What's New on CADREK12.org

Resource | Science and Engineering Practices Tools
The ASET Science and Engineering Practice (SEP) Tools are designed to guide you to critically analyze how students are meaningfully engaged in the specific components of the SEP that you have selected to focus on for your lesson or unit. These specific components are outlined within the tool for each SEP.
Posted: Monday, March 29
Resource | ASET Toolkit
The ASET Toolkit is a Next Generation Science Standards (NGSS) planning toolkit designed to help science educators plan lessons and units that integrate the 3 dimensions outlined in the Framework (NRC, 2012). The tools are not meant to be used in isolation, but with peers to promote discourse for understanding the goals and aligning instruction for the NGSS. The toolkit includes: Dialogic tools...
Posted: Monday, March 29
Blog | Thinking About the Facilitators when Scaling and Sustaining Professional Learning Programs
Over the years, when working to develop teacher professional learning (PL) programs focused on fostering mathematical thinking and mathematical communication for all learners (especially emergent multilingual learners), questions about how to scale and sustain those opportunities have frequently centered on the PL facilitators. Two areas of learning have been about the importance of written...
Posted: Monday, March 29
Project Spotlight | Sustaining and Scaling Professional Development
In this Spotlight, we feature nine projects that are researching approaches to creating sustainable professional development (PD) programs or scaling interventions to broaden their impacts on STEM teaching and learning. It also includes a perspective piece by Johannah Nikula, who discusses facilitation approaches and tools that support professional learning beyond the life and involvement of a...
Posted: Monday, March 29
Event | Migrating NSF Proposal Preparation and Submission from FastLane to Research.gov
This webinar has now passed. The slides, chat takeaways, and a recording of the webinar will be emailed to registered attendees and posted on our NSF Proposal Toolkit (under proposal submission).   May 12, 1-2:30 PM ET In accordance with NSF Important Notice 147: Research.gov Implementation Update issued in September 2020, NSF is taking proactive steps to incrementally move the preparation and...
Posted: Friday, March 26
Announcement | Webinar: Migrating NSF Proposal Preparation and Submission from FastLane to Research.gov
This webinar has now passed. The slides, chat takeaways, and a recording of the webinar will be emailed to registered attendees and posted on our NSF Proposal Toolkit (under proposal submission). May 12, 1-2:30 PM ET In accordance with NSF Important Notice 147: Research.gov Implementation Update issued in September 2020, NSF is taking proactive steps to incrementally move the preparation and...
Posted: Friday, March 26
Announcement | 2021 DRK-12 PI Meeting: June 15-17
Reimagining STEM Education and Research The Community for Advancing Discovery Research in Education (CADRE), the resource network for NSF DRK–12 awardees, is pleased to host the 2021 DRK–12 PI Meeting. The meeting will be held virtually, June 15-17, with additional programming (e.g., meetings with program officers, asynchronous viewing of project posters, networking opportunities) beginning June...
Posted: Thursday, March 25
Posted: Wednesday, March 24
Event | 2021 DRK-12 PI Meeting
  The Community for Advancing Discovery Research in Education (CADRE), the resource network for NSF DRK–12 awardees, is pleased to host the 2021 DRK–12 PI Meeting. The meeting will be held virtually, June 15-17, with additional programming (e.g., meetings with program officers, asynchronous viewing of project posters, networking opportunities) beginning June 1. The meeting will provide...
Posted: Wednesday, March 24
Page | 2021 DRK-12 PI Meeting Call for Proposals
2021 DRK-12 PI Meeting: Reimagining STEM Education and ResearchSubmissions due April 21, 2021 The Community for Advancing Discovery Research in Education (CADRE), the resource network for NSF DRK–12 awardees, is pleased to host the 2021 DRK–12 PI Meeting. Primary synchronous programming will occur June 15-17. Additional programming (e.g., meetings with program officers, asynchronous viewing of...
Posted: Wednesday, March 24
Survey | 2021 DRK-12 PI Meeting Call for Proposals: Session Submission Form
The deadline for session proposals has passed. CADRE invites proposals for awardee-led concurrent sessions that are responsive to the purpose of the meeting and address topics of potential interest to subgroups of PIs. Sessions should go beyond a simple showcase of project work. Rather, sessions should address multiple perspectives on the focal topics outlined in the Call for Proposals and...
Posted: Tuesday, March 23
Survey | Webinar Registration: Migrating NSF Proposal Preparation and Submission from FastLane to Research.gov
This webinar has now passed. The slides, chat takeaways, and a recording of the webinar will be emailed to registered attendees and posted on our NSF Proposal Toolkit (under proposal submission). In accordance with NSF Important Notice 147: Research.gov Implementation Update issued in September 2020, NSF is taking proactive steps to incrementally move the preparation and submission of all...
Posted: Tuesday, March 23
Event | Engaging Stakeholder Voices
Several members from the NSF INCLUDES National Network will share their examples and stories of ways in which they have included participant/stakeholder voices in the work they do. Register 
Posted: Monday, March 22
Announcement | NSF Workshop for NSF Directorate for Education and Human Resources CAREER Applicants
The Faculty Early Career Development (CAREER) Program is a Foundation-wide activity that offers the National Science Foundation's most prestigious awards in support of early-career faculty who have the potential to serve as academic role models in research and education and to lead advances in the mission of their department or organization. Activities pursued by early-career faculty should build...
Posted: Monday, March 22
Event | NSF Workshop for NSF Directorate for Education and Human Resources CAREER Applicants
The Faculty Early Career Development (CAREER) Program is a Foundation-wide activity that offers the National Science Foundation's most prestigious awards in support of early-career faculty who have the potential to serve as academic role models in research and education and to lead advances in the mission of their department or organization. Activities pursued by early-career faculty should build...
Posted: Monday, March 22
Resource | Developing Transmedia Engineering Curricula Using Cognitive Tools to Impact Learning and the Development of STEM Identity
This paper examines the use of Imaginative Education (IE) to create an NGSS-aligned middle school engineering curriculum that supports transfer and the development of STEM identity. In IE, cognitive tools—such as developmentally appropriate narratives, mysteries and fantasies—are used to design learning environments that both engage learners and help them organize knowledge productively. We have...
Posted: Friday, March 19
Resource | Integrating a Statistical Topic Model and a Diagnostic Classification Model for Analyzing Items in a Mixed Format Assessment
Selected response items and constructed response (CR) items are often found in the same test. Conventional psychometric models for these two types of items typically focus on using the scores for correctness of the responses. Recent research suggests, however, that more information may be available from the CR items than just scores for correctness. In this study, we describe an approach in which...
Posted: Friday, March 19
Resource | How Facilitating K–12 Professional Development Shapes Science Faculty's Instructional Change
Although the use of active learning pedagogies in college science courses has been demonstrated to improve student learning and engagement, lecture‐based methods still feature predominantly across university courses. Often lacking meaningful opportunities to learn about and test out new pedagogies, faculty have been slow to adopt and enact new teaching practices. Partnerships in which faculty...
Posted: Friday, March 19
Resource | Profiles of Middle School Science Teachers: Accounting for Cognitive and Motivational Characteristics
Teachers play a critical role in successfully implementing science education reforms in the United States to provide high‐quality science learning opportunities to all students. However, the differentiated ways in which teachers make decisions about their science teaching are not well understood. This study takes a person‐centered approach by applying latent profile analysis to examine how...
Posted: Friday, March 19
Resource | Justice in Science Education: How to Honor Student Epistemologies While Supporting 3-Dimensional Science Teaching
Hayes, K. (2019). Justice in Science Education: How to Honor Student Epistemologies While Supporting 3-Dimensional Science Teaching. In J. Settlage & A. Johnston (Eds.), Proceedings of the 2019 Science Education at the Crossroads Conference (pp. 28-29). Montgomery, AL.
Posted: Friday, March 19
Resource | Disciplinary Literacy in STEM: A Functional Approach
This study explores disciplinary literacy instruction integrated within an elementary engineering unit in an urban classroom. A multidisciplinary team of university literacy and engineering educators and classroom teachers served as the research team for this case study. A social semiotic language theory (systemic functional linguistics) and a framework of mechanistic reasoning informed the...
Posted: Friday, March 19
Resource | Teaching Science in Rural Elementary Schools: Affordances and Constraints in the Age of NGSS
Providing science instruction is an ongoing priority and challenge in elementary grades, especially in high-need rural schools. Nonetheless, few studies have investigated the factors that facilitate or limit teachers’ science instruction in these settings, particularly since the introduction of the Next Generation Science Standards. In this study we investigated affordances and constraints to...
Posted: Friday, March 19
Resource | Teachers' Responses to Instances of Student Mathematical Thinking with Varied Potential to Support Student Learning
Teacher responses to student mathematical thinking (SMT) matter because the way in which teachers respond affects student learning. Although studies have provided important insights into the nature of teacher responses, little is known about the extent to which these responses take into account the potential of the instance of SMT to support learning. This study investigated teachers’ responses...
Posted: Friday, March 19
Resource | Teachers' Orientations Toward Using Student Mathematical Thinking as a Resource During Whole-Class Discussion
Using student mathematical thinking during instruction is valued by the mathematics education community, yet practices surrounding such use remain difficult for teachers to enact well, particularly in the moment during whole-class instruction. Teachers’ orientations—their beliefs, values, and preferences—influence their actions, so one important aspect of understanding teachers’ use of student...
Posted: Friday, March 19
Resource | Conceptualizing Important Facets of Teacher Responses to Student Mathematical Thinking
We argue that progress in the area of research on mathematics teacher responses to student thinking could be enhanced were the field to attend more explicitly to important facets of those responses, as well as to related units of analysis. We describe the Teacher Response Coding scheme (TRC) to illustrate how such attention might play out, and then apply the TRC to an excerpt of classroom...
Posted: Friday, March 19
Resource | Clarifiable Ambiguity in Classroom Mathematics Discourse
Ambiguity is a natural part of communication in a mathematics classroom. In this paper, a particular subset of ambiguity is characterized as clarifiable. Clarifiable ambiguity in classroom mathematics discourse is common, frequently goes unaddressed, and unnecessarily hinders in-the-moment communication because it likely could be made more clear in a relatively straightforward way if it were...
Posted: Friday, March 19
Resource | Articulating the Student Mathematics in Student Contributions
We draw on our experiences researching teachers’ use of student thinking to theoretically unpack the work of attending to student contributions in order to articulate the student mathematics (SM) of those contribution. We propose four articulation-related categories of student contributions that occur in mathematics classrooms and require different teacher actions:(a) Stand Alone, which requires...
Posted: Friday, March 19
Resource | Visualizing Chemistry Teachers’ Enacted Assessment Design Practices to Better Understand Barriers to “Best Practices”
Even when chemistry teachers’ beliefs about assessment design align with literature-cited best practices, barriers can prevent teachers from enacting those beliefs when developing day-to-day assessments. In this paper, the relationship between high school chemistry teachers’ self-generated “best practices” for developing formative assessments and the assessments they implement in their courses...
Posted: Friday, March 19
Resource | Investigating How Assessment Design Guides High School Chemistry Teachers’ Interpretation of Student Responses to a Planned, Formative Assessment
High school chemistry teachers will often establish goals that guide assessment design and interpretation of assessment results. However, little is known about how these goals and the assessment design collectively guide the interpretation of results. This study seeks to better understand what teachers notice when interpreting assessment results and how the design of the assessment may influence...
Posted: Friday, March 19
Resource | Investigating High School Chemistry Teachers’ Assessment Item Generation Processes for a Solubility Lab
Designing high school chemistry assessments is a complex and difficult task. Although prior studies about assessment have offered teachers guidelines and standards as support to generate quality assessment items, little is known about how teachers engage these supports or enact their own beliefs into practice while developing assessments. Presented in this paper are the results from analyzing...
Posted: Friday, March 19

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