What's New on CADREK12.org
Poster | Investigating Impact of Different Types of Professional Development on What Aspects Mathematics Teachers Take Up And Use in Their Classroom
Taking a Deep Dive (TaDD): Investigating PD impact on what teachers take up and use in their classroom, is a 3-year DRK-12 Impact study within the teaching strand. This study will collect qualitative data from four large NSF funded mathematics PD projects to examine teachers' uptake of content, pedagogy and materials in order to understand and unpack what factors are associated with what teachers…
Taking a Deep Dive (TaDD): Investigating PD impact on what teachers take up and use in their classroom, is a 3-year DRK-12 Impact study within the teaching strand. This study will collect qualitative data from four large NSF funded mathematics PD projects to examine teachers' uptake of content, pedagogy and materials in order to understand and unpack what factors are associated with what teachers…
Posted: Tuesday, July 20
Poster | Invigorating Statistics Teacher Education Through Professional Online Learning (InSTEP)
InSTEP is developing an online personalized professional learning platform to support teachers' growth in providing students learning opportunities in statistics and data science using key practices and processes with data. We are creating a scalable, accessible, and flexible approach aligned with research-based principles of effective professional learning. We use design principles for online…
InSTEP is developing an online personalized professional learning platform to support teachers' growth in providing students learning opportunities in statistics and data science using key practices and processes with data. We are creating a scalable, accessible, and flexible approach aligned with research-based principles of effective professional learning. We use design principles for online…
Posted: Tuesday, July 20
Poster | Supporting Success in Algebra: A Study of the Implementation of Transition to Algebra
We are studying the implementation and impact of Transition to Algebra (TTA), a year-long algebra support curriculum for underprepared 9th-graders. TTA responds to an urgent need for innovative approaches that foster success in algebra for high-need students. We are examining the impact of TTA on students' algebra achievement and attitudes toward mathematics, using a quasi-experimental design…
We are studying the implementation and impact of Transition to Algebra (TTA), a year-long algebra support curriculum for underprepared 9th-graders. TTA responds to an urgent need for innovative approaches that foster success in algebra for high-need students. We are examining the impact of TTA on students' algebra achievement and attitudes toward mathematics, using a quasi-experimental design…
Posted: Tuesday, July 20
Poster | Three-Dimensional Teaching and Learning: Rebuilding and Researching an Online Middle School Curriculum
Although several middle school science units are emerging with high ratings on an NGSS EQuIP review, few have been subjected to experimental or quasi-experimental study to examine their efficacy with teachers or students. We share the design specifications, development process, and research findings from a quasi-experimental test of a designed-for-NGSS middle school science unit. Treatment…
Although several middle school science units are emerging with high ratings on an NGSS EQuIP review, few have been subjected to experimental or quasi-experimental study to examine their efficacy with teachers or students. We share the design specifications, development process, and research findings from a quasi-experimental test of a designed-for-NGSS middle school science unit. Treatment…
Posted: Tuesday, July 20
Poster | Developing Teachers' Epistemic Cognition and Teaching Practices for Supporting Students' Epistemic Practices with Scientific Systems
This project aims to investigate needs and challenges in developing an informed public able to evaluate empirical evidence generated from scientific activities. This includes understanding teachers' epistemic goals and practices and how to provide professional development (PD) to improve instruction. The resulting instruction will offer new affordances to advance students' and teachers' learning…
This project aims to investigate needs and challenges in developing an informed public able to evaluate empirical evidence generated from scientific activities. This includes understanding teachers' epistemic goals and practices and how to provide professional development (PD) to improve instruction. The resulting instruction will offer new affordances to advance students' and teachers' learning…
Posted: Tuesday, July 20
Poster | Aligning the Science Teacher Education Pathway: A Networked Improvement Community
The A-STEP project fosters collaboration between university faculty and pathway partners to implement common set of tools (Next Gen ASET Toolkit) across a science teacher training and development pathway. Partnerships across steps function under shared goals and paradigm shifts for pedagogical reform along the teacher pathway. A-STEP promotes change across our Networked Improvement Community (NIC…
The A-STEP project fosters collaboration between university faculty and pathway partners to implement common set of tools (Next Gen ASET Toolkit) across a science teacher training and development pathway. Partnerships across steps function under shared goals and paradigm shifts for pedagogical reform along the teacher pathway. A-STEP promotes change across our Networked Improvement Community (NIC…
Posted: Tuesday, July 20
Poster | Developing Preservice Teachers' Capacity to Teach Students with Learning Disabilities in Algebra I
Project researchers are training pre-service teachers to tutor students with learning disabilities in Algebra 1, combining principles from special education, mathematics education, and cognitive psychology. The trainings emphasize the use of gestures and strategic questioning to support students with learning disabilities and to build students’ understanding in Algebra 1. These trainings will…
Project researchers are training pre-service teachers to tutor students with learning disabilities in Algebra 1, combining principles from special education, mathematics education, and cognitive psychology. The trainings emphasize the use of gestures and strategic questioning to support students with learning disabilities and to build students’ understanding in Algebra 1. These trainings will…
Posted: Tuesday, July 20
Poster | Developing and Validating Assessments to Measure and Build Elementary Teachers' Content Knowledge for Teaching about Matter and Its Interactions within Teacher Education Settings (Collaborative Research: Mikeska)
This project aims to develop and validate an online assessment instrument to measure preservice elementary teachers’ content knowledge for teaching (CKT) about matter, a critical area for preservice teacher learning. We also developed different resources for science teacher educators to support elementary preservice teachers' growth in CKT. Co-PI(s): Katherine Castellano, Educational Testing…
This project aims to develop and validate an online assessment instrument to measure preservice elementary teachers’ content knowledge for teaching (CKT) about matter, a critical area for preservice teacher learning. We also developed different resources for science teacher educators to support elementary preservice teachers' growth in CKT. Co-PI(s): Katherine Castellano, Educational Testing…
Posted: Tuesday, July 20
Poster | Developing a Suite of Standards-based Instructionally Supportive Tools for Middle School Computer Science
The ASSIST project will develop a set of educative resources, assessment tools and teacher professional development activities to support diverse teachers teaching a variety of computer science curricula using different programming languages. Teachers will develop knowledge of CS standards and learn to use formative assessments related to these standards to determine student understanding.…
The ASSIST project will develop a set of educative resources, assessment tools and teacher professional development activities to support diverse teachers teaching a variety of computer science curricula using different programming languages. Teachers will develop knowledge of CS standards and learn to use formative assessments related to these standards to determine student understanding.…
Posted: Tuesday, July 20
Poster | Design and Development of a K-12 STEM Observation Protocol (Collaborative Research: Dare, Ring-Whalen, and Roehrig)
The purpose of this project is the design and development of a K-12 classroom observation protocol for integrated STEM instruction (STEM-OP). Using exploratory and confirmatory factor analysis, the STEM-OP will be a valid and reliable instrument for use in a variety of educational contexts. The STEM-OP and associated training materials will be available for use by education stakeholders, (e.g., K…
The purpose of this project is the design and development of a K-12 classroom observation protocol for integrated STEM instruction (STEM-OP). Using exploratory and confirmatory factor analysis, the STEM-OP will be a valid and reliable instrument for use in a variety of educational contexts. The STEM-OP and associated training materials will be available for use by education stakeholders, (e.g., K…
Posted: Tuesday, July 20
Poster | CAREER: Developing Elementary Preservice Teachers' Understandings and Abilities to Support Emerging Bilingual Students Scientific Sensemaking
The overall goals for this CAREER project are to identify and develop ways for best preparing elementary preservice teachers to support multilingual students’ scientific sensemaking, specifically as seen through engagement in science practices. Here, we (1) provide a synthesis of the literature to date regarding multilingual students’ experiences with science practices, and (2) offer concrete…
The overall goals for this CAREER project are to identify and develop ways for best preparing elementary preservice teachers to support multilingual students’ scientific sensemaking, specifically as seen through engagement in science practices. Here, we (1) provide a synthesis of the literature to date regarding multilingual students’ experiences with science practices, and (2) offer concrete…
Posted: Tuesday, July 20
Poster | Building Networks and Enhancing Diversity in the K-12 STEM Teaching Workforce
The goal of this planning grant, which is based on the Cultural-Historical Activity Theory (CHAT). is to explicitly focus on broadening participation in the K-12 STEM teaching workforce, with the theory of action that diversifying the K-12 STEM teaching workforce would in the long term help more students see STEM as accessible to them and then be more likely to choose a STEM degree or career.…
The goal of this planning grant, which is based on the Cultural-Historical Activity Theory (CHAT). is to explicitly focus on broadening participation in the K-12 STEM teaching workforce, with the theory of action that diversifying the K-12 STEM teaching workforce would in the long term help more students see STEM as accessible to them and then be more likely to choose a STEM degree or career.…
Posted: Tuesday, July 20
Poster | Building Middle School Students' Understanding of Heredity and Evolution
This Early-Stage Design and Development project is developing NGSS-friendly middle school curriculum units on Heredity and Evolution that build skills in constructing explanations and understanding of cause and effect and include embedded formative and summative assessment measures. We will conduct an in-depth study to elucidate how 3D learning contributes to students' conceptual understanding of…
This Early-Stage Design and Development project is developing NGSS-friendly middle school curriculum units on Heredity and Evolution that build skills in constructing explanations and understanding of cause and effect and include embedded formative and summative assessment measures. We will conduct an in-depth study to elucidate how 3D learning contributes to students' conceptual understanding of…
Posted: Tuesday, July 20
Poster | Understanding How Integrated Computational Thinking, Engineering Design, and Mathematics Can Help Students Solve Scientific and Technical Problems in Career Technical Education
INITIATE is a 3-year, STEM+C Partnership Program Design and Development project that partners high school Mathematics and Career Technical Education (CTE) teachers in Toledo Public Schools (TPS). Due to mathematics oftentimes serving as a gatekeeper for further STEM study, including technical careers, and to the strong reciprocal relationship between mathematics, computational thinking, and…
INITIATE is a 3-year, STEM+C Partnership Program Design and Development project that partners high school Mathematics and Career Technical Education (CTE) teachers in Toledo Public Schools (TPS). Due to mathematics oftentimes serving as a gatekeeper for further STEM study, including technical careers, and to the strong reciprocal relationship between mathematics, computational thinking, and…
Posted: Tuesday, July 20
Poster | Synchronous Online Video-Based Development for Rural Mathematics Coaches (Collaborative Research: Amador and Choppin)
The goal of the project is to support mathematics coaches to (a) facilitate productive planning and debriefing conversations with teachers; (b) notice salient coaching practices and their impact on teachers' thinking; and (c) use evidence of teacher learning to make decisions about their own coaching practices. We engage coaches in a three-part professional development model that includes (a) an…
The goal of the project is to support mathematics coaches to (a) facilitate productive planning and debriefing conversations with teachers; (b) notice salient coaching practices and their impact on teachers' thinking; and (c) use evidence of teacher learning to make decisions about their own coaching practices. We engage coaches in a three-part professional development model that includes (a) an…
Posted: Tuesday, July 20
Poster | Synchronous Online Video-Based Development for Rural Mathematics Coaches (Collaborative Research: Amador and Choppin)
The goal of the project is to support mathematics coaches to (a) facilitate productive planning and debriefing conversations with teachers; (b) notice salient coaching practices and their impact on teachers' thinking; and (c) use evidence of teacher learning to make decisions about their own coaching practices. We engage coaches in a three-part professional development model that includes (a) an…
The goal of the project is to support mathematics coaches to (a) facilitate productive planning and debriefing conversations with teachers; (b) notice salient coaching practices and their impact on teachers' thinking; and (c) use evidence of teacher learning to make decisions about their own coaching practices. We engage coaches in a three-part professional development model that includes (a) an…
Posted: Tuesday, July 20
Poster | SPIRAL: Supporting Professional Inquiry and Re-Aligning Learning through a Structured e-Portfolio System
The SPIRAL project seeks to develop and test a new model for vertical-team professional development, along with a set of electronic tools enabling collaboration among these teams to support instructional improvement aligned to the Next Generation Science Standards (NGSS). We seek to better understand how teachers use a custom-designed digital portfolio to better understand students' learning…
The SPIRAL project seeks to develop and test a new model for vertical-team professional development, along with a set of electronic tools enabling collaboration among these teams to support instructional improvement aligned to the Next Generation Science Standards (NGSS). We seek to better understand how teachers use a custom-designed digital portfolio to better understand students' learning…
Posted: Monday, July 19
Poster | Development and Validation of a Mobile, Web-based Coaching Tool to Improve PreK Classroom Practices to Enhance Learning
For the last three years, we have been creating an app called CHALK (Coaching to Help Activate Learning for Kids) that guides instructional coaches to collect observation data in PreK classrooms, view instant results, engage in data-driven coaching conversations, co-create an action plan with the teacher, and track progress over time through continued observations and goal-setting. CHALK focuses…
For the last three years, we have been creating an app called CHALK (Coaching to Help Activate Learning for Kids) that guides instructional coaches to collect observation data in PreK classrooms, view instant results, engage in data-driven coaching conversations, co-create an action plan with the teacher, and track progress over time through continued observations and goal-setting. CHALK focuses…
Posted: Monday, July 19
Resource | Preparing and Justifying a Proposal Budget
Find general guidelines and information on preparing and justifying your proposal budget.
Find general guidelines and information on preparing and justifying your proposal budget.
Posted: Monday, July 19
Poster | Transforming Scientific Practices to Promote Students Interest and Motivation in the Life Sciences: A Teacher Leadership Development Intervention
How Do Teacher Leaders Transform Scientific Practices to Promote Students Interest and Motivation in STEM? Formal and informal K-12+ educators learn to employ strategies of community mapping, curricular mapping and place-based, culturally sustaining pedagogy to write, teach, and evaluate NGSS lessons that engage underrepresented students in mathematics, life, earth, and physical sciences. Two…
How Do Teacher Leaders Transform Scientific Practices to Promote Students Interest and Motivation in STEM? Formal and informal K-12+ educators learn to employ strategies of community mapping, curricular mapping and place-based, culturally sustaining pedagogy to write, teach, and evaluate NGSS lessons that engage underrepresented students in mathematics, life, earth, and physical sciences. Two…
Posted: Friday, July 16
Poster | Ed+gineering: An Interdisciplinary Partnership Integrating Engineering into Elementary Teacher Preparation Programs
While new standards call for elementary students to learn engineering, many teachers do not receive any training in engineering and feel underprepared to teach it. Ed+gineering partners preservice teachers with engineering undergraduate students at three points during their respective preparation programs to develop and teach engineering lessons to elementary students. These three collaborations…
While new standards call for elementary students to learn engineering, many teachers do not receive any training in engineering and feel underprepared to teach it. Ed+gineering partners preservice teachers with engineering undergraduate students at three points during their respective preparation programs to develop and teach engineering lessons to elementary students. These three collaborations…
Posted: Friday, July 16
Poster | Teaching STEM with Robotics: Design, Development, and Testing of a Research-based Professional Development Program for Teachers
To lower the barriers in STEM disciplines for students, using evidence-based research, we designed and conducted a professional development program that built middle school teachers' capacity to use hands-on robotics and engineering design as the curriculum focus. Through summer workshops, teachers learned to: build and program LEGO robots; create and implement standards-aligned robotics-based…
To lower the barriers in STEM disciplines for students, using evidence-based research, we designed and conducted a professional development program that built middle school teachers' capacity to use hands-on robotics and engineering design as the curriculum focus. Through summer workshops, teachers learned to: build and program LEGO robots; create and implement standards-aligned robotics-based…
Posted: Friday, July 16
Poster | Environmental Innovation Challenges: Teaching and Learning Science Practices in the Context of Complex Earth Systems
This project investigates learning as students, supported by social media and crowdsourcing, design and test innovations focused on reducing carbon emissions. Our hypothesis is: Competitive Challenges supported by social media and crowdsourcing will engage a diverse array of students in sustained and meaningful scientific inquiry. We anticipate that team members will engage with each other and…
This project investigates learning as students, supported by social media and crowdsourcing, design and test innovations focused on reducing carbon emissions. Our hypothesis is: Competitive Challenges supported by social media and crowdsourcing will engage a diverse array of students in sustained and meaningful scientific inquiry. We anticipate that team members will engage with each other and…
Posted: Friday, July 16
Poster | Science Learning through Embodied Performances in Elementary and Middle School
Co-PI(s): Rebecca Kotler, Nathan Phillips, Rachelle Tsachor, and Rebecca Woodard, University of Illinois at Chicago Science Learning through Embodied Performances in Elementary and Middle School is a partnership to design and study science learning through embodied (experiential and dramatic) performances in grades 1-6 in urban schools with mostly students of color and various…
Co-PI(s): Rebecca Kotler, Nathan Phillips, Rachelle Tsachor, and Rebecca Woodard, University of Illinois at Chicago Science Learning through Embodied Performances in Elementary and Middle School is a partnership to design and study science learning through embodied (experiential and dramatic) performances in grades 1-6 in urban schools with mostly students of color and various…
Posted: Friday, July 16
Poster | Video in the Middle: Flexible Digital Experiences for Mathematics Teacher Education
The Video in the Middle (VIM) project is creating forty asynchronous two-hour modules in which a video clip is at the center as teachers take part in an online experience involving mathematical problem solving, video analysis of classroom practice, and pedagogical reflection. A RCT study was conducted in February/March 2020 with 68 teachers randomly assigned across the three delivery formats Self…
The Video in the Middle (VIM) project is creating forty asynchronous two-hour modules in which a video clip is at the center as teachers take part in an online experience involving mathematical problem solving, video analysis of classroom practice, and pedagogical reflection. A RCT study was conducted in February/March 2020 with 68 teachers randomly assigned across the three delivery formats Self…
Posted: Friday, July 16
Resource | Talk is the Ticket to Teaching Math to English Learners
This article describes one mathematics professional development program designed to support all K-5 students' engagement in productive mathematical discussions, in particular emergent multilingual learners. Malzahn, K., Sztajn, P., & Heck, D. (October, 2019). Talk is the ticket to teaching math to English learners. The Learning Professional, 40(5).
This article describes one mathematics professional development program designed to support all K-5 students' engagement in productive mathematical discussions, in particular emergent multilingual learners. Malzahn, K., Sztajn, P., & Heck, D. (October, 2019). Talk is the ticket to teaching math to English learners. The Learning Professional, 40(5).
Posted: Thursday, July 15
Resource | Decomposing Practice in Teacher Professional Development: Examining Sequences of Learning Activities
In this paper, we analyze a PD design, examining its activities and the sequencing of professional learning tasks. We use a theoretical framework typically used in pre-service teacher education to understand the design of one PD program. Our overarching goal is to theorize about how to design PD and sequence professional learning tasks for practicing teachers. Specifically, this study uses the…
In this paper, we analyze a PD design, examining its activities and the sequencing of professional learning tasks. We use a theoretical framework typically used in pre-service teacher education to understand the design of one PD program. Our overarching goal is to theorize about how to design PD and sequence professional learning tasks for practicing teachers. Specifically, this study uses the…
Posted: Thursday, July 15
Resource | Controlled Implementations: Teaching Practice to Practicing Mathematics Teachers
In this chapter, we use the Framework for Teaching Practice (Grossman, et al., 2009) as a conceptual tool for analzying the design of professional development. Although initially developed to examine the education of prospective teachers, we contend that this framework is appropriate for analyzing and supporting the design of professional development. The framework consists of three elements:…
In this chapter, we use the Framework for Teaching Practice (Grossman, et al., 2009) as a conceptual tool for analzying the design of professional development. Although initially developed to examine the education of prospective teachers, we contend that this framework is appropriate for analyzing and supporting the design of professional development. The framework consists of three elements:…
Posted: Thursday, July 15
Resource | In the Classrooms of Newly Hired Secondary Science Teachers: The Consequences of Teaching In-field or Out-of-field
Science teachers must sometimes teach outside of their expertise, and this type of teaching assignment is referred to as being out-of-field. Among newly hired teachers, this type of assignment may have a detrimental impact in the development of their instruction. This study explored the classroom instruction of 17 newly hired teachers who were teaching both in-field and out-of-field in the…
Science teachers must sometimes teach outside of their expertise, and this type of teaching assignment is referred to as being out-of-field. Among newly hired teachers, this type of assignment may have a detrimental impact in the development of their instruction. This study explored the classroom instruction of 17 newly hired teachers who were teaching both in-field and out-of-field in the…
Posted: Thursday, July 15
Resource | Out-of-Field Teaching in Science
Special issue of the Journal of Science Teacher Education focused on out-of-field teaching in science. Luft, J. A., Hobbs. L., & Hanuscin, D. (Eds.) (2020). Special issue: Out-of-field teaching in science. Journal of Science Teacher Education, 31(7), 719-820.
Special issue of the Journal of Science Teacher Education focused on out-of-field teaching in science. Luft, J. A., Hobbs. L., & Hanuscin, D. (Eds.) (2020). Special issue: Out-of-field teaching in science. Journal of Science Teacher Education, 31(7), 719-820.
Posted: Thursday, July 15