What's New on CADREK12.org
Resource | Leading for Justice, Leading for Learning: Conceptualizing Urban School Leadership for Antiracist Mathematics Teaching and Learning
Urban school leaders can support mathematics instruction that acknowledges and sustains students’ racialized and cultured ways of knowing and being. Yet, leadership for racial justice is often discussed separately from instructional improvement. In this conceptual inquiry, we investigate how leadership can integrate antiracist practices into teaching and learning. We synthesize justice-focused…
Urban school leaders can support mathematics instruction that acknowledges and sustains students’ racialized and cultured ways of knowing and being. Yet, leadership for racial justice is often discussed separately from instructional improvement. In this conceptual inquiry, we investigate how leadership can integrate antiracist practices into teaching and learning. We synthesize justice-focused…
Posted: Monday, May 22
Resource | Preparing for a Data-Rich World: Civic Statistics Across the Curriculum
Civic Statistics by its nature is highly interdisciplinary. From a cross-curricular perspective, teaching and learning Civic Statistics faces specific challenges related to the preparation of teachers and the design of instruction. This chapter presents examples of how Civic Statistics resources and concepts can be used in different courses and subject areas. Because topical issues and current…
Civic Statistics by its nature is highly interdisciplinary. From a cross-curricular perspective, teaching and learning Civic Statistics faces specific challenges related to the preparation of teachers and the design of instruction. This chapter presents examples of how Civic Statistics resources and concepts can be used in different courses and subject areas. Because topical issues and current…
Posted: Monday, May 22
Resource | Advancing Social Justice Learning Through Data Literacy
Students need “critical data literacy” skills to help make sense of the multitude of information available to them, especially as it relates to high-stakes issues of social justice. The authors describe two curriculum modules they developed—one on income equality, one on immigration—that help students learn to analyze data in order to shed light on complex social issues and evaluate claims…
Students need “critical data literacy” skills to help make sense of the multitude of information available to them, especially as it relates to high-stakes issues of social justice. The authors describe two curriculum modules they developed—one on income equality, one on immigration—that help students learn to analyze data in order to shed light on complex social issues and evaluate claims…
Posted: Monday, May 22
Resource | MindHive: An Online Citizen Science Tool and Curriculum for Human Brain and Behavior Research
MindHive is an online, open science, citizen science platform co-designed by a team of educational researchers, teachers, cognitive and social scientists, UX researchers, community organizers, and software developers to support real-world brain and behavior research for (a) high school students and teachers who seek authentic STEM research experiences, (b) neuroscientists and cognitive/social…
MindHive is an online, open science, citizen science platform co-designed by a team of educational researchers, teachers, cognitive and social scientists, UX researchers, community organizers, and software developers to support real-world brain and behavior research for (a) high school students and teachers who seek authentic STEM research experiences, (b) neuroscientists and cognitive/social…
Posted: Monday, May 22
Resource | Flip It: An Exploratory (Versus Explanatory) Sequential Mixed Methods Design Using Delphi and Differential Item Functioning to Evaluate Item Bias
The Delphi method has been adapted to inform item refinements in educational and psychological assessment development. An explanatory sequential mixed methods design using Delphi is a common approach to gain experts' insight into why items might have exhibited differential item functioning (DIF) for a sub-group, indicating potential item bias. Use of Delphi before quantitative field testing to…
The Delphi method has been adapted to inform item refinements in educational and psychological assessment development. An explanatory sequential mixed methods design using Delphi is a common approach to gain experts' insight into why items might have exhibited differential item functioning (DIF) for a sub-group, indicating potential item bias. Use of Delphi before quantitative field testing to…
Posted: Monday, May 22
Resource | Flip It: An Exploratory (Versus Explanatory) Sequential Mixed Methods Design Using Delphi and Differential Item Functioning to Evaluate Item Bias
The Delphi method has been adapted to inform item refinements in educational and psychological assessment development. An explanatory sequential mixed methods design using Delphi is a common approach to gain experts' insight into why items might have exhibited differential item functioning (DIF) for a sub-group, indicating potential item bias. Use of Delphi before quantitative field testing to…
The Delphi method has been adapted to inform item refinements in educational and psychological assessment development. An explanatory sequential mixed methods design using Delphi is a common approach to gain experts' insight into why items might have exhibited differential item functioning (DIF) for a sub-group, indicating potential item bias. Use of Delphi before quantitative field testing to…
Posted: Monday, May 22
Survey | Opportunities for Research Within the Data Science Education Community
Monday, June 26, 3:00–5:00pm ET Hosts: Katherine Miller, The Concord Consortium; Seth Jones, Middle Tennessee State University; Kirsten Daehler, WestEd; David Weintrop, University of Maryland; and Chad Dorsey, The Concord Consortium The goal of this workshop session is to invite early career researchers interested in data science education (DSE) into the DSE community. The session includes…
Monday, June 26, 3:00–5:00pm ET Hosts: Katherine Miller, The Concord Consortium; Seth Jones, Middle Tennessee State University; Kirsten Daehler, WestEd; David Weintrop, University of Maryland; and Chad Dorsey, The Concord Consortium The goal of this workshop session is to invite early career researchers interested in data science education (DSE) into the DSE community. The session includes…
Posted: Monday, May 22
Resource | Examining the Influence of COVID-19 on Elementary Mathematics Standardized Test Scores in a Rural Ohio School District
In the United States, national and state standardized assessments have become a metric for measuring student learning and high-quality learning environments. As the COVID-19 pandemic offered a multitude of learning modalities (e.g., hybrid, socially distanced face-to-face instruction, virtual environment), it becomes critical to examine how this learning disruption influenced elementary…
In the United States, national and state standardized assessments have become a metric for measuring student learning and high-quality learning environments. As the COVID-19 pandemic offered a multitude of learning modalities (e.g., hybrid, socially distanced face-to-face instruction, virtual environment), it becomes critical to examine how this learning disruption influenced elementary…
Posted: Monday, May 22
Resource | Examining the Influence of COVID-19 on Elementary Mathematics Standardized Test Scores in a Rural Ohio School District
In the United States, national and state standardized assessments have become a metric for measuring student learning and high-quality learning environments. As the COVID-19 pandemic offered a multitude of learning modalities (e.g., hybrid, socially distanced face-to-face instruction, virtual environment), it becomes critical to examine how this learning disruption influenced elementary…
In the United States, national and state standardized assessments have become a metric for measuring student learning and high-quality learning environments. As the COVID-19 pandemic offered a multitude of learning modalities (e.g., hybrid, socially distanced face-to-face instruction, virtual environment), it becomes critical to examine how this learning disruption influenced elementary…
Posted: Monday, May 22
Resource | AI for Tackling STEM Education Challenges
Artificial intelligence (AI), an emerging technology, finds increasing use in STEM education and STEM education research (e.g., Zhai et al., 2020b; Ouyang et al., 2022; Linn et al., 2023). AI, defined as a technology to mimic human cognitive behaviors, holds great potential to address some of the most challenging problems in STEM education (Neumann and Waight, 2020; Zhai, 2021). Amongst these is…
Artificial intelligence (AI), an emerging technology, finds increasing use in STEM education and STEM education research (e.g., Zhai et al., 2020b; Ouyang et al., 2022; Linn et al., 2023). AI, defined as a technology to mimic human cognitive behaviors, holds great potential to address some of the most challenging problems in STEM education (Neumann and Waight, 2020; Zhai, 2021). Amongst these is…
Posted: Friday, May 19
Resource | AI for Tackling STEM Education Challenges
Artificial intelligence (AI), an emerging technology, finds increasing use in STEM education and STEM education research (e.g., Zhai et al., 2020b; Ouyang et al., 2022; Linn et al., 2023). AI, defined as a technology to mimic human cognitive behaviors, holds great potential to address some of the most challenging problems in STEM education (Neumann and Waight, 2020; Zhai, 2021). Amongst these is…
Artificial intelligence (AI), an emerging technology, finds increasing use in STEM education and STEM education research (e.g., Zhai et al., 2020b; Ouyang et al., 2022; Linn et al., 2023). AI, defined as a technology to mimic human cognitive behaviors, holds great potential to address some of the most challenging problems in STEM education (Neumann and Waight, 2020; Zhai, 2021). Amongst these is…
Posted: Friday, May 19
Resource | AI for Tackling STEM Education Challenges
Artificial intelligence (AI), an emerging technology, finds increasing use in STEM education and STEM education research (e.g., Zhai et al., 2020b; Ouyang et al., 2022; Linn et al., 2023). AI, defined as a technology to mimic human cognitive behaviors, holds great potential to address some of the most challenging problems in STEM education (Neumann and Waight, 2020; Zhai, 2021). Amongst these is…
Artificial intelligence (AI), an emerging technology, finds increasing use in STEM education and STEM education research (e.g., Zhai et al., 2020b; Ouyang et al., 2022; Linn et al., 2023). AI, defined as a technology to mimic human cognitive behaviors, holds great potential to address some of the most challenging problems in STEM education (Neumann and Waight, 2020; Zhai, 2021). Amongst these is…
Posted: Friday, May 19
Resource | Applying Machine Learning to Automatically Assess Scientific Models
Involving students in scientific modeling practice is one of the most effective approaches to achieving the next generation science education learning goals. Given the complexity and multirepresentational features of scientific models, scoring student-developed models is time- and cost-intensive, remaining one of the most challenging assessment practices for science education. More importantly,…
Involving students in scientific modeling practice is one of the most effective approaches to achieving the next generation science education learning goals. Given the complexity and multirepresentational features of scientific models, scoring student-developed models is time- and cost-intensive, remaining one of the most challenging assessment practices for science education. More importantly,…
Posted: Friday, May 19
Resource | Applying Machine Learning to Automatically Assess Scientific Models
Involving students in scientific modeling practice is one of the most effective approaches to achieving the next generation science education learning goals. Given the complexity and multirepresentational features of scientific models, scoring student-developed models is time- and cost-intensive, remaining one of the most challenging assessment practices for science education. More importantly,…
Involving students in scientific modeling practice is one of the most effective approaches to achieving the next generation science education learning goals. Given the complexity and multirepresentational features of scientific models, scoring student-developed models is time- and cost-intensive, remaining one of the most challenging assessment practices for science education. More importantly,…
Posted: Friday, May 19
Resource | Applying Machine Learning to Automatically Assess Scientific Models
Involving students in scientific modeling practice is one of the most effective approaches to achieving the next generation science education learning goals. Given the complexity and multirepresentational features of scientific models, scoring student-developed models is time- and cost-intensive, remaining one of the most challenging assessment practices for science education. More importantly,…
Involving students in scientific modeling practice is one of the most effective approaches to achieving the next generation science education learning goals. Given the complexity and multirepresentational features of scientific models, scoring student-developed models is time- and cost-intensive, remaining one of the most challenging assessment practices for science education. More importantly,…
Posted: Friday, May 19
Resource | A Mixed-Methods Exploration of Mastery Goal Support in 7th-Grade Science Classrooms
Mastery goal structures, which communicate value for developing deeper understanding, are an important classroom support for student motivation and engagement, especially in the context of science learning aligned with the Next Generation Science Standards. Prior research has identified key dimensions of goal structures, but a more nuanced examination of the variability of teacher-enacted and…
Mastery goal structures, which communicate value for developing deeper understanding, are an important classroom support for student motivation and engagement, especially in the context of science learning aligned with the Next Generation Science Standards. Prior research has identified key dimensions of goal structures, but a more nuanced examination of the variability of teacher-enacted and…
Posted: Friday, May 19
Resource | A Mixed-Methods Exploration of Mastery Goal Support in 7th-Grade Science Classrooms
Mastery goal structures, which communicate value for developing deeper understanding, are an important classroom support for student motivation and engagement, especially in the context of science learning aligned with the Next Generation Science Standards. Prior research has identified key dimensions of goal structures, but a more nuanced examination of the variability of teacher-enacted and…
Mastery goal structures, which communicate value for developing deeper understanding, are an important classroom support for student motivation and engagement, especially in the context of science learning aligned with the Next Generation Science Standards. Prior research has identified key dimensions of goal structures, but a more nuanced examination of the variability of teacher-enacted and…
Posted: Friday, May 19
Resource | A Mixed-Methods Exploration of Mastery Goal Support in 7th-Grade Science Classrooms
Mastery goal structures, which communicate value for developing deeper understanding, are an important classroom support for student motivation and engagement, especially in the context of science learning aligned with the Next Generation Science Standards. Prior research has identified key dimensions of goal structures, but a more nuanced examination of the variability of teacher-enacted and…
Mastery goal structures, which communicate value for developing deeper understanding, are an important classroom support for student motivation and engagement, especially in the context of science learning aligned with the Next Generation Science Standards. Prior research has identified key dimensions of goal structures, but a more nuanced examination of the variability of teacher-enacted and…
Posted: Friday, May 19
Resource | “Should We Build This?”: Student Reasoning in Intentionally Facilitated Socio-technical Design Talks
In pre-college engineering education contexts, detailed explorations of student discourse and teacher moves have begun to emerge. For example, recent studies have shown how particular teacher questions prompt student reasoning during particular phases of the engineering design process (Capobianco, deLisi, & Radloff, 2018) and how a teacher’s valuing of heterogeneous ideas sets the stage for…
In pre-college engineering education contexts, detailed explorations of student discourse and teacher moves have begun to emerge. For example, recent studies have shown how particular teacher questions prompt student reasoning during particular phases of the engineering design process (Capobianco, deLisi, & Radloff, 2018) and how a teacher’s valuing of heterogeneous ideas sets the stage for…
Posted: Friday, May 19
Resource | “Should We Build This?”: Student Reasoning in Intentionally Facilitated Socio-technical Design Talks
In pre-college engineering education contexts, detailed explorations of student discourse and teacher moves have begun to emerge. For example, recent studies have shown how particular teacher questions prompt student reasoning during particular phases of the engineering design process (Capobianco, deLisi, & Radloff, 2018) and how a teacher’s valuing of heterogeneous ideas sets the stage for…
In pre-college engineering education contexts, detailed explorations of student discourse and teacher moves have begun to emerge. For example, recent studies have shown how particular teacher questions prompt student reasoning during particular phases of the engineering design process (Capobianco, deLisi, & Radloff, 2018) and how a teacher’s valuing of heterogeneous ideas sets the stage for…
Posted: Friday, May 19
Resource | How Do Interdisciplinary Teams Co-construct Instructional Materials Emphasising Both Science and Engineering Practices?
To build a sustainable future, science and engineering education programmes should emphasise scientific investigation, collaboration across traditional science topics and disciplines, and engineering design, including design and evaluation of solutions. While some research studies articulate the shifts that are needed to realise classroom learning emphasizing investigation and design, fewer…
To build a sustainable future, science and engineering education programmes should emphasise scientific investigation, collaboration across traditional science topics and disciplines, and engineering design, including design and evaluation of solutions. While some research studies articulate the shifts that are needed to realise classroom learning emphasizing investigation and design, fewer…
Posted: Friday, May 19
Resource | Usable STEM Knowledge for Tomorrow’s STEM Problems
We need STEM knowledge programs in formal and informal settings that guide learners in applying STEM learning to the creation of solutions. Songer, N. B. (2023). Usable STEM knowledge for tomorrow’s STEM problems. Open Access Government. January 2023, pp.294-295. https://doi.org/10.56367/OAG-037-10193
We need STEM knowledge programs in formal and informal settings that guide learners in applying STEM learning to the creation of solutions. Songer, N. B. (2023). Usable STEM knowledge for tomorrow’s STEM problems. Open Access Government. January 2023, pp.294-295. https://doi.org/10.56367/OAG-037-10193
Posted: Friday, May 19
Resource | Tackling Tangential Student Contributions
Do your students ever share ideas that are only peripherally related to the discussion you are having? We discuss ways to minimize and deal with such contributions. Peterson, B. E., Stockero, S. L., Leatham, K. R., & Van Zoest, L. R. (2022). Tackling tangential student contributions. Mathematics Teacher: Learning and Teaching PK-12, 115(9), 618-624.
Do your students ever share ideas that are only peripherally related to the discussion you are having? We discuss ways to minimize and deal with such contributions. Peterson, B. E., Stockero, S. L., Leatham, K. R., & Van Zoest, L. R. (2022). Tackling tangential student contributions. Mathematics Teacher: Learning and Teaching PK-12, 115(9), 618-624.
Posted: Thursday, May 18
Resource | Tackling Tangential Student Contributions
Do your students ever share ideas that are only peripherally related to the discussion you are having? We discuss ways to minimize and deal with such contributions. Peterson, B. E., Stockero, S. L., Leatham, K. R., & Van Zoest, L. R. (2022). Tackling tangential student contributions. Mathematics Teacher: Learning and Teaching PK-12, 115(9), 618-624.
Do your students ever share ideas that are only peripherally related to the discussion you are having? We discuss ways to minimize and deal with such contributions. Peterson, B. E., Stockero, S. L., Leatham, K. R., & Van Zoest, L. R. (2022). Tackling tangential student contributions. Mathematics Teacher: Learning and Teaching PK-12, 115(9), 618-624.
Posted: Thursday, May 18
Resource | Tackling Tangential Student Contributions
Do your students ever share ideas that are only peripherally related to the discussion you are having? We discuss ways to minimize and deal with such contributions. Peterson, B. E., Stockero, S. L., Leatham, K. R., & Van Zoest, L. R. (2022). Tackling tangential student contributions. Mathematics Teacher: Learning and Teaching PK-12, 115(9), 618-624.
Do your students ever share ideas that are only peripherally related to the discussion you are having? We discuss ways to minimize and deal with such contributions. Peterson, B. E., Stockero, S. L., Leatham, K. R., & Van Zoest, L. R. (2022). Tackling tangential student contributions. Mathematics Teacher: Learning and Teaching PK-12, 115(9), 618-624.
Posted: Thursday, May 18
Resource | Beyond the Design of Assessment Tasks: Expanding the Assessment Toolkit to Support Teachers’ Formative Assessment Practices in Elementary Science Classrooms
Teachers experience challenges in effectively using formative assessment practices in their classrooms. In the US, only 28% of elementary teachers report using formative assessment. This study highlights the need to design resources to meet teacher needs and support teachers in making sense of assessment information to inform three-dimensional learning and teaching. By surveying and interviewing…
Teachers experience challenges in effectively using formative assessment practices in their classrooms. In the US, only 28% of elementary teachers report using formative assessment. This study highlights the need to design resources to meet teacher needs and support teachers in making sense of assessment information to inform three-dimensional learning and teaching. By surveying and interviewing…
Posted: Thursday, May 18
Resource | Beyond the Design of Assessment Tasks: Expanding the Assessment Toolkit to Support Teachers’ Formative Assessment Practices in Elementary Science Classrooms
Teachers experience challenges in effectively using formative assessment practices in their classrooms. In the US, only 28% of elementary teachers report using formative assessment. This study highlights the need to design resources to meet teacher needs and support teachers in making sense of assessment information to inform three-dimensional learning and teaching. By surveying and interviewing…
Teachers experience challenges in effectively using formative assessment practices in their classrooms. In the US, only 28% of elementary teachers report using formative assessment. This study highlights the need to design resources to meet teacher needs and support teachers in making sense of assessment information to inform three-dimensional learning and teaching. By surveying and interviewing…
Posted: Thursday, May 18
Resource | The Potential of Digital Collaborative Environments for Problem-based Mathematics Curriculum
In this paper, we present an overview of the design research used to develop a digital collaborative environment with an embedded problem-based curriculum. We then discuss the student and teacher features of the environment that promote inquiry-based learning and teaching. Edson, A. J. & Phillips, E. D. (2022). The potential of digital collaborative environments for problem-based mathematics…
In this paper, we present an overview of the design research used to develop a digital collaborative environment with an embedded problem-based curriculum. We then discuss the student and teacher features of the environment that promote inquiry-based learning and teaching. Edson, A. J. & Phillips, E. D. (2022). The potential of digital collaborative environments for problem-based mathematics…
Posted: Thursday, May 18
Resource | Professional Development for STEM Integration Analyzing Bioinformatics Teaching by Examining Teachers' Qualities of Adaptive Expertise
Real-world science exploration, where STEM fields are integrated to address societal issues, stands in contrast to the compartmentalized courses offered in high school. This reality calls into question the utility of high school science teaching and learning for preparing a STEM-literate citizenry and for fulfilling workforce needs. Bioinformatics—a rapidly developing discipline that integrates…
Real-world science exploration, where STEM fields are integrated to address societal issues, stands in contrast to the compartmentalized courses offered in high school. This reality calls into question the utility of high school science teaching and learning for preparing a STEM-literate citizenry and for fulfilling workforce needs. Bioinformatics—a rapidly developing discipline that integrates…
Posted: Thursday, May 18
Resource | Teaching Risk and Uncertainty in a Changing World
While tragedy has struck an inordinate number of students in the past several years, not all areas of the country are at risk for every natural hazard all the time. To avoid having students feel like Chicken Little under a falling sky, the GeoHazard project uses simulations, data, experimentation, and scientific argumentation to teach about risk and uncertainty. We have created three scaffolded…
While tragedy has struck an inordinate number of students in the past several years, not all areas of the country are at risk for every natural hazard all the time. To avoid having students feel like Chicken Little under a falling sky, the GeoHazard project uses simulations, data, experimentation, and scientific argumentation to teach about risk and uncertainty. We have created three scaffolded…
Posted: Thursday, May 18