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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
Early Career News | Ditch the Debate: Preparing Preservice Teachers to Nurture Productive Discourse About Controversial Issues
Eric A. Kirk (2023 CADRE Fellow) co-authored this article with Troy D. Sadler for Innovations in Science Teacher Education.
Eric A. Kirk (2023 CADRE Fellow) co-authored this article with Troy D. Sadler for Innovations in Science Teacher Education.
Posted: Monday, April 17
Early Career News | Identifying the Roles of Science Teacher Leaders in Practice
Sara C. Heredia, Michelle Phillips, Sarah Stallings, Ti’Era Worsley (2019-20 CADRE Fellow), Julie H. Yu, and Carrie D. Allen (2014-15 CADRE Fellow) published this article in the Journal of Science Teacher Education.
Sara C. Heredia, Michelle Phillips, Sarah Stallings, Ti’Era Worsley (2019-20 CADRE Fellow), Julie H. Yu, and Carrie D. Allen (2014-15 CADRE Fellow) published this article in the Journal of Science Teacher Education.
Posted: Monday, April 17
Early Career News | Understanding Student Use of Epistemic Criteria in Engineering Design Contexts
Christina Baze, María González-Howard (CAREER Awardee; 2015-16 CADRE Fellow), Vic Sampson, Mic Fenech, Rich Crawford, Todd Hutner, Lawrence Chu, and Xiaofen Hamilton co-authored this Science Education article.
Christina Baze, María González-Howard (CAREER Awardee; 2015-16 CADRE Fellow), Vic Sampson, Mic Fenech, Rich Crawford, Todd Hutner, Lawrence Chu, and Xiaofen Hamilton co-authored this Science Education article.
Posted: Monday, April 17
Early Career News | State-Level Efforts to Reform Elementary Science Education
Angela M. Lyle, James P. Spillane, and Christa Haverly (2018-19 CADRE Fellow) published this Educational Policy article.
Angela M. Lyle, James P. Spillane, and Christa Haverly (2018-19 CADRE Fellow) published this Educational Policy article.
Posted: Monday, April 17
Event | Improving Undergraduate STEM Education: Hispanic-Serving Institutions (HSI Program) Full Proposal Deadline
Learn more at https://beta.nsf.gov/funding/opportunities/improving-undergraduate-stem….
Learn more at https://beta.nsf.gov/funding/opportunities/improving-undergraduate-stem….
Posted: Friday, April 14
Event | Improving Undergraduate STEM Education: Directorate for STEM Education (IUSE: EDU) Full Proposal Deadline
Learn more at https://beta.nsf.gov/funding/opportunities/improving-undergraduate-stem….
Learn more at https://beta.nsf.gov/funding/opportunities/improving-undergraduate-stem….
Posted: Friday, April 14
Event | LSAMP National Coordination Hub and Louis Stokes Community Resource Centers (LSAMP Hub & LSCRCs) Full Proposal Deadline
Learn more at https://beta.nsf.gov/funding/opportunities/lsamp-national-coordination-….
Learn more at https://beta.nsf.gov/funding/opportunities/lsamp-national-coordination-….
Posted: Friday, April 14
Event | Tribal Colleges and Universities Program (TCUP) Full Proposal Deadline
Learn more at https://beta.nsf.gov/funding/opportunities/tribal-colleges-universities…
Learn more at https://beta.nsf.gov/funding/opportunities/tribal-colleges-universities…
Posted: Friday, April 14
Newsletter | April 2023 Newsletter
Dear Colleagues, The DRK-12 program has funded projects that research innovative approaches to providing equitable and high-quality STEM education opportunities to rural students, such as place-based learning, online professional development, lesson study models, and interactive digital tools. Read about the projects featured in our Spotlight on Rural STEM Education to see how they are helping…
Dear Colleagues, The DRK-12 program has funded projects that research innovative approaches to providing equitable and high-quality STEM education opportunities to rural students, such as place-based learning, online professional development, lesson study models, and interactive digital tools. Read about the projects featured in our Spotlight on Rural STEM Education to see how they are helping…
Posted: Friday, April 14
Announcement | FAQs On Proposal Preparation and Award Administration Related to NSF PAPPG (NSF 23-1)
NSF has posted Frequently Asked Questions (FAQs) On Proposal Preparation and Award Administration Related to NSF Proposal & Award Policies & Procedures Guide (PAPPG) (NSF 23-1). View this and other proposal related documents in CADRE's NSF Proposal Toolkit.
NSF has posted Frequently Asked Questions (FAQs) On Proposal Preparation and Award Administration Related to NSF Proposal & Award Policies & Procedures Guide (PAPPG) (NSF 23-1). View this and other proposal related documents in CADRE's NSF Proposal Toolkit.
Posted: Tuesday, April 04
Announcement | New DCL! Supporting Knowledge Mobilization for PreK-12 and Informal STEM Learning and Teaching
NSF has posted a new Dear Colleague Letter (DCL): Supporting Knowledge Mobilization for PreK-12 and Informal STEM Learning and Teaching. The DCL "encourages submissions to programs within the Directorate for STEM Education’s (EDU) Division of Research on Learning in Informal and Formal Settings (DRL) for new proposals (research and other proposal types described in Chapter II.F of the NSF…
NSF has posted a new Dear Colleague Letter (DCL): Supporting Knowledge Mobilization for PreK-12 and Informal STEM Learning and Teaching. The DCL "encourages submissions to programs within the Directorate for STEM Education’s (EDU) Division of Research on Learning in Informal and Formal Settings (DRL) for new proposals (research and other proposal types described in Chapter II.F of the NSF…
Posted: Friday, March 31
Early Career News | Exploring STEM Teacher Learning in Out-of-School Settings: Sites for Learning about Relevance
Ti’Era Worsley (2019-20 CADRE Fellow) published this Education Sciences article with co-author Sara Heredia.
Ti’Era Worsley (2019-20 CADRE Fellow) published this Education Sciences article with co-author Sara Heredia.
Posted: Tuesday, March 28
Early Career News | Toward Equity for Multilingual Learners
Emily Reigh (2019-20 CADRE Fellow), Emily Adah Miller, Maria Chiara Simani, and Alice Severson published this Science & Children article.
Emily Reigh (2019-20 CADRE Fellow), Emily Adah Miller, Maria Chiara Simani, and Alice Severson published this Science & Children article.
Posted: Tuesday, March 28