What's New on CADREK12.org
Early Career News | Interlocking Models in Classroom Science
Eve Manz (CAREER Awardee) and Chris Georgen published this Science Education article.
Eve Manz (CAREER Awardee) and Chris Georgen published this Science Education article.
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Announcement | Report and Webinar! Classroom-Based STEM Assessment: Contemporary Issues and Perspectives
Image CADRE is pleased to announce the release of a new report, which highlights the latest insights from DRK-12 program-funded research and underscores the union of classroom assessments with STEM education. This report takes stock of what we currently know as well as what we need to know to make classroom assessment maximally beneficial for…
Image CADRE is pleased to announce the release of a new report, which highlights the latest insights from DRK-12 program-funded research and underscores the union of classroom assessments with STEM education. This report takes stock of what we currently know as well as what we need to know to make classroom assessment maximally beneficial for…
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Resource | Classroom-Based STEM Assessment: Contemporary Issues and Perspectives
Image This report takes stock of what we currently know as well as what we need to know to make classroom assessment maximally beneficial for the teaching and learning of STEM subject matter in K–12 classrooms. It draws inspiration from the cumulative body of research on assessment in STEM education that has accrued over the last two decades,…
Image This report takes stock of what we currently know as well as what we need to know to make classroom assessment maximally beneficial for the teaching and learning of STEM subject matter in K–12 classrooms. It draws inspiration from the cumulative body of research on assessment in STEM education that has accrued over the last two decades,…
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Newsletter | August 2023 Newsletter
Dear Colleagues, CADRE introduces our new report, Classroom-Based STEM Assessment: Contemporary Issues and Perspectives. This report highlights the latest insights from DRK-12 program-funded research and underscores the union of classroom assessments with STEM education. We encourage you to glance through the executive summary before diving into the full report. The 2023 DRK-12 solicitation has…
Dear Colleagues, CADRE introduces our new report, Classroom-Based STEM Assessment: Contemporary Issues and Perspectives. This report highlights the latest insights from DRK-12 program-funded research and underscores the union of classroom assessments with STEM education. We encourage you to glance through the executive summary before diving into the full report. The 2023 DRK-12 solicitation has…
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Event | CADRE Fellows Program Applications Due
CADRE is now accepting applications for the 2024 Fellows program. The CADRE Fellows program provides professional growth opportunities for early career professionals in the field of preK-12 STEM education research. Through a series of capacity-building activities, the program offers Fellows the opportunity to gain insight into what it takes to be successful and effective in this field, become…
CADRE is now accepting applications for the 2024 Fellows program. The CADRE Fellows program provides professional growth opportunities for early career professionals in the field of preK-12 STEM education research. Through a series of capacity-building activities, the program offers Fellows the opportunity to gain insight into what it takes to be successful and effective in this field, become…
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Announcement | Now accepting applications for the 2024 CADRE Fellows program!
CADRE is now accepting applications for the 2024 Fellows program. The CADRE Fellows program provides professional growth opportunities for early career professionals in the field of preK-12 STEM education research. Through a series of capacity-building activities, the program offers Fellows the opportunity to gain insight into what it takes to be successful and effective in this field, become…
CADRE is now accepting applications for the 2024 Fellows program. The CADRE Fellows program provides professional growth opportunities for early career professionals in the field of preK-12 STEM education research. Through a series of capacity-building activities, the program offers Fellows the opportunity to gain insight into what it takes to be successful and effective in this field, become…
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Survey | CADRE Fellows Program Q&A Session Registration
Q&A Session: November 4, 2024, at 4:00-5:00 PM ET This virtual Q&A session is an opportunity for potential applicants to anonymously ask questions about the 2025 CADRE Fellows program and application process. Prior to the session, please review the program description and criteria, the application guidelines, and the 2025 calendar of activities For more information about the Fellows…
Q&A Session: November 4, 2024, at 4:00-5:00 PM ET This virtual Q&A session is an opportunity for potential applicants to anonymously ask questions about the 2025 CADRE Fellows program and application process. Prior to the session, please review the program description and criteria, the application guidelines, and the 2025 calendar of activities For more information about the Fellows…
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Early Career News | 2022 CADRE Fellow Awarded NSF CAREER Grant
Janice Mak (2022 CADRE Fellow) at Arizona State University was recently awarded an NSF CAREER grant to study the role of computer science education state supervisors (CSEdSS) and ensure diverse, inclusive, and accessible CS educational pathways across schools and districts within states by informing the development of research-based resources and tools to support CSEdSS as they enact their roles.
Janice Mak (2022 CADRE Fellow) at Arizona State University was recently awarded an NSF CAREER grant to study the role of computer science education state supervisors (CSEdSS) and ensure diverse, inclusive, and accessible CS educational pathways across schools and districts within states by informing the development of research-based resources and tools to support CSEdSS as they enact their roles.
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Early Career News | “The Work I Do Matters”: Cultivating a STEM Counterspace for Black Girls through Social-Emotional Development and Culturally Sustaining Pedagogies
Natalie S. King, Laura Peña-Telfer (2023 CADRE Fellow), and Shaeroya Earls co-authored this article for Education Sciences.
Natalie S. King, Laura Peña-Telfer (2023 CADRE Fellow), and Shaeroya Earls co-authored this article for Education Sciences.
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Early Career News | “Tia Was the Right One:” Mathematical Authority and Trust Among First Graders
Bárbara Brizuela, Susanne Strachota, Sophia Raymond (2022 CADRE Fellow), Sofía Savid, and Maria Blanton published this article in Mathematical Thinking and Learning.
Bárbara Brizuela, Susanne Strachota, Sophia Raymond (2022 CADRE Fellow), Sofía Savid, and Maria Blanton published this article in Mathematical Thinking and Learning.
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Early Career News | Summer Camps as Introductory STEM Teaching Experiences for Preservice Teachers
Rachel A. Sparks (2022 CADRE Fellow) published this Innovations in Science Teacher Education article with co-author Ashley L. Waring.
Rachel A. Sparks (2022 CADRE Fellow) published this Innovations in Science Teacher Education article with co-author Ashley L. Waring.
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Early Career News | Critical Race Theory and Its Relevance for Chemistry
Terrell R. Morton (CADRE Co-PI and 2018 CADRE Postdoc) published this article in Nature Chemistry.
Terrell R. Morton (CADRE Co-PI and 2018 CADRE Postdoc) published this article in Nature Chemistry.
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Early Career News | Motivation and Achievement in Undergraduate STEM Calculus: Applying Self-Determination Theory to Examine the Differential Impact of Learning Environments Across Demographic Groups
Benjamin Wiles (2009-10 CADRE Fellow) published this School Science and Mathematics article with co-author Chantal Levesque-Bristol.
Benjamin Wiles (2009-10 CADRE Fellow) published this School Science and Mathematics article with co-author Chantal Levesque-Bristol.
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Early Career News | Balloons and Weights: Integer Subtraction in Context
Christine Andrews-Larson, Jonee Wilson (2013-14 CADRE Fellow), Matthew Mauntel, Jessica Smith, and Thomeca Hawthorne-Glover published this Mathematics Teacher: Learning and Teaching PK-12 article.
Christine Andrews-Larson, Jonee Wilson (2013-14 CADRE Fellow), Matthew Mauntel, Jessica Smith, and Thomeca Hawthorne-Glover published this Mathematics Teacher: Learning and Teaching PK-12 article.
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Early Career News | A Social Cognitive Perspective of Educators’ Moral Agency
David B. Morris and Jason A. Chen (2011-12 CADRE Fellow) co-authored this article for Theory Into Practice.
David B. Morris and Jason A. Chen (2011-12 CADRE Fellow) co-authored this article for Theory Into Practice.
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Resource | “Tia Was the Right One:” Mathematical Authority and Trust Among First Graders
Questions regarding the construction of mathematical authority have implications for learning, specifically for students’ views of themselves as mathematics learners and doers with valuable contributions. We consider the ideas proposed by eight first-grade students who had the most airtime during 12 lessons of a classroom teaching experiment. We noted when ideas were proposed and how those ideas…
Questions regarding the construction of mathematical authority have implications for learning, specifically for students’ views of themselves as mathematics learners and doers with valuable contributions. We consider the ideas proposed by eight first-grade students who had the most airtime during 12 lessons of a classroom teaching experiment. We noted when ideas were proposed and how those ideas…
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Resource | Myths, Mis- and Preconceptions of Artificial Intelligence: A Review of the Literature
Artificial Intelligence (AI) is prevalent in nearly every aspect of our lives. However, recent studies have found a significant amount of confusion and misunderstanding surrounding AI. To develop effective educational programs in the field of AI, it is vital to examine and understand learners' pre- and misconceptions as well as myths about AI. This study examined a corpus of 591 studies. 25…
Artificial Intelligence (AI) is prevalent in nearly every aspect of our lives. However, recent studies have found a significant amount of confusion and misunderstanding surrounding AI. To develop effective educational programs in the field of AI, it is vital to examine and understand learners' pre- and misconceptions as well as myths about AI. This study examined a corpus of 591 studies. 25…
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Resource | Developing Geo-Sequential Reasoning about Tectonic Processes Using Computational Simulations
Explaining phenomena associated with a system involves describing a system’s structure and articulating the process through which the system’s structure changes over time. This paper defines geo-sequential reasoning in the context of plate tectonics and uses it to analyse how students explain the geological processes that occur along convergent boundaries as part of the plate tectonics system.…
Explaining phenomena associated with a system involves describing a system’s structure and articulating the process through which the system’s structure changes over time. This paper defines geo-sequential reasoning in the context of plate tectonics and uses it to analyse how students explain the geological processes that occur along convergent boundaries as part of the plate tectonics system.…
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Resource | ChatGPT for Next Generation Science Learning
This article pilots ChatGPT in tackling the most challenging part of science learning and found it successful in automation of assessment development, grading, learning guidance, and recommendation of learning materials. Zhai, X. (2023). ChatGPT for Next Generation Science Learning | XRDS: Crossroads, 29(3), 42-46. https://doi.org/10.1145/3589649
This article pilots ChatGPT in tackling the most challenging part of science learning and found it successful in automation of assessment development, grading, learning guidance, and recommendation of learning materials. Zhai, X. (2023). ChatGPT for Next Generation Science Learning | XRDS: Crossroads, 29(3), 42-46. https://doi.org/10.1145/3589649
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Resource | A Remote View into the Classroom: Analyzing Teacher Use of Digitally Enhanced Educative Curriculum Materials in Support of Student Learning
When integrated into online curriculum modules for students, educative curriculum materials (ECMs) can enhance teachers’ enactment of these modules. This study investigated (1) the use of digitally enhanced ECMs built into an online plate tectonics curriculum module by teachers with different backgrounds and teaching experience, (2) the relationship between teachers’ use of ECMs and student…
When integrated into online curriculum modules for students, educative curriculum materials (ECMs) can enhance teachers’ enactment of these modules. This study investigated (1) the use of digitally enhanced ECMs built into an online plate tectonics curriculum module by teachers with different backgrounds and teaching experience, (2) the relationship between teachers’ use of ECMs and student…
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Event | DRK-12 Solicitation (23-596) Webinar: 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 Monday, August 7 | 1-2pm ET Tuesday, August 15 | 1-2pm ET…
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 Monday, August 7 | 1-2pm ET Tuesday, August 15 | 1-2pm ET…
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Event | DRK-12 Solicitation (23-596) Webinar: 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 Monday, August 7 | 1-2pm ET Tuesday, August 15 | 1-2pm ET…
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 Monday, August 7 | 1-2pm ET Tuesday, August 15 | 1-2pm ET…
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Announcement | DRK-12 Solicitation (23-596) Webinars: NSF Office Hours
Join one of the upcoming office hour-style webinars for an opportunity to interact with NSF program officers in small groups 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 Monday, August 7 | 1-2pm ET Tuesday, August…
Join one of the upcoming office hour-style webinars for an opportunity to interact with NSF program officers in small groups 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 Monday, August 7 | 1-2pm ET Tuesday, August…
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Poster | Examining Potential Causal Connections and Mechanisms Between Children's Block Play and Mathematics Learning
Our primary goal in this project was to further develop, refine, and evaluate a research-based STEM learning tool (i.e., block play) that tests theories of mathematical learning. Specifically, we tested the impact of different types of block play (free play, semi-structured) on early mathematics and are working towards identifying potential mechanisms (e.g., mathematical language, executive…
Our primary goal in this project was to further develop, refine, and evaluate a research-based STEM learning tool (i.e., block play) that tests theories of mathematical learning. Specifically, we tested the impact of different types of block play (free play, semi-structured) on early mathematics and are working towards identifying potential mechanisms (e.g., mathematical language, executive…
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Poster | Leveraging Dynamically Linked Representations in a Semi-Structured Workspace to Cultivate Mathematical Modeling Competencies Among Secondary Students (M2Studio)
The need for mathematical modeling is vital in answering critical questions like disease spread and climate change, but beginners lack the necessary skills to plan, organize, and execute such tasks. Also, current tools are insufficient for optimal learning. To address these issues, we're developing a web-based technology (M2Studio) and a 10.5-hour curriculum to introduce students to mathematical…
The need for mathematical modeling is vital in answering critical questions like disease spread and climate change, but beginners lack the necessary skills to plan, organize, and execute such tasks. Also, current tools are insufficient for optimal learning. To address these issues, we're developing a web-based technology (M2Studio) and a 10.5-hour curriculum to introduce students to mathematical…
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Poster | Mapping, Clarifying, and Communicating Key Ideas about Collaborative Learning
Project goals are 1) to map and synthesize the research literature on computer supported collaborative learning (CSCL), 2) identify topics relevant to K12 practitioners for use in practice and determine if new research is needed to create more usable knowledge, and 3) create materials with researchers and practitioners working together. In the three phases of the project, we use a diversity,…
Project goals are 1) to map and synthesize the research literature on computer supported collaborative learning (CSCL), 2) identify topics relevant to K12 practitioners for use in practice and determine if new research is needed to create more usable knowledge, and 3) create materials with researchers and practitioners working together. In the three phases of the project, we use a diversity,…
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Poster | Exploratory Evidence on the Factors that Relate to Elementary School Science Learning Gains Among English Language Learners
Using the nationally representative Early Childhood Longitudinal Study, we examine the correlates of elementary school science achievement gains for multilingual learners. We examine both science inputs - such as time on science, instructional materials, and topics taught - as well as language inputs - including ELL instructional model, languages spoken by educators, and multilingual resources.…
Using the nationally representative Early Childhood Longitudinal Study, we examine the correlates of elementary school science achievement gains for multilingual learners. We examine both science inputs - such as time on science, instructional materials, and topics taught - as well as language inputs - including ELL instructional model, languages spoken by educators, and multilingual resources.…
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Poster | Improving Multi-dimensional Assessment and Instruction: Building and Sustaining Elementary Science Teachers' Capacity Through Learning Communities (Collaborative Research: Strickland, Pellegrino)
The NGSA Elementary project seeks to better understand how to build and sustain the capacity of elementary science teachers to instruct and formatively assess students in NGSS-aligned ways. Our professional learning model prioritizes teacher learning in a community of practice, places instructionally supportive assessments at the forefront, and centers student discourse on disciplinary knowledge…
The NGSA Elementary project seeks to better understand how to build and sustain the capacity of elementary science teachers to instruct and formatively assess students in NGSS-aligned ways. Our professional learning model prioritizes teacher learning in a community of practice, places instructionally supportive assessments at the forefront, and centers student discourse on disciplinary knowledge…
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Poster | Improving Multi-dimensional Assessment and Instruction: Building and Sustaining Elementary Science Teachers' Capacity Through Learning Communities (Collaborative Research: Strickland, Pellegrino)
The NGSA Elementary project seeks to better understand how to build and sustain the capacity of elementary science teachers to instruct and formatively assess students in NGSS-aligned ways. Our professional learning model prioritizes teacher learning in a community of practice, places instructionally supportive assessments at the forefront, and centers student discourse on disciplinary knowledge…
The NGSA Elementary project seeks to better understand how to build and sustain the capacity of elementary science teachers to instruct and formatively assess students in NGSS-aligned ways. Our professional learning model prioritizes teacher learning in a community of practice, places instructionally supportive assessments at the forefront, and centers student discourse on disciplinary knowledge…
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