What's New on CADREK12.org

Project | Supporting Teachers to Develop Equitable Mathematics Instruction Through Rubric-based Coaching (Collaborative Research: Wilson)
This project brings together a successful mathematics rubric-based coaching model (MQI Coaching) and an empirically developed observation tool focused on equity-focused instructional practices, the Equity and Access Rubrics for Mathematics Instruction (EAR-MI). The project measures the effects of the coaching model on teachers' beliefs and instructional practices and on students' mathematical...
Posted: Tuesday, August 24
Project | Workshop for Writing Grants for Early Career Scholars in STEM and Learning Sciences Focused on Racial Equity
This project focuses on supporting emerging scholars who have new ideas and approaches for approaching racial equity in their scholarship and work. The workshop, implemented as a series of sessions over the course of a year, will support early career scholars in STEM education and the learning sciences in preparing proposals to submit to the National Science Foundation.
Posted: Friday, August 20
Resource | NGSS-Aligned Assessment Tasks for Grades 3–5
This web-based portal offers free, technology-enhanced science assessment tasks for Grades 3-5. Designed for use by educators, researchers, and the public, the tasks are aligned to the NGSS performance expectations and have been developed with elementary teachers. Development of these tasks and associated resources will be ongoing, throughout the duration of the project period. These updates may...
Posted: Thursday, August 19
Project | Supporting Teacher Understanding of Emergent Computational Thinking in Early Elementary Students
This project explores how to help teachers identify and support early elementary children’s emergent computational thinking. The project will engage researchers, professional development providers, and early elementary teachers (K-2) in a collaborative research and development process to design a scalable professional development experience for grade K-2 teachers. The project will field test and...
Posted: Wednesday, August 18
Project | Leveraging the Power of Reflection and Visual Representation in Middle-Schoolers' Learning During and After an Informal Science Experience (Collaborative Research: Uttal)
This project addresses a longstanding problem in informal science education: how to increase the likelihood of consequential STEM learning from short duration experiences such as field trips. The project seeks to harness the power and potential of visual representations (e.g., graphs, drawings, charts, maps, etc.) for enhancing learning and encouraging effective reflection during and after...
Posted: Wednesday, August 18
Project | Leveraging the Power of Reflection and Visual Representation in Middle-Schoolers' Learning During and After an Informal Science Experience (Collaborative Research: Dickes)
This project addresses a longstanding problem in informal science education: how to increase the likelihood of consequential STEM learning from short duration experiences such as field trips. The project seeks to harness the power and potential of visual representations (e.g., graphs, drawings, charts, maps, etc.) for enhancing learning and encouraging effective reflection during and after...
Posted: Wednesday, August 18
Project | Leveraging the Power of Reflection and Visual Representation in Middle-Schoolers' Learning During and After an Informal Science Experience (Collaborative Research: Haden)
This project addresses a longstanding problem in informal science education: how to increase the likelihood of consequential STEM learning from short duration experiences such as field trips. The project seeks to harness the power and potential of visual representations (e.g., graphs, drawings, charts, maps, etc.) for enhancing learning and encouraging effective reflection during and after...
Posted: Wednesday, August 18
Project | Investigating Barriers and Strategies to Increase HBCU Participation in STEM Education Research
This project will investigate the challenges, needs, and support for Historically Black Colleges and Universities (HBCUs) to succeed in applying for educational research support from the National Science Foundation (NSF), in particular the Division of Research on Learning in Informal and Formal Settings (DRL). The project will investigate what changes and/or supports would contribute to...
Posted: Wednesday, August 18
Newsletter | August 2021 Newsletter
Dear Colleagues, This month, we’re showcasing resources to support equitable and inclusive instruction and research from NSF resource networks (see article below). We're also featuring new DRK-12 projects on Facebook and Twitter over the next few weeks. Get to know the #NewDRK12Awards. To learn more about previously funded DRK-12 projects, watch this 2021 STEM for All DRK-12 video playlist or...
Posted: Wednesday, August 18
Event | Tribal Colleges and Universities Program (TCUP) for Secondary and Elementary Teachers in STEM Full Proposal Deadline
Learn more at https://www.nsf.gov/funding/pgm_summ.jsp?pims_id=5483&org=EHR&sel_org=EH...
Posted: Friday, August 13
Event | Tribal Colleges and Universities Program (TCUP): Targeted STEM Infusion Projects Full Proposal Deadline
Learn more at https://www.nsf.gov/funding/pgm_summ.jsp?pims_id=5483&org=EHR&sel_org=EH...
Posted: Friday, August 13
Event | Advanced Technological Education (ATE) Full Proposal Deadline
Learn more at https://www.nsf.gov/funding/pgm_summ.jsp?pims_id=5464&org=EHR&sel_org=EH...
Posted: Friday, August 13
Poster | Reaching Across the Hallway: An Interdisciplinary Approach to Supporting Computer Science in Rural Schools
"Reaching Across the Hallway: An Interdisciplinary Approach to Supporting Computer Science in Rural Schools" is in its first project year. Our goal is to design and develop a train-the-trainer professional development model that supports 5th-8th grade teachers in integrating culturally relevant computer science into their rural, social studies classrooms. The professional development content will...
Posted: Wednesday, August 04
Announcement | New Grants.gov Application Guide
NSF has issued a new Grants.gov Application Guide, effective for proposals submitted or due on or after October 4, 2021. For proposals submitted prior to October 4, 2021, the guidelines in grantsgovguide1020 apply. Find additional proposal resources in our NSF Proposal Toolkit.
Posted: Wednesday, August 04
Announcement | CAREER Program Deadline Extension
NSF's CAREER program deadline was extended until tomorrow, July 28 (5PM your local time) due to system-wide issues.
Posted: Tuesday, July 27
Poster | Validation of the Equity and Access Rubrics for Mathematics Instruction (VEAR-MI)
This poster describes the work of the Validation of the Equity and Access Rubrics for Mathematics Instruction (VEAR-MI) project, which aims to address the growing need to develop empirically grounded ways of assessing the extent to which the practices that are being outlined in research literature actually serve to support students who are currently underserved and underrepresented in mathematics...
Posted: Monday, July 26
Poster | The Spectrum Laboratory: Towards Authentic Inquiry for All
The Spectrum Laboratory is an online data visualization tool and associated set of investigations that supports students in learning about light, color, and the electromagnetic spectrum by working with authentic scientific spectral data. The research study investigates factors that hinder or promote students' reasoning about spectra; and to determine how the curriculum can help students to use...
Posted: Monday, July 26
Poster | The Developmental Emergence and Consequences of Spatial and Math Gender Stereotypes
Attitudes and beliefs about math and space have been found to be predictive of STEM participation and achievement, with females generally reporting lower math and spatial self-concept and higher anxieties related to these domains (e.g., Sokolowski et al., 2019). However, little work to date has explored the acquisition of these attitudes and beliefs, particularly related to the domain of space....
Posted: Monday, July 26
Poster | Teacher Professional Learning to Support Student Motivational Competencies During Science Instruction (Collaborative Research: Harris, Linnenbrink-Garcia, and Marchand)
This collaborative project uses co-design as a strategy to develop a professional learning approach to help middle school teachers support students' motivation and engagement in the context of NGSS instruction. The project brings together motivation experts, science education researchers, and middle school science teachers. The poster outlines the project goals, introduces five motivation design...
Posted: Monday, July 26
Poster | Sensing Science through Modeling: Developing Kindergarten Students' Understanding of Matter and Its Changes
The Sensing Science through Modeling Matter: Kindergarten Students’ Development of Understanding of Matter and Its Changes project has developed and researched a technology-enriched curriculum to support learning about matter and its changes at the kindergarten level. Traditionally, particle-based worlds are introduced in upper elementary school when children already hold incorrect ideas that...
Posted: Monday, July 26
Poster | Case Studies of a Suite of Next Generation Science Instructional, Assessment, and Professional Development Materials in Diverse Middle School Settings
Our learning approach, eco-solutioning, emphasizes learning 3D environmental content through the construction of solutions that have an impact with and on the local environment. Project goals include the design, implementation, and evaluation of a Next Generation Science Standards (NGSS) curricular unit delivered through Gooru’s Learning Navigator data backbone system where middle school...
Posted: Monday, July 26
Poster | Supporting Teachers in Responsive Instruction for Developing Expertise in Science (Collaborative Research: Riordan)
With the increasing use of online interactive environments for science and engineering education in grades K-12, there is a growing need for detailed automatic analysis of student explanations to provide targeted and individualized guidance. In this work we describe a process of human annotation of student ideas based on deconstructed holistic scoring rubrics for knowledge integration in science...
Posted: Monday, July 26
Blog | Tips for Planning a Conference Session
It can be a challenge to plan a conference session that effectively engages panelists from different institutions and research backgrounds. The panelists may or may not know one another, or one another’s work. How do you plan for a dialogue that showcases each panelist and their work while also highlighting areas of overlapping interest? Here are a session designer’s strategies as remarked upon...
Posted: Monday, July 26
Early Career News | 2013-14 CADRE Fellow awarded NSF CAREER grant
K.C. Busch (2013-14 CADRE Fellow) at North Carolina State University was recently awarded an NSF CAREER grant to conceptualize, operationalize, and measure community level scientific literacy.
Posted: Friday, July 23
Early Career News | Next Directions in Measurement of the Home Mathematics Environment: An International and Interdisciplinary Perspective
Yemimah A. King (2019-20 CADRE Fellow), Leanne Elliott (2020 CADRE Postdoc), and David J. Purpura (CAREER Awardee) were co-authors on this recent Journal of Numerical Cognition paper synthesizing findings from an international NSF-funded virtual conference focused on the home mathematics environment.
Posted: Friday, July 23
Poster | Strengthening STEM Teaching in Native American Serving Schools through Long-Term, Culturally Responsive Professional Development
This is a 4-year, level II Exploratory study within the teaching strand of DRK12. The research explores the functioning and impact of a nationally-developed STEM professional development model within the Navajo Nation. Teacher participants represent the entire K-12 grade range and multiple content areas, and they all participate in an innovative STEM-content, culturally responsive, 8-month...
Posted: Friday, July 23
Poster | BioGraph 2.0: Online Professional Development for High School Biology Teachers for Teaching and Learning About Complex Systems
The purpose of this study has been to address the accessibility and efficacy of high quality professional development by modifying a successful in-person PD to be delivered on the edX platform. The PD course introduces BioGraph, a curriculum that uses computer-based simulations to teach biology concepts and complex systems ideas. The study has taken place over the last four years with teachers...
Posted: Friday, July 23
Poster | Extending and Investigating the Impact of the High School Model-based Educational Resource (Collaborative Research: Passmore and Wilson)
We are collaborating on a project to examine the efficacy of high school biology instructional materials that support teachers' understanding and practice of model-based reasoning as an approach to support students in developing an integrated, multidimensional understanding of science. This poster summarizes our efforts to develop assessment tasks that measure students' ability to use model-based...
Posted: Friday, July 23
Poster | Building a Teacher Knowledge Base for the Implementation of High-Quality Instructional Resources through the Collaborative Investigation of Video Cases (Collaborative Research: Murray and Wilson)
Analyzing Instruction in Mathematics using the TRU framework (AIM-TRU) is a research-practice partnership that is investigating the pressing problem of supporting teachers in increasing their capacity to implement high-quality instructional materials in the classroom with fidelity. Drawing upon the design-based research paradigm, the partnership has worked to co-design, investigate, and...
Posted: Friday, July 23
Poster | Getting Unstuck: Designing and Evaluating Teacher Resources to Support Conceptual and Creative Fluency with Programming
We are studying how an online professional learning experience for K-12 computer science teachers can be adapted for use in the classroom. Our goal is to increase teachers' conceptual and creative fluency with the Scratch programming environment. In collaboration with several teachers, we further refined our online professional learning experience for summer 2020. We have also been...
Posted: Friday, July 23

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