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Resource | Co-designing a Justice-Centered STEM Teacher Professional Learning Project
This chapter describes an ongoing research-practice partnership with in-service teachers in communities across Oregon focused on broadening participation in science, technology, engineering, and mathematics (STEM) fields. Broadening participation is essential for creating more justice-centered STEM in our society and cannot occur without families and communities working in partnership…
This chapter describes an ongoing research-practice partnership with in-service teachers in communities across Oregon focused on broadening participation in science, technology, engineering, and mathematics (STEM) fields. Broadening participation is essential for creating more justice-centered STEM in our society and cannot occur without families and communities working in partnership…
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Resource | Teacher Innovator Interview: Rachel Folger
Rachel Folger laughs when she recounts the time one of the students in her eighth grade social studies class exclaimed, “Whoa, Ms. Folger! Did you know that this is just what we’re doing in math?” Rachel is thrilled that her students—who typically “walk through their day in these very isolated subject areas”—are making connections across the curriculum. As part of our Contextualizing Data…
Rachel Folger laughs when she recounts the time one of the students in her eighth grade social studies class exclaimed, “Whoa, Ms. Folger! Did you know that this is just what we’re doing in math?” Rachel is thrilled that her students—who typically “walk through their day in these very isolated subject areas”—are making connections across the curriculum. As part of our Contextualizing Data…
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Resource | Data Stories and Interdisciplinary Project-based Learning
The DataPBL project enlisted a team of teachers, data science educators, and researchers to co-design data experiences for the eighth grade Japanese American Internment curriculum module developed by EL Education. In the DataPBL version of the interdisciplinary project-based module, students analyze and visualize data in CODAP. Project research is studying how students tell stories with data and…
The DataPBL project enlisted a team of teachers, data science educators, and researchers to co-design data experiences for the eighth grade Japanese American Internment curriculum module developed by EL Education. In the DataPBL version of the interdisciplinary project-based module, students analyze and visualize data in CODAP. Project research is studying how students tell stories with data and…
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Resource | A Search for Data Offers a New Friendship and Answers to 8th Graders’ Questions
A curriculum developer on the DataPBL project details his journey searching for data about the Japanese American internment for 8th grade students to explore with CODAP. Roderick, S. (July 6, 2023). A search for data offers a new friendship and answers to 8th graders’ questions. The Concord Consortium.
A curriculum developer on the DataPBL project details his journey searching for data about the Japanese American internment for 8th grade students to explore with CODAP. Roderick, S. (July 6, 2023). A search for data offers a new friendship and answers to 8th graders’ questions. The Concord Consortium.
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Resource | Language Systematizes Attention: How Relational Language Enhances Relational Representation by Guiding Attention
Language can affect cognition, but through what mechanism? Substantial past research has focused on how labeling can elicit categorical representation during online processing. We focus here on a particularly powerful type of language—relational language—and show that relational language can enhance relational representation in children through an embodied attention mechanism. Four-year-old…
Language can affect cognition, but through what mechanism? Substantial past research has focused on how labeling can elicit categorical representation during online processing. We focus here on a particularly powerful type of language—relational language—and show that relational language can enhance relational representation in children through an embodied attention mechanism. Four-year-old…
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Blog | The Role of Family Engagement in Promoting STE(A)M Learning
In this blog post, we briefly reflect on how family engagement in STEM learning has evolved as a research topic from the start of the NGSS era to the present day. Ask nearly any teacher or school administrator, and they will tell you that family engagement is important to the success of their school. Ask them about family engagement in STEM subjects specifically, and you are likely to hear…
In this blog post, we briefly reflect on how family engagement in STEM learning has evolved as a research topic from the start of the NGSS era to the present day. Ask nearly any teacher or school administrator, and they will tell you that family engagement is important to the success of their school. Ask them about family engagement in STEM subjects specifically, and you are likely to hear…
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Project Spotlight | Family Engagement to Support STEM Learning
This Spotlight highlights the ways in which DRK-12 projects are engaging families and caregivers to support STEM learning, including building parent leadership capacity and co-creating and testing home-based activities, and why this engagement has been important to their work. The nine featured projects discuss the impacts and benefits of family engagement, offer advice on successful approaches…
This Spotlight highlights the ways in which DRK-12 projects are engaging families and caregivers to support STEM learning, including building parent leadership capacity and co-creating and testing home-based activities, and why this engagement has been important to their work. The nine featured projects discuss the impacts and benefits of family engagement, offer advice on successful approaches…
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Resource | Justice-Centered Ambitious Science Teaching Framework
Framework to organize foothold practices for centering justice in science education.
Framework to organize foothold practices for centering justice in science education.
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Announcement | NSF Webinar on Bio Sketch and Current & Pending Support
The National Science Foundation (NSF) is offering a webinar on Implementing the Common Forms for the Biographical Sketch and Current and Pending (Other) Support on April 25 at 2 PM ET. If you are planning to submit an NSF proposal, we encourage you to learn more and register: https://nsfpolicyoutreach.com/24-webinar-series/
The National Science Foundation (NSF) is offering a webinar on Implementing the Common Forms for the Biographical Sketch and Current and Pending (Other) Support on April 25 at 2 PM ET. If you are planning to submit an NSF proposal, we encourage you to learn more and register: https://nsfpolicyoutreach.com/24-webinar-series/
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Announcement | NSF Job Opportunity: Quantitative Research Methodology
The Division of Research and Learning in Formal and Informal Settings (DRL) at NSF is seeking a Permanent Program Director with expertise in Quantitative Research Methodology. Learn more: https://www.usajobs.gov/job/784920100 hashtag
The Division of Research and Learning in Formal and Informal Settings (DRL) at NSF is seeking a Permanent Program Director with expertise in Quantitative Research Methodology. Learn more: https://www.usajobs.gov/job/784920100 hashtag
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Event | NSF Policy Office Webinar Series: Implementing the Common Forms for the Biographical Sketch and Current and Pending (Other) Support
The National Science Foundation (NSF) is offering a webinar on Implementing the Common Forms for the Biographical Sketch and Current and Pending (Other) Support on April 25. Learn more and register! https://nsfpolicyoutreach.com/24-webinar-series/
The National Science Foundation (NSF) is offering a webinar on Implementing the Common Forms for the Biographical Sketch and Current and Pending (Other) Support on April 25. Learn more and register! https://nsfpolicyoutreach.com/24-webinar-series/
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Event | EDU Faculty Early Career Development Program (CAREER) Workshop
NSF is offering a virtual workshop for prospective CAREER applicants to the NSF Directorate for STEM Education on May 15. Pre-registration is required. Learn more and register: https://new.nsf.gov/events/edu-faculty-early-career-development-program
NSF is offering a virtual workshop for prospective CAREER applicants to the NSF Directorate for STEM Education on May 15. Pre-registration is required. Learn more and register: https://new.nsf.gov/events/edu-faculty-early-career-development-program
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Announcement | Nominate Your Program: PreK-12 STEM Education Innovations That Work
In order to inform a consensus study by the National Academies of Sciences, Engineering, and Medicine (NASEM), Education Development Center is compiling a compendium of successfully scaled-up preK-12 STEM education programs and initiatives, including those involving computer and data science. The consensus study will be shared broadly with federal, state, and local agencies and other research…
In order to inform a consensus study by the National Academies of Sciences, Engineering, and Medicine (NASEM), Education Development Center is compiling a compendium of successfully scaled-up preK-12 STEM education programs and initiatives, including those involving computer and data science. The consensus study will be shared broadly with federal, state, and local agencies and other research…
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Project Spotlight | Collaborative Teacher Learning
This month’s Spotlight highlights five projects that are investigating professional learning experiences that support collaboration among practitioners to improve knowledge and practice. Projects describe the role of collaboration in their programs; the structures, processes, and tools that support the programs; and their approach to sustainability. We also invite you to explore additional DRK-12…
This month’s Spotlight highlights five projects that are investigating professional learning experiences that support collaboration among practitioners to improve knowledge and practice. Projects describe the role of collaboration in their programs; the structures, processes, and tools that support the programs; and their approach to sustainability. We also invite you to explore additional DRK-12…
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Resource | Uncovering Middle School CS Students’ Understanding of Variables and Control Structures: A Cognitive Think-Aloud Approach
This poster presents findings on middle school students’ understanding of core computer science (CS) concepts, such as variables and control structures, using cognitive think-aloud interviews with eight students. Each student worked on 16-22 formative assessment tasks designed to assess understanding on the ‘Algorithms and Programming’ middle school CS standards. Our study describes students’…
This poster presents findings on middle school students’ understanding of core computer science (CS) concepts, such as variables and control structures, using cognitive think-aloud interviews with eight students. Each student worked on 16-22 formative assessment tasks designed to assess understanding on the ‘Algorithms and Programming’ middle school CS standards. Our study describes students’…
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Resource | Exploring Middle School Students’ Understanding of Algorithms Using Standards-aligned Formative Assessments: Teacher and Researcher Perspectives
‘Algorithms’ is a core CS concept included in the K-12 CS standards, yet student challenges with understanding different aspects of algorithms are still not well documented, especially for younger students. This paper describes an approach to decompose the broad middle-school ‘algorithms’ standard into finer grained learning targets, develop formative assessment tasks aligned with the learning…
‘Algorithms’ is a core CS concept included in the K-12 CS standards, yet student challenges with understanding different aspects of algorithms are still not well documented, especially for younger students. This paper describes an approach to decompose the broad middle-school ‘algorithms’ standard into finer grained learning targets, develop formative assessment tasks aligned with the learning…
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Resource | Designing Standards-aligned Formative Assessments to Explore Middle School Students’ Understanding of Algorithms
'Algorithms’ is a core CS concept included in the K-12 CS learning standards, yet student challenges with understanding and using algorithms are still not well documented. This paper describes an approach to decompose the broad middle-school ‘algorithms’ standard into finer grained learning targets, develop formative assessment tasks aligned with the fine-grained learning targets, and use the…
'Algorithms’ is a core CS concept included in the K-12 CS learning standards, yet student challenges with understanding and using algorithms are still not well documented. This paper describes an approach to decompose the broad middle-school ‘algorithms’ standard into finer grained learning targets, develop formative assessment tasks aligned with the fine-grained learning targets, and use the…
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Resource | Analyzing Teacher Learning in a Research Practice Partnership
Teachers are increasingly participating in RPPs with the goal of improving their schools and districts. This context provides teachers with unique learning opportunities as they directly take part in district-level instructional improvement work. However, we know little about what teachers learn from their involvement in RPPs. This study explores teacher learning over the course of the first year…
Teachers are increasingly participating in RPPs with the goal of improving their schools and districts. This context provides teachers with unique learning opportunities as they directly take part in district-level instructional improvement work. However, we know little about what teachers learn from their involvement in RPPs. This study explores teacher learning over the course of the first year…
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Resource | Navigating Policy and Local Context in Times of Crisis: District and School Leader Responses to the COVID-19 Pandemic
Purpose: To examine how federal/state-level policy guidance and local context have influenced district and school leader responses to the COVID-19 pandemic, as well as how these external/internal factors might provide a window into K-12 crisis leadership and policy sensemaking more broadly. Research: Investigating two districts over two years (2020–2022), data gathered include 39 hours of…
Purpose: To examine how federal/state-level policy guidance and local context have influenced district and school leader responses to the COVID-19 pandemic, as well as how these external/internal factors might provide a window into K-12 crisis leadership and policy sensemaking more broadly. Research: Investigating two districts over two years (2020–2022), data gathered include 39 hours of…
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Resource | The Crisis You Can’t Plan For: K-12 Leader Responses and Organisational Preparedness During COVID-19
Unlike many types of educational crises, the COVID-19 pandemic was a crisis leaders could not have prepared for. But research is only starting to examine how leaders’ responses and organisational context have played a role. This mixed-methods study accordingly examines how leaders have mitigated challenges presented by the COVID-19 pandemic, and what local factors are most salient. Investigating…
Unlike many types of educational crises, the COVID-19 pandemic was a crisis leaders could not have prepared for. But research is only starting to examine how leaders’ responses and organisational context have played a role. This mixed-methods study accordingly examines how leaders have mitigated challenges presented by the COVID-19 pandemic, and what local factors are most salient. Investigating…
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Resource | Technology-based Innovative Assessment
This section presents an overview of critical developments in technology-driven, classroom-based innovative assessment practices. It uses a framework organized around cognitive constructs, assessment functionality, and automaticity to review the technological developments of innovative assessments and identify how they have been advanced to meet researcher and practitioner needs. Specifically,…
This section presents an overview of critical developments in technology-driven, classroom-based innovative assessment practices. It uses a framework organized around cognitive constructs, assessment functionality, and automaticity to review the technological developments of innovative assessments and identify how they have been advanced to meet researcher and practitioner needs. Specifically,…
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Resource | Technology-based Innovative Assessment
This section presents an overview of critical developments in technology-driven, classroom-based innovative assessment practices. It uses a framework organized around cognitive constructs, assessment functionality, and automaticity to review the technological developments of innovative assessments and identify how they have been advanced to meet researcher and practitioner needs. Specifically,…
This section presents an overview of critical developments in technology-driven, classroom-based innovative assessment practices. It uses a framework organized around cognitive constructs, assessment functionality, and automaticity to review the technological developments of innovative assessments and identify how they have been advanced to meet researcher and practitioner needs. Specifically,…
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Resource | Technology-based Innovative Assessment
This section presents an overview of critical developments in technology-driven, classroom-based innovative assessment practices. It uses a framework organized around cognitive constructs, assessment functionality, and automaticity to review the technological developments of innovative assessments and identify how they have been advanced to meet researcher and practitioner needs. Specifically,…
This section presents an overview of critical developments in technology-driven, classroom-based innovative assessment practices. It uses a framework organized around cognitive constructs, assessment functionality, and automaticity to review the technological developments of innovative assessments and identify how they have been advanced to meet researcher and practitioner needs. Specifically,…
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Resource | Technology-based Innovative Assessment
This section presents an overview of critical developments in technology-driven, classroom-based innovative assessment practices. It uses a framework organized around cognitive constructs, assessment functionality, and automaticity to review the technological developments of innovative assessments and identify how they have been advanced to meet researcher and practitioner needs. Specifically,…
This section presents an overview of critical developments in technology-driven, classroom-based innovative assessment practices. It uses a framework organized around cognitive constructs, assessment functionality, and automaticity to review the technological developments of innovative assessments and identify how they have been advanced to meet researcher and practitioner needs. Specifically,…
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Resource | Justice-Centered STEM Education with Multilingual Learners: Conceptual Framework and Initial Inquiry into Pre-service Teachers’ Sense-Making
When pressing societal challenges (e.g., COVID-19, access to clean water) are sidelined in science classrooms, science education fails to leverage the knowledge and experiences of minoritized students in school, thus reproducing injustices in society. Our conceptual framework for justice-centered STEM education engages all students in multiple STEM subjects, including data science and computer…
When pressing societal challenges (e.g., COVID-19, access to clean water) are sidelined in science classrooms, science education fails to leverage the knowledge and experiences of minoritized students in school, thus reproducing injustices in society. Our conceptual framework for justice-centered STEM education engages all students in multiple STEM subjects, including data science and computer…
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Resource | The Role of Whole-Class Conversations in Supporting Early Elementary Students’ Engineering Design Sense-Making
We consider how intentionally planned and facilitated whole-class conversations can “make space” for students’ sense-making about engineering problems and solutions and position them with epistemic authority to contribute to collective thinking. We conducted a case study on a first-grade engineering lesson that included whole-class Idea Generation and Design Synthesis Talks. We found students…
We consider how intentionally planned and facilitated whole-class conversations can “make space” for students’ sense-making about engineering problems and solutions and position them with epistemic authority to contribute to collective thinking. We conducted a case study on a first-grade engineering lesson that included whole-class Idea Generation and Design Synthesis Talks. We found students…
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Resource | The Role of Whole-Class Conversations in Supporting Early Elementary Students’ Engineering Design Sense-Making
We consider how intentionally planned and facilitated whole-class conversations can “make space” for students’ sense-making about engineering problems and solutions and position them with epistemic authority to contribute to collective thinking. We conducted a case study on a first-grade engineering lesson that included whole-class Idea Generation and Design Synthesis Talks. We found students…
We consider how intentionally planned and facilitated whole-class conversations can “make space” for students’ sense-making about engineering problems and solutions and position them with epistemic authority to contribute to collective thinking. We conducted a case study on a first-grade engineering lesson that included whole-class Idea Generation and Design Synthesis Talks. We found students…
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Resource | Design Talks: Fostering 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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Resource | Design Talks: Fostering 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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Newsletter | March 2024 Newsletter
Dear Colleagues, Here in New England, where CADRE is headquartered, spring is trying hard to break through winter’s hold. We hope that as many of you head out for spring conferences, you encounter great weather for travel and networking outdoors in between attending your colleagues’ presentations. As more of you have responded to our recent survey of DRK-12 projects, we’ve gathered additional…
Dear Colleagues, Here in New England, where CADRE is headquartered, spring is trying hard to break through winter’s hold. We hope that as many of you head out for spring conferences, you encounter great weather for travel and networking outdoors in between attending your colleagues’ presentations. As more of you have responded to our recent survey of DRK-12 projects, we’ve gathered additional…
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