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Resource | Responsive Professional Development: A Facilitation Approach for Teachers' Development in a Physics Teaching Community of Practice
Providing high-quality professional development for teachers with diverse backgrounds and classroom experience is a challenging task. In this work, we investigate the Illinois Physics and Secondary Schools (IPaSS) partnership program, which provides instructional resources and a network of support for high school physics teachers through a partnership with the University of Illinois. IPaSS aims…
Providing high-quality professional development for teachers with diverse backgrounds and classroom experience is a challenging task. In this work, we investigate the Illinois Physics and Secondary Schools (IPaSS) partnership program, which provides instructional resources and a network of support for high school physics teachers through a partnership with the University of Illinois. IPaSS aims…
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Resource | Navigating Socio-emotional Risk Through Comfort-Building in a Physics Teaching Community of Practice: A Case Study
In teacher professional development (PD), grouping teachers with varying levels of experience can be a productive and empowering way to stimulate the exchange and co-generation of content and pedagogical knowledge. However, less experienced teachers can face socio-emotional risks when engaging in collaborative science content reasoning tasks with more experienced colleagues (Finkelstein, Jaber,…
In teacher professional development (PD), grouping teachers with varying levels of experience can be a productive and empowering way to stimulate the exchange and co-generation of content and pedagogical knowledge. However, less experienced teachers can face socio-emotional risks when engaging in collaborative science content reasoning tasks with more experienced colleagues (Finkelstein, Jaber,…
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Resource | Guide for Developing Partnerships
CADRE has compiled tips from DRK-12 awardees on building partnerships, acknowledging context and history, nurturing relationships and the work, and adapting to change.
CADRE has compiled tips from DRK-12 awardees on building partnerships, acknowledging context and history, nurturing relationships and the work, and adapting to change.
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Announcement | NSF Job Opportunity
NSF is seeking rotator Program Directors that have "specialized knowledge in one or more of the following areas: 1) advanced technologies in education including, but not limited to, Artificial Intelligence (AI), quantum, microelectronics, immersive and/or augmenting technologies; 2) computer science education; 3) education research methods; 4) equity in STEM education; 5) math education; 6)…
NSF is seeking rotator Program Directors that have "specialized knowledge in one or more of the following areas: 1) advanced technologies in education including, but not limited to, Artificial Intelligence (AI), quantum, microelectronics, immersive and/or augmenting technologies; 2) computer science education; 3) education research methods; 4) equity in STEM education; 5) math education; 6)…
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Resource | Open Innovation Challenge to Mitigate Global Warming
Puttick, G., Drayton, B., & Gasca, S. (2023). Open innovation challenge to mitigate global warming. Connected Science Learning, 5(5).
Puttick, G., Drayton, B., & Gasca, S. (2023). Open innovation challenge to mitigate global warming. Connected Science Learning, 5(5).
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Resource | Innovate to Mitigate: Teacher Role in a Student Competition
The Innovate to Mitigate (I2M) project poses challenges for secondary-school students to design feasible, innovative strategies that mitigate CO2 emissions and thus global warming. Design is informed by research on problem-based learning, pedagogy for which poses demands on teachers. This paper presents preliminary evidence about how I2M teachers supported student teams to engage in science and…
The Innovate to Mitigate (I2M) project poses challenges for secondary-school students to design feasible, innovative strategies that mitigate CO2 emissions and thus global warming. Design is informed by research on problem-based learning, pedagogy for which poses demands on teachers. This paper presents preliminary evidence about how I2M teachers supported student teams to engage in science and…
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Resource | Innovate to Mitigate: Teacher Role in a Student Competition
The Innovate to Mitigate (I2M) project poses challenges for secondary-school students to design feasible, innovative strategies that mitigate CO2 emissions and thus global warming. Design is informed by research on problem-based learning, pedagogy for which poses demands on teachers. This paper presents preliminary evidence about how I2M teachers supported student teams to engage in science and…
The Innovate to Mitigate (I2M) project poses challenges for secondary-school students to design feasible, innovative strategies that mitigate CO2 emissions and thus global warming. Design is informed by research on problem-based learning, pedagogy for which poses demands on teachers. This paper presents preliminary evidence about how I2M teachers supported student teams to engage in science and…
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Resource | Thinking Outside the Box of Rocks
In this article we introduce a National Science Foundation-funded research project called TecRocks that has developed new interactive simulations and an innovative online curriculum module that weaves rock formation and plate tectonics together such that secondary teachers and students can approach these two topics as integrated systems. In the 2022-23 school year, the curriculum was implemented…
In this article we introduce a National Science Foundation-funded research project called TecRocks that has developed new interactive simulations and an innovative online curriculum module that weaves rock formation and plate tectonics together such that secondary teachers and students can approach these two topics as integrated systems. In the 2022-23 school year, the curriculum was implemented…
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Resource | How It All Happened: Cause and Effect as a Lens and Thinking Tool to Observe and Make Sense of Two Puzzling Phenomena
Mohan, L., Harris, E., & Guy-Gaytan, C. (2023). How it all happened: Cause and effect as a lens and thinking tool to observe and make sense of two puzzling phenomena. Science and Children, 60(7).
Mohan, L., Harris, E., & Guy-Gaytan, C. (2023). How it all happened: Cause and effect as a lens and thinking tool to observe and make sense of two puzzling phenomena. Science and Children, 60(7).
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Resource | Related Paper Set: Designing, Supporting, and Enacting Elementary Science Units for Teacher Phenomenon Adaptation
Cook Whitt, K., Harris, E., Kenyon, L., Kenyon, F. L., Hanson, A., Tate, R., Mohan, L., & Guy-Gatan, C. (2023a, April). Related Paper Set: Designing, supporting, and enacting elementary science units for teacher phenomenon adaptation. Related paper set presented at the National Association for Research in Science Teaching Annual Conference, Chicago, IL.
Cook Whitt, K., Harris, E., Kenyon, L., Kenyon, F. L., Hanson, A., Tate, R., Mohan, L., & Guy-Gatan, C. (2023a, April). Related Paper Set: Designing, supporting, and enacting elementary science units for teacher phenomenon adaptation. Related paper set presented at the National Association for Research in Science Teaching Annual Conference, Chicago, IL.
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Resource | Elementary Science Teacher Educators Learning Together: Catalyzing Change With Educative Curriculum Materials and Vignette Writing
In this article, we describe a professional learning community (PLC) for science teacher educators that supported changes in pedagogy through educative curriculum materials and vignette writing. The PLC was convened as part of a grant-supported project to build preservice elementary teachers’ content knowledge for matter using educative curriculum materials. PLC members collaborated with one…
In this article, we describe a professional learning community (PLC) for science teacher educators that supported changes in pedagogy through educative curriculum materials and vignette writing. The PLC was convened as part of a grant-supported project to build preservice elementary teachers’ content knowledge for matter using educative curriculum materials. PLC members collaborated with one…
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Resource | Investigating Teacher–Teacher Feedback: Uncovering Useful Socio-pedagogical Norms for Reform-based Chemistry Instruction
Teacher–teacher feedback is an important feature of professional learning. However, deeply ingrained socio-pedagogical norms may affect both the nature and content of feedback, constraining its effectiveness. Prior studies have reported that avoiding critique and providing excessively generic information can hinder pedagogical inquiry and adoption of reform-based instruction. To better understand…
Teacher–teacher feedback is an important feature of professional learning. However, deeply ingrained socio-pedagogical norms may affect both the nature and content of feedback, constraining its effectiveness. Prior studies have reported that avoiding critique and providing excessively generic information can hinder pedagogical inquiry and adoption of reform-based instruction. To better understand…
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Resource | Applying Rasch Measurement to Assess Knowledge-in-Use in Science Education
This study applied the many-facet Rasch measurement (MFRM) to assess students’ knowledge-in-use in middle school physical science. 240 students completed three knowledge-in-use classroom assessment tasks on an online platform. We developed transformable scoring rubrics to score students’ responses, including a task-generic polytomous rubric (applicable to the three tasks), a task-specific…
This study applied the many-facet Rasch measurement (MFRM) to assess students’ knowledge-in-use in middle school physical science. 240 students completed three knowledge-in-use classroom assessment tasks on an online platform. We developed transformable scoring rubrics to score students’ responses, including a task-generic polytomous rubric (applicable to the three tasks), a task-specific…
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Resource | Technology-Mediated Lesson Study: A Step-by-Step Guide
Purpose The authors are developing a model for rural science teacher professional development, building teacher expertise and collaboration and creating high-quality science lessons: technology-mediated lesson study (TMLS). Design/methodology/approach TMLS provided the means for geographically distributed teachers to collaborate, develop, implement and improve lessons. TMLS uses technology to…
Purpose The authors are developing a model for rural science teacher professional development, building teacher expertise and collaboration and creating high-quality science lessons: technology-mediated lesson study (TMLS). Design/methodology/approach TMLS provided the means for geographically distributed teachers to collaborate, develop, implement and improve lessons. TMLS uses technology to…
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Resource | Secondary Mathematics Teachers’ Anticipations of Student Responses to Cognitively Demanding Tasks
This study examines secondary mathematics teachers’ anticipations of student responses related to a series of cognitively demanding mathematics tasks from multiple mathematical domains presented in the context of voluntary and asynchronous online professional development modules. We analyze 283 anticipations made by 127 teachers to 17 mathematics tasks and present four distinct foci of teachers’…
This study examines secondary mathematics teachers’ anticipations of student responses related to a series of cognitively demanding mathematics tasks from multiple mathematical domains presented in the context of voluntary and asynchronous online professional development modules. We analyze 283 anticipations made by 127 teachers to 17 mathematics tasks and present four distinct foci of teachers’…
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Resource | Reasoning About Data in Elementary School: Student Strategies and Strengths when Reasoning with Multiple Variables
The need for data literacy is an increasingly pressing priority in society, but most of the work in data-centred education has focused on developing skills at the middle school, secondary, and post-secondary levels, with little attention on the potential for engaging elementary-aged students in reasoning with and about data. This paper reports findings from a foundational study to explore the…
The need for data literacy is an increasingly pressing priority in society, but most of the work in data-centred education has focused on developing skills at the middle school, secondary, and post-secondary levels, with little attention on the potential for engaging elementary-aged students in reasoning with and about data. This paper reports findings from a foundational study to explore the…
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Resource | Reasoning About Data in Elementary School: Student Strategies and Strengths when Reasoning with Multiple Variables
The need for data literacy is an increasingly pressing priority in society, but most of the work in data-centred education has focused on developing skills at the middle school, secondary, and post-secondary levels, with little attention on the potential for engaging elementary-aged students in reasoning with and about data. This paper reports findings from a foundational study to explore the…
The need for data literacy is an increasingly pressing priority in society, but most of the work in data-centred education has focused on developing skills at the middle school, secondary, and post-secondary levels, with little attention on the potential for engaging elementary-aged students in reasoning with and about data. This paper reports findings from a foundational study to explore the…
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Resource | Multidimensional Science Assessment: Design Challenges and Technology Affordances
Contemporary views on what students should learn increasingly emphasize that students need to acquire more than a base of knowledge; they need to acquire the skills and abilities to use such knowledge in dynamic and flexible ways. To be most effective, learning environments need assessments that are aligned to these perspectives. Using a principled design framework can help guide assessment…
Contemporary views on what students should learn increasingly emphasize that students need to acquire more than a base of knowledge; they need to acquire the skills and abilities to use such knowledge in dynamic and flexible ways. To be most effective, learning environments need assessments that are aligned to these perspectives. Using a principled design framework can help guide assessment…
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Resource | Multidimensional Science Assessment: Design Challenges and Technology Affordances
Contemporary views on what students should learn increasingly emphasize that students need to acquire more than a base of knowledge; they need to acquire the skills and abilities to use such knowledge in dynamic and flexible ways. To be most effective, learning environments need assessments that are aligned to these perspectives. Using a principled design framework can help guide assessment…
Contemporary views on what students should learn increasingly emphasize that students need to acquire more than a base of knowledge; they need to acquire the skills and abilities to use such knowledge in dynamic and flexible ways. To be most effective, learning environments need assessments that are aligned to these perspectives. Using a principled design framework can help guide assessment…
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Resource | Embodied, Dramatizing Performances in Science Class: Multimodal Spaces and Places of Knowledge and Identity Construction
We explored the semiotic choices children in grades 1–6 made that nurtured embodied, dramatizing performances in science classes at urban public schools, serving predominantly students of color in a large US city. We studied how such choices in school and home settings (when instruction was remote during the COVID-19 pandemic) were implicated in the children’s knowledge and identity construction…
We explored the semiotic choices children in grades 1–6 made that nurtured embodied, dramatizing performances in science classes at urban public schools, serving predominantly students of color in a large US city. We studied how such choices in school and home settings (when instruction was remote during the COVID-19 pandemic) were implicated in the children’s knowledge and identity construction…
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Resource | Elementary Teachers’ Knowledge of Using Language as an Epistemic Tool in Science Classrooms: A Case Study
Language is a fundamental tool for learning science. This study highlights the importance of teacher knowledge in utilising language as a tool for knowledge generation in the classrooms. This case study examines elementary teachers’ development of declarative, procedural, and epistemic knowledge related to using language, particularly focusing on how a three-year professional development…
Language is a fundamental tool for learning science. This study highlights the importance of teacher knowledge in utilising language as a tool for knowledge generation in the classrooms. This case study examines elementary teachers’ development of declarative, procedural, and epistemic knowledge related to using language, particularly focusing on how a three-year professional development…
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Resource | Design Talks: Whole-Class Conversations During Engineering Design Units
Teacher-facilitated whole-class conversations can help elementary students apply the full power of the NGSS science and engineering practices to an engineering design process. In this article we describe and provide examples for five kinds of Design Talks. Each type of Design Talk centers on a different framing question and is facilitated by specific prompts that help students voice their ideas…
Teacher-facilitated whole-class conversations can help elementary students apply the full power of the NGSS science and engineering practices to an engineering design process. In this article we describe and provide examples for five kinds of Design Talks. Each type of Design Talk centers on a different framing question and is facilitated by specific prompts that help students voice their ideas…
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Early Career News | STEM Role Models for Students with Disabilities: A Systematic Review Highlighting Recommendations for the Classroom and Future Research
Shannon Locke, Jessica Rodrigues (CAREER Awardee), and Lindsey G. Mirielli published this article in School Science and Mathematics.
Shannon Locke, Jessica Rodrigues (CAREER Awardee), and Lindsey G. Mirielli published this article in School Science and Mathematics.
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Resource | Can Generative AI and ChatGPT Outperform Humans on Cognitive-Demanding Problem-Solving Tasks in Science?
This study aimed to examine an assumption regarding whether generative artificial intelligence (GAI) tools can overcome the cognitive intensity that humans suffer when solving problems. We examine the performance of ChatGPT and GPT-4 on NAEP science assessments and compare their performance to students by cognitive demands of the items. Fifty-four 2019 NAEP science assessment tasks were…
This study aimed to examine an assumption regarding whether generative artificial intelligence (GAI) tools can overcome the cognitive intensity that humans suffer when solving problems. We examine the performance of ChatGPT and GPT-4 on NAEP science assessments and compare their performance to students by cognitive demands of the items. Fifty-four 2019 NAEP science assessment tasks were…
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Resource | Can Generative AI and ChatGPT Outperform Humans on Cognitive-Demanding Problem-Solving Tasks in Science?
This study aimed to examine an assumption regarding whether generative artificial intelligence (GAI) tools can overcome the cognitive intensity that humans suffer when solving problems. We examine the performance of ChatGPT and GPT-4 on NAEP science assessments and compare their performance to students by cognitive demands of the items. Fifty-four 2019 NAEP science assessment tasks were…
This study aimed to examine an assumption regarding whether generative artificial intelligence (GAI) tools can overcome the cognitive intensity that humans suffer when solving problems. We examine the performance of ChatGPT and GPT-4 on NAEP science assessments and compare their performance to students by cognitive demands of the items. Fifty-four 2019 NAEP science assessment tasks were…
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Resource | An Exploratory Study of the Relation Between Teachers’ Implicit Theories and Teacher Noticing
Despite interest in how students’ implicit theories—their growth and fixed mindsets about their own learning—affect students as learners, relatively little research on mindset has looked at teachers as learners. This study explores elementary teachers’ implicit theories about the malleability of mathematics intelligence and teaching ability. It also examines how implicit theories of learning…
Despite interest in how students’ implicit theories—their growth and fixed mindsets about their own learning—affect students as learners, relatively little research on mindset has looked at teachers as learners. This study explores elementary teachers’ implicit theories about the malleability of mathematics intelligence and teaching ability. It also examines how implicit theories of learning…
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Resource | A Magical Moment Counting Tires: A Counterstory About Missed Opportunities
This counterstory (Delgado, 1989; Martinez, 2020) is based on field notes (Oct. 19 & Nov. 1, 2022) from our collective’s ethnographic project working with upper elementary Latiné learners and their transition to middle school mathematics. We see counterstories as a creative endeavor helping us in exploring the experiences of Latiné learners’ mathematics and our own narratives of navigating…
This counterstory (Delgado, 1989; Martinez, 2020) is based on field notes (Oct. 19 & Nov. 1, 2022) from our collective’s ethnographic project working with upper elementary Latiné learners and their transition to middle school mathematics. We see counterstories as a creative endeavor helping us in exploring the experiences of Latiné learners’ mathematics and our own narratives of navigating…
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Early Career News | 2020-21 CADRE Fellow awarded U.S. Department of Education grant
Rachel Juergensen (2020-21 CADRE Fellow) was awarded a five-year, $1.06 million U.S. Department of Education grant to develop a Delaware Special Educator Certificate Program (Project DE-SPEC). Project DE-SPEC is designed offer master degree-level courses that will enable more teachers to obtain Special Education Certification and reduce the shortage of special education teachers in the …
Rachel Juergensen (2020-21 CADRE Fellow) was awarded a five-year, $1.06 million U.S. Department of Education grant to develop a Delaware Special Educator Certificate Program (Project DE-SPEC). Project DE-SPEC is designed offer master degree-level courses that will enable more teachers to obtain Special Education Certification and reduce the shortage of special education teachers in the …
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Early Career News | A Magical Moment Counting Tires: A Counterstory About Missed Opportunities
Carlos Nicolas Gómez Marchant (2014-15 CADRE Fellow; CAREER Awardee), Alexandra R. Aguilar, Amy Rae Johnson, Gerardo Sánchez Gutiérrez, and Mona Baniahmadi published this Teaching for Excellence and Equity in Mathematics article.
Carlos Nicolas Gómez Marchant (2014-15 CADRE Fellow; CAREER Awardee), Alexandra R. Aguilar, Amy Rae Johnson, Gerardo Sánchez Gutiérrez, and Mona Baniahmadi published this Teaching for Excellence and Equity in Mathematics article.
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Early Career News | Balancing Teachers’ Needs in Times of Crisis: Investigating How Computer Science Instructional Coaches and Teachers Navigated Remote Professional Development During COVID-19
Naomi Blaushild (2023 CADRE Fellow), Raisa Blazquez, Steven McGee, and Randi McGee-Tekula co-authored this article in Computer Science Education.
Naomi Blaushild (2023 CADRE Fellow), Raisa Blazquez, Steven McGee, and Randi McGee-Tekula co-authored this article in Computer Science Education.
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