What's New on CADREK12.org
Resource | Newcomer Emergent Bilingual Students’ Meaning-Making in Urban Biology Classrooms: A Communities of Practice Perspective
This study investigated how newcomer emergent bilinguals made meaning in two 9th-grade biology classrooms. Methods relevant to naturalistic inquiry were used to collect and analyze data. Findings indicate that newcomers bridged aspects of personal experiences with social competencies valued in classrooms through using heritage languages, engaging as brokers and collaborators, and attempting to…
This study investigated how newcomer emergent bilinguals made meaning in two 9th-grade biology classrooms. Methods relevant to naturalistic inquiry were used to collect and analyze data. Findings indicate that newcomers bridged aspects of personal experiences with social competencies valued in classrooms through using heritage languages, engaging as brokers and collaborators, and attempting to…
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Resource | Cultivating Epistemic Empathy in Preservice Teacher Education
This study investigates the emergence and cultivation of teachers' “epistemic empathy” in response to analyzing videos of student inquiry. We define epistemic empathy as the act of understanding and appreciating someone's cognitive and emotional experience within an epistemic activity—i.e., activity aimed at the construction, communication, and critique of knowledge. Our goals are (1)…
This study investigates the emergence and cultivation of teachers' “epistemic empathy” in response to analyzing videos of student inquiry. We define epistemic empathy as the act of understanding and appreciating someone's cognitive and emotional experience within an epistemic activity—i.e., activity aimed at the construction, communication, and critique of knowledge. Our goals are (1)…
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Resource | “He Got a Glimpse of the Joys of Understanding” – The Role of Epistemic Empathy in Teacher Learning
Efforts to promote reform-based instruction have overlooked the import of affect in teacher learning. Drawing on prior work, I argue that teachers’ affective experiences in the discipline are integral to their learning how to teach the discipline. Moreover, I suggest that both affective and epistemological aspects of teachers’ experiences can serve to cultivate their epistemic empathy—the…
Efforts to promote reform-based instruction have overlooked the import of affect in teacher learning. Drawing on prior work, I argue that teachers’ affective experiences in the discipline are integral to their learning how to teach the discipline. Moreover, I suggest that both affective and epistemological aspects of teachers’ experiences can serve to cultivate their epistemic empathy—the…
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Resource | From Professional Development to Native Nation Building: Opening Up Space for Leadership, Relationality, and Self-Determination through the Diné Institute for Navajo Nation Educators
Many of us have multiple stories that would be appropriate to tell given the theme of this Special Issue. I am compelled to tell a story about my work with teachers, teacher leaders, and other allies on the Navajo Nation. The Diné Institute for Navajo Nation Educators (DINÉ) was started by teacher leaders who envisioned a collaborative professional development institute…
Many of us have multiple stories that would be appropriate to tell given the theme of this Special Issue. I am compelled to tell a story about my work with teachers, teacher leaders, and other allies on the Navajo Nation. The Diné Institute for Navajo Nation Educators (DINÉ) was started by teacher leaders who envisioned a collaborative professional development institute…
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Resource | Developing and Piloting a Tool to Assess Culturally Responsive Principles in Schools Serving Indigenous Students
This article presents a tool and discusses the rationale for the authors’ development of a tool designed to assess the alignment of culturally responsive schooling principles within schools serving predominantly U.S. Indigenous students. Schools that serve a majority of Indigenous students are generally located on or bordering Native Nations that are federally recognized…
This article presents a tool and discusses the rationale for the authors’ development of a tool designed to assess the alignment of culturally responsive schooling principles within schools serving predominantly U.S. Indigenous students. Schools that serve a majority of Indigenous students are generally located on or bordering Native Nations that are federally recognized…
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Newsletter | February 2022 Newsletter
Dear Colleagues, We’re excited to announce upcoming CADRE events. We launch our first Learning Series next month. The series will give our community the opportunity to learn together about professional development (PD) design—first during a webinar, followed by individual consultations, and ending with a discussion of case studies. Along with our newly updated Spotlight on Culturally…
Dear Colleagues, We’re excited to announce upcoming CADRE events. We launch our first Learning Series next month. The series will give our community the opportunity to learn together about professional development (PD) design—first during a webinar, followed by individual consultations, and ending with a discussion of case studies. Along with our newly updated Spotlight on Culturally…
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Event | Civic Innovation Challenge (CIVIC) Full Proposal Deadline
Learn more at https://beta.nsf.gov/funding/opportunities/civic-innovation-challenge-c…
Learn more at https://beta.nsf.gov/funding/opportunities/civic-innovation-challenge-c…
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Survey | CADRE Early Career Conference Survey
Attending education conferences in 2025? Connect with other Fellows and Postdocs while you're there! Let CADRE know which conferences you'll be attending, and we'll share that information with the CADRE Early Career network.
Attending education conferences in 2025? Connect with other Fellows and Postdocs while you're there! Let CADRE know which conferences you'll be attending, and we'll share that information with the CADRE Early Career network.
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Event | Advancing Informal STEM Learning Equity Resource Center Full Proposal Deadline
Learn more at https://beta.nsf.gov/funding/opportunities/advancing-informal-stem-lear…
Learn more at https://beta.nsf.gov/funding/opportunities/advancing-informal-stem-lear…
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Event | Professional Development for Researchers Who Don’t Study PD
Are you incorporating a professional development (PD) component into your non-PD DRK-12 project or proposal (i.e., it’s not the primary focus and your team may have different expertise)? Register for this free webinar series to learn from and work with expert colleagues on PD design. In this three part CADRE Learning Series, participants will have an opportunity to refine the designs for…
Are you incorporating a professional development (PD) component into your non-PD DRK-12 project or proposal (i.e., it’s not the primary focus and your team may have different expertise)? Register for this free webinar series to learn from and work with expert colleagues on PD design. In this three part CADRE Learning Series, participants will have an opportunity to refine the designs for…
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Resource | Research Toolkit
This toolkit offers education research tips, resources, and tools on research design, theory & frameworks, methodologies, instrumentation, human subjects, and data management. Research Design Common Guidelines for Education Research and Development (2013) | IES and NSF Companion Guidelines on Replication & Reproducibility (2018) FAQs Checklists for the Common Guidelines…
This toolkit offers education research tips, resources, and tools on research design, theory & frameworks, methodologies, instrumentation, human subjects, and data management. Research Design Common Guidelines for Education Research and Development (2013) | IES and NSF Companion Guidelines on Replication & Reproducibility (2018) FAQs Checklists for the Common Guidelines…
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Event | AISL Equity Resource Center (AISL-ERC) Q&A Session
The National Science Foundation seeks proposals to create an AISL Equity Resource Center (AISL-ERC) to advance equity within the informal STEM learning field through community building; supporting and extending infrastructures; technical assistance; and communications. (Program Solicitation nsf22556, Proposal Deadline May 10, 2022) AISL program directors will be holding…
The National Science Foundation seeks proposals to create an AISL Equity Resource Center (AISL-ERC) to advance equity within the informal STEM learning field through community building; supporting and extending infrastructures; technical assistance; and communications. (Program Solicitation nsf22556, Proposal Deadline May 10, 2022) AISL program directors will be holding…
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Event | AISL Equity Resource Center (AISL-ERC) Q&A Session
The National Science Foundation seeks proposals to create an AISL Equity Resource Center (AISL-ERC) to advance equity within the informal STEM learning field through community building; supporting and extending infrastructures; technical assistance; and communications. (Program Solicitation nsf22556, Proposal Deadline May 10, 2022) AISL program directors will be holding…
The National Science Foundation seeks proposals to create an AISL Equity Resource Center (AISL-ERC) to advance equity within the informal STEM learning field through community building; supporting and extending infrastructures; technical assistance; and communications. (Program Solicitation nsf22556, Proposal Deadline May 10, 2022) AISL program directors will be holding…
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Event | AISL Equity Resource Center (AISL-ERC) Informational Webinar
The National Science Foundation seeks proposals to create an AISL Equity Resource Center (AISL-ERC) to advance equity within the informal STEM learning field through community building; supporting and extending infrastructures; technical assistance; and communications. (Program Solicitation nsf22556, Proposal Deadline May 10, 2022) AISL program directors will be holding…
The National Science Foundation seeks proposals to create an AISL Equity Resource Center (AISL-ERC) to advance equity within the informal STEM learning field through community building; supporting and extending infrastructures; technical assistance; and communications. (Program Solicitation nsf22556, Proposal Deadline May 10, 2022) AISL program directors will be holding…
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Event | Unconference on Open Scholarship Practices in Education Research on
The 2022 Unconference will be a virtual participation event featuring participant-led sessions analyzing the current state of open scholarship practice and interactive hackathons seeking solutions to identified problems. Participants will assess barriers to adoption of open scholarship practices unique to the education community and brainstorm strategies for promoting greater awareness. Learn…
The 2022 Unconference will be a virtual participation event featuring participant-led sessions analyzing the current state of open scholarship practice and interactive hackathons seeking solutions to identified problems. Participants will assess barriers to adoption of open scholarship practices unique to the education community and brainstorm strategies for promoting greater awareness. Learn…
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Survey | Professional Development for Researchers Who Don’t Study PD
Are you incorporating a professional development (PD) component into your non-PD DRK-12 project or proposal (i.e., it’s not the primary focus and your team may have different expertise)? Register below for this free webinar series to learn from and work with expert colleagues on PD design. In this three part CADRE Learning Series, participants will have an opportunity to refine the designs for…
Are you incorporating a professional development (PD) component into your non-PD DRK-12 project or proposal (i.e., it’s not the primary focus and your team may have different expertise)? Register below for this free webinar series to learn from and work with expert colleagues on PD design. In this three part CADRE Learning Series, participants will have an opportunity to refine the designs for…
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Event | NSF Design and Discovery Forum: Climate Science, Children, and the Media
The National Science Foundation’s Directorate for Education and Human Resources (EHR) invites you to participate in a forum to stimulate a national conversation on the topic of climate science education for children ages 5-11. As scientists continue to study Earth’s changing climate and determine how society can both adapt to ongoing changes and mitigate future effects of climate change,…
The National Science Foundation’s Directorate for Education and Human Resources (EHR) invites you to participate in a forum to stimulate a national conversation on the topic of climate science education for children ages 5-11. As scientists continue to study Earth’s changing climate and determine how society can both adapt to ongoing changes and mitigate future effects of climate change,…
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Resource | CS-STEM Network
The CS-STEM Network offers research-based curricula created by Carnegie Mellon Robotics Academy that focus on teaching big ideas with robotics. Over 20 curriculum options provide support for LEGO, VEX, Arduino, and Virtual robot platforms in this Learning Management System.
The CS-STEM Network offers research-based curricula created by Carnegie Mellon Robotics Academy that focus on teaching big ideas with robotics. Over 20 curriculum options provide support for LEGO, VEX, Arduino, and Virtual robot platforms in this Learning Management System.
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Resource | CS-STEM Network
The CS-STEM Network offers research-based curricula created by Carnegie Mellon Robotics Academy that focus on teaching big ideas with robotics. Over 20 curriculum options provide support for LEGO, VEX, Arduino, and Virtual robot platforms in this Learning Management System.
The CS-STEM Network offers research-based curricula created by Carnegie Mellon Robotics Academy that focus on teaching big ideas with robotics. Over 20 curriculum options provide support for LEGO, VEX, Arduino, and Virtual robot platforms in this Learning Management System.
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Project Spotlight | Motivation & Engagement in STEM Education
The unprecedented circumstances of the past two years have highlighted the need to better understand and support learner motivation and engagement in STEM education, particularly for underserved, underrepresented, and at-risk student populations. In this month’s Spotlight, we highlight three projects that are currently researching approaches and learning environments that are designed to motivate…
The unprecedented circumstances of the past two years have highlighted the need to better understand and support learner motivation and engagement in STEM education, particularly for underserved, underrepresented, and at-risk student populations. In this month’s Spotlight, we highlight three projects that are currently researching approaches and learning environments that are designed to motivate…
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Event | EQR Hub and CADRE Information Session
The Evidence Quality and Reach Hub (EQR Hub) and CADRE hosted an introductory webinar to identify ways that we can help current and aspiring DRK-12 grantees build capacity in research methods, project management and implementation, topics and issues in teaching and learning research, knowledge translation, and principles of diversity, equity and inclusion. The EQR Hub and CADRE will develop and…
The Evidence Quality and Reach Hub (EQR Hub) and CADRE hosted an introductory webinar to identify ways that we can help current and aspiring DRK-12 grantees build capacity in research methods, project management and implementation, topics and issues in teaching and learning research, knowledge translation, and principles of diversity, equity and inclusion. The EQR Hub and CADRE will develop and…
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Resource | Beyond the Basics: A Detailed Conceptual Framework of Integrated STEM
Given the large variation in conceptualizations and enactment of K-12 integrated STEM, this paper puts forth a detailed conceptual framework for K-12 integrated STEM education that can be used by researchers, educators, and curriculum developers as a common vision. Our framework builds upon the extant integrated STEM literature to describe seven central characteristics of integrated STEM: (a)…
Given the large variation in conceptualizations and enactment of K-12 integrated STEM, this paper puts forth a detailed conceptual framework for K-12 integrated STEM education that can be used by researchers, educators, and curriculum developers as a common vision. Our framework builds upon the extant integrated STEM literature to describe seven central characteristics of integrated STEM: (a)…
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Resource | Beyond the Basics: A Detailed Conceptual Framework of Integrated STEM
Given the large variation in conceptualizations and enactment of K-12 integrated STEM, this paper puts forth a detailed conceptual framework for K-12 integrated STEM education that can be used by researchers, educators, and curriculum developers as a common vision. Our framework builds upon the extant integrated STEM literature to describe seven central characteristics of integrated STEM: (a)…
Given the large variation in conceptualizations and enactment of K-12 integrated STEM, this paper puts forth a detailed conceptual framework for K-12 integrated STEM education that can be used by researchers, educators, and curriculum developers as a common vision. Our framework builds upon the extant integrated STEM literature to describe seven central characteristics of integrated STEM: (a)…
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Resource | Beyond the Basics: A Detailed Conceptual Framework of Integrated STEM
Given the large variation in conceptualizations and enactment of K-12 integrated STEM, this paper puts forth a detailed conceptual framework for K-12 integrated STEM education that can be used by researchers, educators, and curriculum developers as a common vision. Our framework builds upon the extant integrated STEM literature to describe seven central characteristics of integrated STEM: (a)…
Given the large variation in conceptualizations and enactment of K-12 integrated STEM, this paper puts forth a detailed conceptual framework for K-12 integrated STEM education that can be used by researchers, educators, and curriculum developers as a common vision. Our framework builds upon the extant integrated STEM literature to describe seven central characteristics of integrated STEM: (a)…
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Early Career News | Who's Who: How “Women of Color” Are (Or Are Not) Represented in STEM Education Research
Monica L. Miles, Charlotte A. Agger, ReAnna S. Roby (2018 CADRE Postdoc), and Terrell R. Morton (2018 CADRE Postdoc) published this article in Science Education.
Monica L. Miles, Charlotte A. Agger, ReAnna S. Roby (2018 CADRE Postdoc), and Terrell R. Morton (2018 CADRE Postdoc) published this article in Science Education.
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Early Career News | Twin Skin of Raza Learners: Race, Language, and Mathematics
Stacy R Jones (2020-21 CADRE Fellow) and Carlos Nicolas Gomez Marchant (2014-15 CADRE Fellow; CAREER Awardee) co-authored this publication for Mathematics Teacher: Learning and Teaching PK-12.
Stacy R Jones (2020-21 CADRE Fellow) and Carlos Nicolas Gomez Marchant (2014-15 CADRE Fellow; CAREER Awardee) co-authored this publication for Mathematics Teacher: Learning and Teaching PK-12.
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Early Career News | Virtual Scaffolded Instruction for Students with Disabilities
Cassandra M. Smith and Rachel L. Juergensen (2020-21 CADRE Fellow) published this article in the Journal of Special Education Technology.
Cassandra M. Smith and Rachel L. Juergensen (2020-21 CADRE Fellow) published this article in the Journal of Special Education Technology.
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Early Career News | The Representation of Social Groups in U.S. Educational Materials and Why it Matters
Amanda LaTasha Armstrong (2020-21 CADRE Fellow) published this article for New America: Education Policy Report.
Amanda LaTasha Armstrong (2020-21 CADRE Fellow) published this article for New America: Education Policy Report.
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Early Career News | Quantification in Empirical Activity
Eve Manz (CAREER Awardee) published this Science & Education article with co-author Betsy Beckert.
Eve Manz (CAREER Awardee) published this Science & Education article with co-author Betsy Beckert.
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Event | 2022 STEM For All Video Showcase
Federally funded projects share their work to improve STEM & CS education in a 3-minute video. During the May 10-17 event, videos are shared and discussed by researchers, educators, policy makers and the public. Learn more: https://stemforall2022.videohall.com/
Federally funded projects share their work to improve STEM & CS education in a 3-minute video. During the May 10-17 event, videos are shared and discussed by researchers, educators, policy makers and the public. Learn more: https://stemforall2022.videohall.com/
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