What's New on CADREK12.org

Resource | Articulating a Transformative Approach for Designing Tasks that Measure Young Learners’ Developing Proficiencies in Integrated Science and Literacy
As early elementary classrooms shift to implementing Next Generation Science Standards (NGSS) instruction, high-quality assessments are essential for providing teachers with information about where students are in the process of developing proficiency in science. In this paper, we introduce an approach for designing NGSS-aligned assessments that measure young learners’ science progress while also…
Posted: Thursday, March 10
Resource | Articulating a Transformative Approach for Designing Tasks that Measure Young Learners’ Developing Proficiencies in Integrated Science and Literacy
As early elementary classrooms shift to implementing Next Generation Science Standards (NGSS) instruction, high-quality assessments are essential for providing teachers with information about where students are in the process of developing proficiency in science. In this paper, we introduce an approach for designing NGSS-aligned assessments that measure young learners’ science progress while also…
Posted: Thursday, March 10
Resource | Articulating a Transformative Approach for Designing Tasks that Measure Young Learners’ Developing Proficiencies in Integrated Science and Literacy
As early elementary classrooms shift to implementing Next Generation Science Standards (NGSS) instruction, high-quality assessments are essential for providing teachers with information about where students are in the process of developing proficiency in science. In this paper, we introduce an approach for designing NGSS-aligned assessments that measure young learners’ science progress while also…
Posted: Thursday, March 10
Event | Association for Supervision and Curriculum Development 2022 ASCD Virtual Conference
To learn more, visit https://events.ascd.org/annual-conference.
Posted: Monday, March 07
Event | American Evaluation Association AEA Evaluation 2022 Conference; New Orleans, LA
To learn more, visit https://www.evaluationconference.org/.
Posted: Monday, March 07
Posted: Monday, March 07
Event | Association for Science Teacher Education 2022 ASTE Southeast Meeting; Gulf Shores, AL - HYBRID
Learn more at https://theaste.org/meetings/2022-southeast-meeting/.
Posted: Monday, March 07
Event | Society for the Advancement of Biology Education Research 2022 SABER Annual Meeting; Minneapolis, MN
Learn more at https://saberbio.wildapricot.org/Future-SABER-Meetings.
Posted: Monday, March 07
Posted: Monday, March 07
Event | American Chemical Society ACS Fall 2022; Chicago, IL
Learn more at https://www.acs.org/content/acs/en/meetings/acs-meetings.html.
Posted: Monday, March 07
Event | American Chemical Society ACS Spring 2022; San Diego, CA
Learn more at https://www.acs.org/content/acs/en/meetings/acs-meetings.html.
Posted: Monday, March 07
Posted: Monday, March 07
Event | National Council of Supervisors of Mathematics 54th NCSM Annual Conference; Anaheim, CA
Learn more at https://www.mathedleadership.org/pl/54th-ncsm-annual-conference/. DRK-12 Presentations Supporting Success in Algebra for Underprepared Ninth Graders (Presenters: June Mark and Deborah Spencer) Video Coaching Clubs (Presenters: Ryan Gillespie, Jen Kruger, and Stephanie Martin)
Posted: Monday, March 07
Event | National Council of Teachers of Mathematics 2022 NCTM Research Conference; Los Angeles, CA
Learn more at https://www.nctm.org/Conferences-and-Professional-Development/Be-a-Spea….
Posted: Monday, March 07
Event | National Science Teachers Association 2022 National NSTA Conference; Chicago, IL
Learn more at https://www.nsta.org/chicago22.
Posted: Friday, March 04
Early Career News | Pedagogical Chemistry Sensemaking: A Novel Conceptual Framework to Facilitate Pedagogical Sensemaking in Model-based Lesson Planning
Meng-Yang M. Wu (2022 CADRE Fellow) published this article in Chemistry Education Research and Practice with co-author Ellen J. Yezierski.
Posted: Tuesday, February 22
Early Career News | Lifting Black Student Voices to Identify Teaching Practices That Discourage and Encourage STEM Engagement: Why #Black Teachers Matter
Anna Lee, Dawn X. Henderson, Maya Corneille, Terrell Morton (CADRE co-PI and 2018 CADRE Postdoc), Krishanna Prince, Steven Burnett, and Tracie Roberson published this article in Urban Education.
Posted: Tuesday, February 22
Early Career News | Increasing Multilingual Learners' Access in Mathematics
Jonee Wilson (2013-14 CADRE Fellow) published this Mathematics Teacher: Learning and Teaching PK-12 article with co-author Erin Smith.
Posted: Tuesday, February 22
Early Career News | Critical Race Theory and STEM Education
Terrell R. Morton (CADRE co-PI and 2018 CADRE Postdoc) published this Oxford Research Encyclopedia of Education article.
Posted: Tuesday, February 22
Early Career News | Advancing Critical and Culturally Relevant Experiential Learning: Preparing Future Educators in Collaboration with Cooperating Teachers to Support STEM Engagement in Urban Schools
Brittany N. Anderson, Chonika Coleman-King, Kelly Wallace, and Frances K. Harper (CAREER Awardee) published this article in The Urban Review.
Posted: Tuesday, February 22
Announcement | Webinar on Culturally Responsive Science Instruction
This webinar explored innovative models and tools at the frontier of culturally relevant and responsive instruction. Researchers described frameworks for equitable and responsive science teaching, models for developing responsive teaching practices, and tools for examining those practices. Date/Time: April 4, 2022 | 12 PM ET Panelists: Julie Brown, Angelina Castagno, Pradeep Dass, Shannon…
Posted: Tuesday, February 22
Event | Culturally Responsive Science Instruction
Panelists: Julie Brown, Angelina Castagno, Pradeep Dass, Shannon Davidson, Lama Jaber, Darold Harmon Joseph, Kristina Anna Kramarczuk, Diane Jass Ketelhut, Allison Metcalf, and Mark Pacheco. This session explored innovative models and tools at the frontier of culturally relevant and responsive instruction. Researchers described frameworks for equitable and responsive science teaching, models for…
Posted: Tuesday, February 22
Survey | Culturally Responsive Science Instruction
April 4, 2022 | 12-1 PM ET Panelists: Julie Brown, Angelina Castagno, Pradeep Dass, Shannon Davidson, Lama Jaber, Darold Harmon Joseph, Kristina Anna Kramarczuk, Diane Jass Ketelhut, Allison Metcalf, and Mark Pacheco. This session explored innovative models and tools at the frontier of culturally relevant and responsive instruction. Researchers described frameworks for equitable and responsive…
Posted: Friday, February 18
Resource | Bridging Science Teaching and Learning in Title 1 Schools Poster (2021 NARST Annual International Conference)
This poster describes the work of the Bridging Science Teaching and Learning in Title 1 Schools project. Historically, the public education community has struggled with providing all children withequitable access to quality science education; particularly in urban communities. Teachers play a vital role in addressing this challenge. By equipping them with the pedagogical knowledgeneeded to employ…
Posted: Thursday, February 17
Resource | Culturally Relevant Pedagogy in Science: The SCI-Bridge Model
Urban Title I schools need teachers who recognize and can help address challenges with broadening participation in science and inequities in access to quality science instruction found in elementary schools. The paper presents scholarly work supported by a National Science Foundation Discovery Research K-12 grant. A new science instructional model that intersects effective practices in science…
Posted: Thursday, February 17
Resource | Newcomer Emergent Bilingual Students’ Meaning-Making in Urban Biology Classrooms: A Communities of Practice Perspective
This study investigated how newcomer emergent bilinguals made meaning in two 9th-grade biology classrooms. Methods relevant to naturalistic inquiry were used to collect and analyze data. Findings indicate that newcomers bridged aspects of personal experiences with social competencies valued in classrooms through using heritage languages, engaging as brokers and collaborators, and attempting to…
Posted: Monday, February 14
Resource | Cultivating Epistemic Empathy in Preservice Teacher Education
This study investigates the emergence and cultivation of teachers' “epistemic empathy” in response to analyzing videos of student inquiry. We define epistemic empathy as the act of understanding and appreciating someone's cognitive and emotional experience within an epistemic activity—i.e., activity aimed at the construction, communication, and critique of knowledge. Our goals are (1) to…
Posted: Monday, February 14
Resource | “He Got a Glimpse of the Joys of Understanding” – The Role of Epistemic Empathy in Teacher Learning
Efforts to promote reform-based instruction have overlooked the import of affect in teacher learning. Drawing on prior work, I argue that teachers’ affective experiences in the discipline are integral to their learning how to teach the discipline. Moreover, I suggest that both affective and epistemological aspects of teachers’ experiences can serve to cultivate their epistemic empathy—the…
Posted: Monday, February 14
Resource | From Professional Development to Native Nation Building: Opening Up Space for Leadership, Relationality, and Self-Determination through the Diné Institute for Navajo Nation Educators
Many of us have multiple stories that would be appropriate to tell given the theme of this Special Issue. I am compelled to tell a story about my work with teachers, teacher leaders, and other allies on the Navajo Nation. The Diné Institute for Navajo Nation Educators (DINÉ) was started by teacher leaders who envisioned a collaborative professional development institute specifically for K12…
Posted: Monday, February 14
Resource | Developing and Piloting a Tool to Assess Culturally Responsive Principles in Schools Serving Indigenous Students
This article presents a tool and discusses the rationale for the authors’ development of a tool designed to assess the alignment of culturally responsive schooling principles within schools serving predominantly U.S. Indigenous students. Schools that serve a majority of Indigenous students are generally located on or bordering Native Nations that are federally recognized as being sovereign…
Posted: Monday, February 14