you to critically analyze how students are meaningfully engaged in the specific components of the SEP that you have selected to focus on for your lesson or unit. These specific components are outlined within the tool for each SEP.
Posted: Monday, March 29
Resource | ASET Toolkit
The ASET Toolkit is a Next Generation Science Standards (NGSS) planning toolkit designed to help science educators plan lessons and units that integrate the 3 dimensions outlined in the Framework (NRC, 2012). The tools are not meant to be used in isolation, but with peers to promote discourse for understanding the goals and aligning instruction for the NGSS. The toolkit includes: Dialogic tools...
The ASET Toolkit is a Next Generation Science Standards (NGSS) planning toolkit designed to help science educators plan lessons and units that integrate the 3 dimensions outlined in the Framework (NRC, 2012). The tools are not meant to be used in isolation, but with peers to promote discourse for understanding the goals and aligning instruction for the NGSS. The toolkit includes: Dialogic tools...
Posted: Monday, March 29
Blog | Thinking About the Facilitators when Scaling and Sustaining Professional Learning Programs
Over the years, when working to develop teacher professional learning (PL) programs focused on fostering mathematical thinking and mathematical communication for all learners (especially emergent multilingual learners), questions about how to scale and sustain those opportunities have frequently centered on the PL facilitators. Two areas of learning have been about the importance of written...
Over the years, when working to develop teacher professional learning (PL) programs focused on fostering mathematical thinking and mathematical communication for all learners (especially emergent multilingual learners), questions about how to scale and sustain those opportunities have frequently centered on the PL facilitators. Two areas of learning have been about the importance of written...
Posted: Monday, March 29
Project Spotlight | Sustaining and Scaling Professional Development
In this Spotlight, we feature nine projects that are researching approaches to creating sustainable professional development (PD) programs or scaling interventions to broaden their impacts on STEM teaching and learning. It also includes a perspective piece by Johannah Nikula, who discusses facilitation approaches and tools that support professional learning beyond the life and involvement of a...
In this Spotlight, we feature nine projects that are researching approaches to creating sustainable professional development (PD) programs or scaling interventions to broaden their impacts on STEM teaching and learning. It also includes a perspective piece by Johannah Nikula, who discusses facilitation approaches and tools that support professional learning beyond the life and involvement of a...
Posted: Monday, March 29
Event | Migrating NSF Proposal Preparation and Submission from FastLane to Research.gov
This webinar has now passed. The slides, chat takeaways, and a recording of the webinar will be emailed to registered attendees and posted on our NSF Proposal Toolkit (under proposal submission). May 12, 1-2:30 PM ET In accordance with NSF Important Notice 147: Research.gov Implementation Update issued in September 2020, NSF is taking proactive steps to incrementally move the preparation and...
This webinar has now passed. The slides, chat takeaways, and a recording of the webinar will be emailed to registered attendees and posted on our NSF Proposal Toolkit (under proposal submission). May 12, 1-2:30 PM ET In accordance with NSF Important Notice 147: Research.gov Implementation Update issued in September 2020, NSF is taking proactive steps to incrementally move the preparation and...
Posted: Friday, March 26
Announcement | Webinar: Migrating NSF Proposal Preparation and Submission from FastLane to Research.gov
This webinar has now passed. The slides, chat takeaways, and a recording of the webinar will be emailed to registered attendees and posted on our NSF Proposal Toolkit (under proposal submission). May 12, 1-2:30 PM ET In accordance with NSF Important Notice 147: Research.gov Implementation Update issued in September 2020, NSF is taking proactive steps to incrementally move the preparation and...
This webinar has now passed. The slides, chat takeaways, and a recording of the webinar will be emailed to registered attendees and posted on our NSF Proposal Toolkit (under proposal submission). May 12, 1-2:30 PM ET In accordance with NSF Important Notice 147: Research.gov Implementation Update issued in September 2020, NSF is taking proactive steps to incrementally move the preparation and...
Posted: Friday, March 26
Announcement | 2021 DRK-12 PI Meeting: June 15-17
Reimagining STEM Education and Research The Community for Advancing Discovery Research in Education (CADRE), the resource network for NSF DRK–12 awardees, is pleased to host the 2021 DRK–12 PI Meeting. The meeting will be held virtually, June 15-17, with additional programming (e.g., meetings with program officers, asynchronous viewing of project posters, networking opportunities) beginning June...
Reimagining STEM Education and Research The Community for Advancing Discovery Research in Education (CADRE), the resource network for NSF DRK–12 awardees, is pleased to host the 2021 DRK–12 PI Meeting. The meeting will be held virtually, June 15-17, with additional programming (e.g., meetings with program officers, asynchronous viewing of project posters, networking opportunities) beginning June...
Posted: Thursday, March 25
Posted: Wednesday, March 24
Event | 2021 DRK-12 PI Meeting
The Community for Advancing Discovery Research in Education (CADRE), the resource network for NSF DRK–12 awardees, is pleased to host the 2021 DRK–12 PI Meeting. The meeting will be held virtually, June 15-17, with additional programming (e.g., meetings with program officers, asynchronous viewing of project posters, networking opportunities) beginning June 1. The meeting will provide...
The Community for Advancing Discovery Research in Education (CADRE), the resource network for NSF DRK–12 awardees, is pleased to host the 2021 DRK–12 PI Meeting. The meeting will be held virtually, June 15-17, with additional programming (e.g., meetings with program officers, asynchronous viewing of project posters, networking opportunities) beginning June 1. The meeting will provide...
Posted: Wednesday, March 24
Page | 2021 DRK-12 PI Meeting Call for Proposals
2021 DRK-12 PI Meeting: Reimagining STEM Education and ResearchSubmissions due April 21, 2021 The Community for Advancing Discovery Research in Education (CADRE), the resource network for NSF DRK–12 awardees, is pleased to host the 2021 DRK–12 PI Meeting. Primary synchronous programming will occur June 15-17. Additional programming (e.g., meetings with program officers, asynchronous viewing of...
2021 DRK-12 PI Meeting: Reimagining STEM Education and ResearchSubmissions due April 21, 2021 The Community for Advancing Discovery Research in Education (CADRE), the resource network for NSF DRK–12 awardees, is pleased to host the 2021 DRK–12 PI Meeting. Primary synchronous programming will occur June 15-17. Additional programming (e.g., meetings with program officers, asynchronous viewing of...
Posted: Wednesday, March 24
Survey | 2021 DRK-12 PI Meeting Call for Proposals: Session Submission Form
The deadline for session proposals has passed. CADRE invites proposals for awardee-led concurrent sessions that are responsive to the purpose of the meeting and address topics of potential interest to subgroups of PIs. Sessions should go beyond a simple showcase of project work. Rather, sessions should address multiple perspectives on the focal topics outlined in the Call for Proposals and...
The deadline for session proposals has passed. CADRE invites proposals for awardee-led concurrent sessions that are responsive to the purpose of the meeting and address topics of potential interest to subgroups of PIs. Sessions should go beyond a simple showcase of project work. Rather, sessions should address multiple perspectives on the focal topics outlined in the Call for Proposals and...
Posted: Tuesday, March 23
Survey | Webinar Registration: Migrating NSF Proposal Preparation and Submission from FastLane to Research.gov
This webinar has now passed. The slides, chat takeaways, and a recording of the webinar will be emailed to registered attendees and posted on our NSF Proposal Toolkit (under proposal submission). In accordance with NSF Important Notice 147: Research.gov Implementation Update issued in September 2020, NSF is taking proactive steps to incrementally move the preparation and submission of all...
This webinar has now passed. The slides, chat takeaways, and a recording of the webinar will be emailed to registered attendees and posted on our NSF Proposal Toolkit (under proposal submission). In accordance with NSF Important Notice 147: Research.gov Implementation Update issued in September 2020, NSF is taking proactive steps to incrementally move the preparation and submission of all...
Posted: Tuesday, March 23
Event | Engaging Stakeholder Voices
Several members from the NSF INCLUDES National Network will share their examples and stories of ways in which they have included participant/stakeholder voices in the work they do. Register
Several members from the NSF INCLUDES National Network will share their examples and stories of ways in which they have included participant/stakeholder voices in the work they do. Register
Posted: Monday, March 22
Announcement | NSF Workshop for NSF Directorate for Education and Human Resources CAREER Applicants
The Faculty Early Career Development (CAREER) Program is a Foundation-wide activity that offers the National Science Foundation's most prestigious awards in support of early-career faculty who have the potential to serve as academic role models in research and education and to lead advances in the mission of their department or organization. Activities pursued by early-career faculty should build...
The Faculty Early Career Development (CAREER) Program is a Foundation-wide activity that offers the National Science Foundation's most prestigious awards in support of early-career faculty who have the potential to serve as academic role models in research and education and to lead advances in the mission of their department or organization. Activities pursued by early-career faculty should build...
Posted: Monday, March 22
Event | NSF Workshop for NSF Directorate for Education and Human Resources CAREER Applicants
The Faculty Early Career Development (CAREER) Program is a Foundation-wide activity that offers the National Science Foundation's most prestigious awards in support of early-career faculty who have the potential to serve as academic role models in research and education and to lead advances in the mission of their department or organization. Activities pursued by early-career faculty should build...
The Faculty Early Career Development (CAREER) Program is a Foundation-wide activity that offers the National Science Foundation's most prestigious awards in support of early-career faculty who have the potential to serve as academic role models in research and education and to lead advances in the mission of their department or organization. Activities pursued by early-career faculty should build...
Posted: Monday, March 22
Resource | Developing Transmedia Engineering Curricula Using Cognitive Tools to Impact Learning and the Development of STEM Identity
This paper examines the use of Imaginative Education (IE) to create an NGSS-aligned middle school engineering curriculum that supports transfer and the development of STEM identity. In IE, cognitive tools—such as developmentally appropriate narratives, mysteries and fantasies—are used to design learning environments that both engage learners and help them organize knowledge productively. We have...
This paper examines the use of Imaginative Education (IE) to create an NGSS-aligned middle school engineering curriculum that supports transfer and the development of STEM identity. In IE, cognitive tools—such as developmentally appropriate narratives, mysteries and fantasies—are used to design learning environments that both engage learners and help them organize knowledge productively. We have...
Posted: Friday, March 19
Resource | Integrating a Statistical Topic Model and a Diagnostic Classification Model for Analyzing Items in a Mixed Format Assessment
Selected response items and constructed response (CR) items are often found in the same test. Conventional psychometric models for these two types of items typically focus on using the scores for correctness of the responses. Recent research suggests, however, that more information may be available from the CR items than just scores for correctness. In this study, we describe an approach in which...
Selected response items and constructed response (CR) items are often found in the same test. Conventional psychometric models for these two types of items typically focus on using the scores for correctness of the responses. Recent research suggests, however, that more information may be available from the CR items than just scores for correctness. In this study, we describe an approach in which...
Posted: Friday, March 19
Resource | How Facilitating K–12 Professional Development Shapes Science Faculty's Instructional Change
Although the use of active learning pedagogies in college science courses has been demonstrated to improve student learning and engagement, lecture‐based methods still feature predominantly across university courses. Often lacking meaningful opportunities to learn about and test out new pedagogies, faculty have been slow to adopt and enact new teaching practices. Partnerships in which faculty...
Although the use of active learning pedagogies in college science courses has been demonstrated to improve student learning and engagement, lecture‐based methods still feature predominantly across university courses. Often lacking meaningful opportunities to learn about and test out new pedagogies, faculty have been slow to adopt and enact new teaching practices. Partnerships in which faculty...
Posted: Friday, March 19
Resource | Profiles of Middle School Science Teachers: Accounting for Cognitive and Motivational Characteristics
Teachers play a critical role in successfully implementing science education reforms in the United States to provide high‐quality science learning opportunities to all students. However, the differentiated ways in which teachers make decisions about their science teaching are not well understood. This study takes a person‐centered approach by applying latent profile analysis to examine how...
Teachers play a critical role in successfully implementing science education reforms in the United States to provide high‐quality science learning opportunities to all students. However, the differentiated ways in which teachers make decisions about their science teaching are not well understood. This study takes a person‐centered approach by applying latent profile analysis to examine how...
Posted: Friday, March 19
Resource | Justice in Science Education: How to Honor Student Epistemologies While Supporting 3-Dimensional Science Teaching
Hayes, K. (2019). Justice in Science Education: How to Honor Student Epistemologies While Supporting 3-Dimensional Science Teaching. In J. Settlage & A. Johnston (Eds.), Proceedings of the 2019 Science Education at the Crossroads Conference (pp. 28-29). Montgomery, AL.
Hayes, K. (2019). Justice in Science Education: How to Honor Student Epistemologies While Supporting 3-Dimensional Science Teaching. In J. Settlage & A. Johnston (Eds.), Proceedings of the 2019 Science Education at the Crossroads Conference (pp. 28-29). Montgomery, AL.
Posted: Friday, March 19
Resource | Disciplinary Literacy in STEM: A Functional Approach
This study explores disciplinary literacy instruction integrated within an elementary engineering unit in an urban classroom. A multidisciplinary team of university literacy and engineering educators and classroom teachers served as the research team for this case study. A social semiotic language theory (systemic functional linguistics) and a framework of mechanistic reasoning informed the...
This study explores disciplinary literacy instruction integrated within an elementary engineering unit in an urban classroom. A multidisciplinary team of university literacy and engineering educators and classroom teachers served as the research team for this case study. A social semiotic language theory (systemic functional linguistics) and a framework of mechanistic reasoning informed the...
Posted: Friday, March 19
Resource | Teaching Science in Rural Elementary Schools: Affordances and Constraints in the Age of NGSS
Providing science instruction is an ongoing priority and challenge in elementary grades, especially in high-need rural schools. Nonetheless, few studies have investigated the factors that facilitate or limit teachers’ science instruction in these settings, particularly since the introduction of the Next Generation Science Standards. In this study we investigated affordances and constraints to...
Providing science instruction is an ongoing priority and challenge in elementary grades, especially in high-need rural schools. Nonetheless, few studies have investigated the factors that facilitate or limit teachers’ science instruction in these settings, particularly since the introduction of the Next Generation Science Standards. In this study we investigated affordances and constraints to...
Posted: Friday, March 19