What's New on CADREK12.org
Resource | Design Considerations for a Middle School Computer Science Pedagogical Content Knowledge Instrument
K- 12 Computer Science (CS) education is developing rapidly but still lacks a comprehensive measure for CS teachers’ pedagogical content knowledge (PCK) . We respond to this need by describing the design of a CS-PCK instrument for ‘Algorithms and Programming’ that measures three broad constructs: (a) teachers’ understanding of standards and standards-alignment, (b) teachers’ formative assessment…
K- 12 Computer Science (CS) education is developing rapidly but still lacks a comprehensive measure for CS teachers’ pedagogical content knowledge (PCK) . We respond to this need by describing the design of a CS-PCK instrument for ‘Algorithms and Programming’ that measures three broad constructs: (a) teachers’ understanding of standards and standards-alignment, (b) teachers’ formative assessment…
Posted: Thursday, May 18
Resource | Standards-Aligned Instructional Supports to Promote Computer Science Teachers' Pedagogical Content Knowledge
The rapid expansion of K-12 CS education has made it critical to support CS teachers, many of whom are new to teaching CS, with the necessary resources and training to strengthen their understanding of CS concepts and how to effectively teach CS. CS teachers are often tasked with teaching different curricula using different programming languages in different grades or during different school…
The rapid expansion of K-12 CS education has made it critical to support CS teachers, many of whom are new to teaching CS, with the necessary resources and training to strengthen their understanding of CS concepts and how to effectively teach CS. CS teachers are often tasked with teaching different curricula using different programming languages in different grades or during different school…
Posted: Thursday, May 18
Resource | Innovate to Mitigate: Microgenesis of Student Design and Rationale in a Crowdsourcing Competition to Mitigate Global Warming
The Innovate to Mitigate project adapts crowdsourcing to support project-based STEM education, posing design challenges for secondary-school students. Students are charged with designing feasible innovative strategies to mitigate CO2 emissions and thus global warming. The paper draws on data from 3 project teams. The paper presents evidence that a web-mediated community of practice supports STEM…
The Innovate to Mitigate project adapts crowdsourcing to support project-based STEM education, posing design challenges for secondary-school students. Students are charged with designing feasible innovative strategies to mitigate CO2 emissions and thus global warming. The paper draws on data from 3 project teams. The paper presents evidence that a web-mediated community of practice supports STEM…
Posted: Wednesday, May 17
Resource | Professional Noticing as Student-Centered: Pre-service Teachers’ Attending to Students’ Mathematics in 360 Video
Teachers’ professional noticing has been described as transitioning from descriptions of general pedagogy to analysis of students’ mathematical procedures and conceptual reasoning. Such a shift is described as a transition towards more student-centered noticing. In the present study, we used screen recordings of pre-service teachers’ (PSTs) 360 video viewing to examine the relationship between…
Teachers’ professional noticing has been described as transitioning from descriptions of general pedagogy to analysis of students’ mathematical procedures and conceptual reasoning. Such a shift is described as a transition towards more student-centered noticing. In the present study, we used screen recordings of pre-service teachers’ (PSTs) 360 video viewing to examine the relationship between…
Posted: Wednesday, May 17
Resource | Preservice Teachers’ Focus in 360 Videos: Understanding the Role of Presence, Ambisonic Audio, and Camera Placement
Immersive 360 videos are increasingly being used in pre-service teachers (PST) education. There is preliminary evidence that this technology may benefit future educators’ focus and attention to classroom settings and events. However, more analytical efforts are needed to better understand its potential impact on reported focus of attention (RFA) among future educators. This article addresses this…
Immersive 360 videos are increasingly being used in pre-service teachers (PST) education. There is preliminary evidence that this technology may benefit future educators’ focus and attention to classroom settings and events. However, more analytical efforts are needed to better understand its potential impact on reported focus of attention (RFA) among future educators. This article addresses this…
Posted: Wednesday, May 17
Resource | Using the COVID-19 Pandemic to Create a Vision for XR-based Teacher Education Field Experiences
If there was a bright side to the COVID-19 pandemic, particularly related to education, it was the massive and rapid introduction of educational technologies to scaffold teaching and learning. Most notably, within teacher education, this included extended reality (XR) technologies to supplement or replace face-to-face field experiences. With the pandemic turning endemic, and with preK-12 schools…
If there was a bright side to the COVID-19 pandemic, particularly related to education, it was the massive and rapid introduction of educational technologies to scaffold teaching and learning. Most notably, within teacher education, this included extended reality (XR) technologies to supplement or replace face-to-face field experiences. With the pandemic turning endemic, and with preK-12 schools…
Posted: Wednesday, May 17
Survey | 2023 DRK-12 PI Meeting: Virtual Session Registration
Register to attend two virtual sessions at the 2023 DRK-12 PI Meeting. This is an opportunity for project team members to engage with other researchers and NSF program officers, learn about NSF initiatives, and ask your questions about the DRK-12 program. Choose which sessions you'd like to join below. Plenary | June 28, 5:00-6:15 PM ET NSF Welcome: NSF program officers present NSF and the STEM…
Register to attend two virtual sessions at the 2023 DRK-12 PI Meeting. This is an opportunity for project team members to engage with other researchers and NSF program officers, learn about NSF initiatives, and ask your questions about the DRK-12 program. Choose which sessions you'd like to join below. Plenary | June 28, 5:00-6:15 PM ET NSF Welcome: NSF program officers present NSF and the STEM…
Posted: Wednesday, May 17
Survey | 2023 Digital Learning Arcade Sign Up
The 2023 Digitial Learning Arcade at the DRK-12 PI Meeting will take place as part of the General Poster Halls. A section of each session will be dedicated to projects that are developing or researching learning technologies, where attendees can demo or interact with their digital products. Note: There will not be access to electricity for the one hour duration of the session. Please complete the…
The 2023 Digitial Learning Arcade at the DRK-12 PI Meeting will take place as part of the General Poster Halls. A section of each session will be dedicated to projects that are developing or researching learning technologies, where attendees can demo or interact with their digital products. Note: There will not be access to electricity for the one hour duration of the session. Please complete the…
Posted: Tuesday, May 16
Project Spotlight | Administrators and Teacher Leaders in STEM Education
Administrators and teacher leaders are playing a critical role in improving preK-12 STEM education by providing updated technology, materials, and equipment; offering professional development opportunities; and establishing policies and procedures that support teachers, students, and families in their efforts to engage with STEM learning. In this Spotlight, learn more about how two DRK-12…
Administrators and teacher leaders are playing a critical role in improving preK-12 STEM education by providing updated technology, materials, and equipment; offering professional development opportunities; and establishing policies and procedures that support teachers, students, and families in their efforts to engage with STEM learning. In this Spotlight, learn more about how two DRK-12…
Posted: Monday, May 15
Newsletter | May 2023 Newsletter
Dear Colleagues, Administrators and teacher leaders have distinct roles when it comes to leading and carrying out STEM teaching and learning. They discuss the vision for and implementation of instruction, how to use data to inform instruction, strategies for leading school-wide initiatives, how to provide meaningful opportunities to understand and use content and instructional practices, and how…
Dear Colleagues, Administrators and teacher leaders have distinct roles when it comes to leading and carrying out STEM teaching and learning. They discuss the vision for and implementation of instruction, how to use data to inform instruction, strategies for leading school-wide initiatives, how to provide meaningful opportunities to understand and use content and instructional practices, and how…
Posted: Monday, May 15
Resource | Young Philosophers: Fifth-Grade Students Animating the Concept of Space
In many schools across the world, students experience mathematical concepts as ideas empty of wisdom and possibility. In this paper the authors analyze a philosophical conversation in which fifth-grade students were caught up in the animacy of the concept of space. Challenging the common view of mathematics as dealing with absolute truths and certainty, these students, the materials, and the…
In many schools across the world, students experience mathematical concepts as ideas empty of wisdom and possibility. In this paper the authors analyze a philosophical conversation in which fifth-grade students were caught up in the animacy of the concept of space. Challenging the common view of mathematics as dealing with absolute truths and certainty, these students, the materials, and the…
Posted: Thursday, May 11
Resource | Vygotskian Hybridizing of Motion and Mapping: Learning About Geometric Transformations in Block-based Programming Environments
Research on geometric transformations suggests that early learners possess intuitive understandings grounded in motion metaphors, transitioning to mappings. The processes through which students transition between these two conceptions are not fully understood. We propose that Vygotskian hybridizing (related to Vygotsky’s articulation of everyday and scientific concepts) may provide a lens for…
Research on geometric transformations suggests that early learners possess intuitive understandings grounded in motion metaphors, transitioning to mappings. The processes through which students transition between these two conceptions are not fully understood. We propose that Vygotskian hybridizing (related to Vygotsky’s articulation of everyday and scientific concepts) may provide a lens for…
Posted: Thursday, May 11
Resource | Unpacking Response Process Issues Encountered When Developing a Mathematics Teachers’ Pedagogical Content Knowledge (PCK) Assessment
It is essential for items in assessments of mathematics’ teacher knowledge to evoke the desired response processes – to be interpreted and responded to by teachers as intended by item developers. In this study, we sought to unpack evidence that middle school mathematics teachers were not consistently interacting as intended with constructed response (i.e. open-ended) items designed to assess…
It is essential for items in assessments of mathematics’ teacher knowledge to evoke the desired response processes – to be interpreted and responded to by teachers as intended by item developers. In this study, we sought to unpack evidence that middle school mathematics teachers were not consistently interacting as intended with constructed response (i.e. open-ended) items designed to assess…
Posted: Thursday, May 11
Resource | Instructional Pathways to Considering Social Dimensions Within Socioscientific Issues
The Socioscientific Issues Teaching and Learning (SSI-TL) framework is a guide for developing an instructional approach to learning experiences focused on socioscientific issues (SSI). Despite the potential benefits of SSI learning, teachers often struggle to implement this approach in their classrooms (Sadler et al., 2006; Saunders & Rennie, 2013), and one of the most prominent reasons for…
The Socioscientific Issues Teaching and Learning (SSI-TL) framework is a guide for developing an instructional approach to learning experiences focused on socioscientific issues (SSI). Despite the potential benefits of SSI learning, teachers often struggle to implement this approach in their classrooms (Sadler et al., 2006; Saunders & Rennie, 2013), and one of the most prominent reasons for…
Posted: Thursday, May 11
Resource | Instructional Pathways to Considering Social Dimensions Within Socioscientific Issues
The Socioscientific Issues Teaching and Learning (SSI-TL) framework is a guide for developing an instructional approach to learning experiences focused on socioscientific issues (SSI). Despite the potential benefits of SSI learning, teachers often struggle to implement this approach in their classrooms (Sadler et al., 2006; Saunders & Rennie, 2013), and one of the most prominent reasons for…
The Socioscientific Issues Teaching and Learning (SSI-TL) framework is a guide for developing an instructional approach to learning experiences focused on socioscientific issues (SSI). Despite the potential benefits of SSI learning, teachers often struggle to implement this approach in their classrooms (Sadler et al., 2006; Saunders & Rennie, 2013), and one of the most prominent reasons for…
Posted: Thursday, May 11
Resource | Increasing Student Confidence in Writing: Integrating Authentic Manuscript Writing into an Online 8-Week Research Program
In various formats, students at the secondary and postsecondary levels participate in multiweek authentic science research projects. There have been many papers explaining the operations of such programs, but few have provided explicit instruction on how to incorporate authentic communication practices into the student research process. In this paper, we describe how we integrated primary…
In various formats, students at the secondary and postsecondary levels participate in multiweek authentic science research projects. There have been many papers explaining the operations of such programs, but few have provided explicit instruction on how to incorporate authentic communication practices into the student research process. In this paper, we describe how we integrated primary…
Posted: Thursday, May 11
Resource | Identifying the Roles of Science Teacher Leaders in Practice
Science teacher leaders have been identified as an important lever for the implementation of science education reform. However, science reform implementation is locally controlled and not uniform across districts; therefore, the work of STLs within a reform context can vary. In this descriptive case study, we explore the work of 11 science teacher leaders who support science education reform in a…
Science teacher leaders have been identified as an important lever for the implementation of science education reform. However, science reform implementation is locally controlled and not uniform across districts; therefore, the work of STLs within a reform context can vary. In this descriptive case study, we explore the work of 11 science teacher leaders who support science education reform in a…
Posted: Thursday, May 11
Resource | Finding the Right Grain-Size for Measurement in the Classroom
This article introduces a new framework for articulating how educational assessments can be related to teacher uses in the classroom. It articulates three levels of assessment: macro (use of standardized tests), meso (externally developed items), and micro (on-the-fly in the classroom). The first level is the usual context for educational measurement, but one of the contributions of this article…
This article introduces a new framework for articulating how educational assessments can be related to teacher uses in the classroom. It articulates three levels of assessment: macro (use of standardized tests), meso (externally developed items), and micro (on-the-fly in the classroom). The first level is the usual context for educational measurement, but one of the contributions of this article…
Posted: Thursday, May 11
Resource | Mathematics and Science Teacher Educators' Use of Representations of Practice: A Mixed Methods Study
This study sought to explore math and science teacher educators' use of various media to represent practice within methods courses. There is little understanding of why certain media is used over other representations and the rationale for these choices. Specifically, the study focused on the prevalence and familiarity of teacher educators with comics and animations, standard videos, and 360…
This study sought to explore math and science teacher educators' use of various media to represent practice within methods courses. There is little understanding of why certain media is used over other representations and the rationale for these choices. Specifically, the study focused on the prevalence and familiarity of teacher educators with comics and animations, standard videos, and 360…
Posted: Thursday, May 11
Resource | Examining How Using Dichotomous and Partial Credit Scoring Models Influence Sixth-Grade Mathematical Problem-Solving Assessment Outcomes
Determining the most appropriate method of scoring an assessment is based on multiple factors, including the intended use of results, the assessment's purpose, and time constraints. Both the dichotomous and partial credit models have their advantages, yet direct comparisons of assessment outcomes from each method are not typical with constructed response items. The present study compared the…
Determining the most appropriate method of scoring an assessment is based on multiple factors, including the intended use of results, the assessment's purpose, and time constraints. Both the dichotomous and partial credit models have their advantages, yet direct comparisons of assessment outcomes from each method are not typical with constructed response items. The present study compared the…
Posted: Thursday, May 11
Resource | Examining How Using Dichotomous and Partial Credit Scoring Models Influence Sixth-Grade Mathematical Problem-Solving Assessment Outcomes
Determining the most appropriate method of scoring an assessment is based on multiple factors, including the intended use of results, the assessment's purpose, and time constraints. Both the dichotomous and partial credit models have their advantages, yet direct comparisons of assessment outcomes from each method are not typical with constructed response items. The present study compared the…
Determining the most appropriate method of scoring an assessment is based on multiple factors, including the intended use of results, the assessment's purpose, and time constraints. Both the dichotomous and partial credit models have their advantages, yet direct comparisons of assessment outcomes from each method are not typical with constructed response items. The present study compared the…
Posted: Thursday, May 11
Resource | Examining How Using Dichotomous and Partial Credit Scoring Models Influence Sixth-Grade Mathematical Problem-Solving Assessment Outcomes
Determining the most appropriate method of scoring an assessment is based on multiple factors, including the intended use of results, the assessment's purpose, and time constraints. Both the dichotomous and partial credit models have their advantages, yet direct comparisons of assessment outcomes from each method are not typical with constructed response items. The present study compared the…
Determining the most appropriate method of scoring an assessment is based on multiple factors, including the intended use of results, the assessment's purpose, and time constraints. Both the dichotomous and partial credit models have their advantages, yet direct comparisons of assessment outcomes from each method are not typical with constructed response items. The present study compared the…
Posted: Thursday, May 11
Resource | Examining How Using Dichotomous and Partial Credit Scoring Models Influence Sixth-Grade Mathematical Problem-Solving Assessment Outcomes
Determining the most appropriate method of scoring an assessment is based on multiple factors, including the intended use of results, the assessment's purpose, and time constraints. Both the dichotomous and partial credit models have their advantages, yet direct comparisons of assessment outcomes from each method are not typical with constructed response items. The present study compared the…
Determining the most appropriate method of scoring an assessment is based on multiple factors, including the intended use of results, the assessment's purpose, and time constraints. Both the dichotomous and partial credit models have their advantages, yet direct comparisons of assessment outcomes from each method are not typical with constructed response items. The present study compared the…
Posted: Thursday, May 11
Resource | Strengthening Teaching in “Rural,” Indigenous-Serving Schools: Lessons from the Diné Institute for Navajo Nation Educators
This article reports on the first three years of a teacher-led professional development program on the Navajo Nation. We draw on both quantitative and qualitative data from our end-of-year surveys to highlight some of the early lessons we have gathered from the Diné Institute for Navajo Nation Educators (DINÉ). We highlight two guiding principles that have developed through this work, cultural…
This article reports on the first three years of a teacher-led professional development program on the Navajo Nation. We draw on both quantitative and qualitative data from our end-of-year surveys to highlight some of the early lessons we have gathered from the Diné Institute for Navajo Nation Educators (DINÉ). We highlight two guiding principles that have developed through this work, cultural…
Posted: Thursday, May 11
Resource | Engagement and Science Achievement in the Context of Integrated STEM Education: A Longitudinal Study
A growing number of studies have shown the benefits of K-12 integrated science and engineering education. With this study, we add to the literature by documenting the relationship between STEM learning and engagement, and the demographic characteristics that impact achievement in STEM. This longitudinal study followed a diverse group of 245 middle school students from sixth grade to eighth grade…
A growing number of studies have shown the benefits of K-12 integrated science and engineering education. With this study, we add to the literature by documenting the relationship between STEM learning and engagement, and the demographic characteristics that impact achievement in STEM. This longitudinal study followed a diverse group of 245 middle school students from sixth grade to eighth grade…
Posted: Thursday, May 11
Resource | Documenting Two Emerging Sociomathematical Norms for Examining Functions in Mathematics Teachers’ Online Asynchronous Discussions
This study investigated novice mathematics teachers participating in an online teacher education course focused on covariational reasoning and understanding the behavior of functions. The analysis centered on documenting the emergence of participants’ sociomathematical norms for engaging in online asynchronous discussions. In this paper, we characterized participants’ initial mathematical…
This study investigated novice mathematics teachers participating in an online teacher education course focused on covariational reasoning and understanding the behavior of functions. The analysis centered on documenting the emergence of participants’ sociomathematical norms for engaging in online asynchronous discussions. In this paper, we characterized participants’ initial mathematical…
Posted: Thursday, May 11
Resource | Documenting Two Emerging Sociomathematical Norms for Examining Functions in Mathematics Teachers’ Online Asynchronous Discussions
This study investigated novice mathematics teachers participating in an online teacher education course focused on covariational reasoning and understanding the behavior of functions. The analysis centered on documenting the emergence of participants’ sociomathematical norms for engaging in online asynchronous discussions. In this paper, we characterized participants’ initial mathematical…
This study investigated novice mathematics teachers participating in an online teacher education course focused on covariational reasoning and understanding the behavior of functions. The analysis centered on documenting the emergence of participants’ sociomathematical norms for engaging in online asynchronous discussions. In this paper, we characterized participants’ initial mathematical…
Posted: Thursday, May 11
Resource | Direct and Transfer Effects of an Interdisciplinary Model Integrating Science and Reading in Grades 1–3: Results and Policy Implications
Implemented was a 45-minute per day Primary Science IDEAS intervention in grades 1–2 integrating reading and writing within science instruction in a multi-year study conducted in 8 experimental and 9 control schools. Results found a significant direct achievement effect in grades 1–2 on both the Iowa Tests of Basic Skills (ITBS) Science and Reading. In addition, the direct effect of the…
Implemented was a 45-minute per day Primary Science IDEAS intervention in grades 1–2 integrating reading and writing within science instruction in a multi-year study conducted in 8 experimental and 9 control schools. Results found a significant direct achievement effect in grades 1–2 on both the Iowa Tests of Basic Skills (ITBS) Science and Reading. In addition, the direct effect of the…
Posted: Thursday, May 11
Resource | Legitimation Code Theory as an Analytical Framework for Integrated STEM Curriculum and Its Enactment
Recent reform initiatives in STEM disciplines inspired the development and implementation of integrated STEM approaches to science teaching and learning. Integrated STEM as an approach to science teaching and learning leverages engineering principles and practices to situate learning in an authentic and meaningful science learning environment. However, integrated STEM curricular activities can be…
Recent reform initiatives in STEM disciplines inspired the development and implementation of integrated STEM approaches to science teaching and learning. Integrated STEM as an approach to science teaching and learning leverages engineering principles and practices to situate learning in an authentic and meaningful science learning environment. However, integrated STEM curricular activities can be…
Posted: Thursday, May 11
Blog | Place Matters: Preparing STEM Teachers for Rural Schools
About half of all school districts in the U.S. are in rural places, serving about one in five students (Showalter, et al., 2019). Rural schools can be amazing places to teach, with opportunities for strong family and community connections, and to make a real difference for students. Rural schools also have challenges—isolation, higher poverty rates, and a general perception that success means…
About half of all school districts in the U.S. are in rural places, serving about one in five students (Showalter, et al., 2019). Rural schools can be amazing places to teach, with opportunities for strong family and community connections, and to make a real difference for students. Rural schools also have challenges—isolation, higher poverty rates, and a general perception that success means…
Posted: Friday, April 21