What's New on CADREK12.org
Resource | “Teaching Them How to Fish”: Learning to Learn and Teach Responsively
The Responsive Math Teaching (RMT) project’s 3-year model for professional development introduces teachers to a new instructional model through a full year of monthly Math Circles, where they experience problem solving and productive struggle from the student perspective while working through challenging open-ended tasks, engaging in mathematical discussions, and reflecting on the process. This…
The Responsive Math Teaching (RMT) project’s 3-year model for professional development introduces teachers to a new instructional model through a full year of monthly Math Circles, where they experience problem solving and productive struggle from the student perspective while working through challenging open-ended tasks, engaging in mathematical discussions, and reflecting on the process. This…
Posted: Friday, March 19
Resource | Situating Presence Within Extended Reality for Teacher Training: Validation of the eXtended Reality Presence Scale (XRPS) in Preservice Teacher Use of Immersive 360 Video
The use of video is commonplace for professional preparation in education and other fields. Research has provided evidence that the use of video in these contexts can lead to increased noticing and reflection. However, educators now have access to evolving forms of video such as 360 video. The purpose of this study was to adapt and validate an instrument for assessing immersive 360 video use in…
The use of video is commonplace for professional preparation in education and other fields. Research has provided evidence that the use of video in these contexts can lead to increased noticing and reflection. However, educators now have access to evolving forms of video such as 360 video. The purpose of this study was to adapt and validate an instrument for assessing immersive 360 video use in…
Posted: Friday, March 19
Resource | Effect and Influence of Ambisonic Audio in Viewing 360 Video
Research has provided evidence of the value of producing multiple representationsof content for learners (e.g., verbal, visual, etc.). However, much of the research has acknowledged changes in visual technologies while not recognizing or utilizing related audio innovations. For instance, teacher education students who were once taught through two-dimensional video are now being presented with…
Research has provided evidence of the value of producing multiple representationsof content for learners (e.g., verbal, visual, etc.). However, much of the research has acknowledged changes in visual technologies while not recognizing or utilizing related audio innovations. For instance, teacher education students who were once taught through two-dimensional video are now being presented with…
Posted: Friday, March 19
Resource | Toward a Productive Definition of Technology in Science and STEM Education
The lack of a definition of the T in STEM (science, technology, engineering, and mathematics) acronym is pervasive, and it is often the teachers of STEM disciplines who inherit the task of defining the role of technology within their K-12 classrooms. These definitions often vary significantly, and they have profound implications for curricular and instructional goals within science and STEM…
The lack of a definition of the T in STEM (science, technology, engineering, and mathematics) acronym is pervasive, and it is often the teachers of STEM disciplines who inherit the task of defining the role of technology within their K-12 classrooms. These definitions often vary significantly, and they have profound implications for curricular and instructional goals within science and STEM…
Posted: Friday, March 19
Resource | Toward a Productive Definition of Technology in Science and STEM Education
The lack of a definition of the T in STEM (science, technology, engineering, and mathematics) acronym is pervasive, and it is often the teachers of STEM disciplines who inherit the task of defining the role of technology within their K-12 classrooms. These definitions often vary significantly, and they have profound implications for curricular and instructional goals within science and STEM…
The lack of a definition of the T in STEM (science, technology, engineering, and mathematics) acronym is pervasive, and it is often the teachers of STEM disciplines who inherit the task of defining the role of technology within their K-12 classrooms. These definitions often vary significantly, and they have profound implications for curricular and instructional goals within science and STEM…
Posted: Friday, March 19
Resource | Toward a Productive Definition of Technology in Science and STEM Education
The lack of a definition of the T in STEM (science, technology, engineering, and mathematics) acronym is pervasive, and it is often the teachers of STEM disciplines who inherit the task of defining the role of technology within their K-12 classrooms. These definitions often vary significantly, and they have profound implications for curricular and instructional goals within science and STEM…
The lack of a definition of the T in STEM (science, technology, engineering, and mathematics) acronym is pervasive, and it is often the teachers of STEM disciplines who inherit the task of defining the role of technology within their K-12 classrooms. These definitions often vary significantly, and they have profound implications for curricular and instructional goals within science and STEM…
Posted: Friday, March 19
Resource | Computational Participation and the Learner‐Technology Pairing in K‐12 STEM Education
The role of technology in STEM education remains unclear and needs stronger operational definition. In this paper, we explore the theoretical connection between STEM and emergent technologies, with a focus on learner behaviors and the potential of technology-mediated experiences with computational participation (CP) in shaping STEM learning. In particular, by de-emphasizing what technology is…
The role of technology in STEM education remains unclear and needs stronger operational definition. In this paper, we explore the theoretical connection between STEM and emergent technologies, with a focus on learner behaviors and the potential of technology-mediated experiences with computational participation (CP) in shaping STEM learning. In particular, by de-emphasizing what technology is…
Posted: Friday, March 19
Resource | Computational Participation and the Learner‐Technology Pairing in K‐12 STEM Education
The role of technology in STEM education remains unclear and needs stronger operational definition. In this paper, we explore the theoretical connection between STEM and emergent technologies, with a focus on learner behaviors and the potential of technology-mediated experiences with computational participation (CP) in shaping STEM learning. In particular, by de-emphasizing what technology is…
The role of technology in STEM education remains unclear and needs stronger operational definition. In this paper, we explore the theoretical connection between STEM and emergent technologies, with a focus on learner behaviors and the potential of technology-mediated experiences with computational participation (CP) in shaping STEM learning. In particular, by de-emphasizing what technology is…
Posted: Friday, March 19
Resource | Computational Participation and the Learner‐Technology Pairing in K‐12 STEM Education
The role of technology in STEM education remains unclear and needs stronger operational definition. In this paper, we explore the theoretical connection between STEM and emergent technologies, with a focus on learner behaviors and the potential of technology-mediated experiences with computational participation (CP) in shaping STEM learning. In particular, by de-emphasizing what technology is…
The role of technology in STEM education remains unclear and needs stronger operational definition. In this paper, we explore the theoretical connection between STEM and emergent technologies, with a focus on learner behaviors and the potential of technology-mediated experiences with computational participation (CP) in shaping STEM learning. In particular, by de-emphasizing what technology is…
Posted: Friday, March 19
Resource | Constructing Goals for Student Learning through Conversation
Learning goals differ from performance goals. We elaborate on their function and importance as the guiding force behind maintaining cognitive rigor during mathematics learning. Hunt, J. & Stein, M. K. (2020). Constructing goals for student learning through conversation. Mathematics Teacher: Learning and Teaching PK-12, 113(11), 904-909.
Learning goals differ from performance goals. We elaborate on their function and importance as the guiding force behind maintaining cognitive rigor during mathematics learning. Hunt, J. & Stein, M. K. (2020). Constructing goals for student learning through conversation. Mathematics Teacher: Learning and Teaching PK-12, 113(11), 904-909.
Posted: Friday, March 19
Resource | Design, Development, and Initial Testing of Asset-Based Intervention Grounded in Trajectories of Student Fraction Learning
One of the most relentless areas of difficulty in mathematics for children with learning disabilities (LDs) and difficulties is fractions. We report the development and initial testing of an intervention designed to increase access to and advancement in conceptual understanding. Our asset-based theory of change—a tested and confirmed learning trajectory of fraction concepts of students with LDs…
One of the most relentless areas of difficulty in mathematics for children with learning disabilities (LDs) and difficulties is fractions. We report the development and initial testing of an intervention designed to increase access to and advancement in conceptual understanding. Our asset-based theory of change—a tested and confirmed learning trajectory of fraction concepts of students with LDs…
Posted: Friday, March 19
Resource | Development and Pilot Testing of a Three-Dimensional, Phenomenon-based Unit that Integrates Evolution and Heredity
To realize the promise of the Next Generation Science Standards, educators require new three-dimensional, phenomenon-based curriculum materials. We describe and report on pilot test results from such a resource—Evolution: DNA and the Unity of Life. Designed for the Next Generation Science Standards, this freely available unit was developed for introductory high school biology students. It builds…
To realize the promise of the Next Generation Science Standards, educators require new three-dimensional, phenomenon-based curriculum materials. We describe and report on pilot test results from such a resource—Evolution: DNA and the Unity of Life. Designed for the Next Generation Science Standards, this freely available unit was developed for introductory high school biology students. It builds…
Posted: Friday, March 19
Resource | Building Argumentation Skills in the Biology Classroom: An Evolution Unit that Develops Students’ Capacity to Construct Arguments from Evidence
Arguing from evidence is one of eight key science practices in which students should engage. It is an essential component of science, yet students have difficulties with this practice. We describe a scaffolded claimsevidence-reasoning (CER) argumentation framework that is embedded within a new eight-week, freely available curriculum unit developed by the Genetic Science Learning Center –…
Arguing from evidence is one of eight key science practices in which students should engage. It is an essential component of science, yet students have difficulties with this practice. We describe a scaffolded claimsevidence-reasoning (CER) argumentation framework that is embedded within a new eight-week, freely available curriculum unit developed by the Genetic Science Learning Center –…
Posted: Friday, March 19
Resource | LEAP: Learning through an Early Algebra Progression
Designed to be integrated with any curriculum, each grade level includes 18-20 one-hour lessons to be conducted throughout the school year. Each LEAP lesson lasts about an hour is designed to fit within a typical daily math instructional period. LEAP early algebra curriculum for Grades K-5. Grades 3 and 4 currently available, with the remaining books for Grades K-2, 5 in press. Blanton, M.,…
Designed to be integrated with any curriculum, each grade level includes 18-20 one-hour lessons to be conducted throughout the school year. Each LEAP lesson lasts about an hour is designed to fit within a typical daily math instructional period. LEAP early algebra curriculum for Grades K-5. Grades 3 and 4 currently available, with the remaining books for Grades K-2, 5 in press. Blanton, M.,…
Posted: Friday, March 19
Resource | What You Find Depends on How You See: Examining Asset and Deficit Perspectives of Preservice Science Teachers’ Knowledge and Learning
This article explores how scholars have framed studies of preservice science teacher (PST) knowledge and learning over the past twelve years. We examined relevant studies between 2008and 2020, coding them by theoretical perspective (cognitive or sociocultural), knowledge perspective (deficit or asset), and teaching level (elementary, secondary, or both) of the PSTs in the study. We found patterns…
This article explores how scholars have framed studies of preservice science teacher (PST) knowledge and learning over the past twelve years. We examined relevant studies between 2008and 2020, coding them by theoretical perspective (cognitive or sociocultural), knowledge perspective (deficit or asset), and teaching level (elementary, secondary, or both) of the PSTs in the study. We found patterns…
Posted: Friday, March 19
Event | Institute of Electrical and Electronics Engineers 2021 IEEE Integrated STEM Education Conference - VIRTUAL
To learn more, visit https://ewh.ieee.org/conf/stem/. DRK-12 Presenters: Adrienne Smith, Rebecca Lowe, and Christie Prout, Cynosure; Guenter Maresch, Christopher Bacot, Lura Sapp, and William Eustace, North Florida College
To learn more, visit https://ewh.ieee.org/conf/stem/. DRK-12 Presenters: Adrienne Smith, Rebecca Lowe, and Christie Prout, Cynosure; Guenter Maresch, Christopher Bacot, Lura Sapp, and William Eustace, North Florida College
Posted: Friday, March 19
Event | American Chemical Society 2021 ACS Spring Annual Meeting - VIRTUAL
To learn more, visit https://www.acs.org/content/acs/en/meetings/acs-meetings.html. DRK-12 Presenters: KatieMarie Magnone, Meng Yang Matthew Wu, and Ellen Yezierski, Miami University
To learn more, visit https://www.acs.org/content/acs/en/meetings/acs-meetings.html. DRK-12 Presenters: KatieMarie Magnone, Meng Yang Matthew Wu, and Ellen Yezierski, Miami University
Posted: Friday, March 19
Event | ITEST Proposal Development – Research and Evaluation
STELAR's ITEST Proposal Development Course is a free resource designed to guide novice NSF proposal writers through the process of developing a full proposal for the August 13 ITEST solicitation deadline. Join STELAR on Thursday, April 15 for the next webinar in their series. This webinar will present information about research and evaluation designs for ITEST proposals. We will focus on…
STELAR's ITEST Proposal Development Course is a free resource designed to guide novice NSF proposal writers through the process of developing a full proposal for the August 13 ITEST solicitation deadline. Join STELAR on Thursday, April 15 for the next webinar in their series. This webinar will present information about research and evaluation designs for ITEST proposals. We will focus on…
Posted: Friday, March 19
Resource | COVID-19 Curriculum Materials
This resource presents a curricular module for high school biology classes related to the COVID-19 pandemic. The module is made up of 8 lessons that will likely take about 10-15 hours of instructional time. Major themes of the module include viral transmission, media literacy, data analysis, argumentation, and modeling. The following driving questions are explored: How do viruses such as COVID-19…
This resource presents a curricular module for high school biology classes related to the COVID-19 pandemic. The module is made up of 8 lessons that will likely take about 10-15 hours of instructional time. Major themes of the module include viral transmission, media literacy, data analysis, argumentation, and modeling. The following driving questions are explored: How do viruses such as COVID-19…
Posted: Thursday, March 18
Early Career News | The Use of Metaphor to Explore Prospective Mathematics Teachers’ Projective Identity
Carlos Nicolas Gomez (2014-15 CADRE Fellow; CAREER Awardee) published this article in School Science and Mathematics.
Carlos Nicolas Gomez (2014-15 CADRE Fellow; CAREER Awardee) published this article in School Science and Mathematics.
Posted: Tuesday, March 16
Early Career News | Retiring the Term English Language Learners: Moving Toward Linguistic Justice through Asset‐Oriented Framing
María González‐Howard (2015-16 CADRE Fellow; CAREER Awardee) and Enrique Suárez recently published this article in the Journal of Research in Science Teaching.
María González‐Howard (2015-16 CADRE Fellow; CAREER Awardee) and Enrique Suárez recently published this article in the Journal of Research in Science Teaching.
Posted: Tuesday, March 16
Early Career News | Crafting Circuits: Integrating Culturally Responsive Teaching and Current Events into Science
Colby Tofel-Grehl (CAREER Awardee), Kristin Searle, Andrea Hawkman, Tyler Hansen, and Kimberly Lott published this Science & Children article.
Colby Tofel-Grehl (CAREER Awardee), Kristin Searle, Andrea Hawkman, Tyler Hansen, and Kimberly Lott published this Science & Children article.
Posted: Tuesday, March 16
Early Career News | Prospective K-8 Teachers’ Noticing of Student Justifications and Generalizations in the Context of Analyzing Written Artifacts and Video-Records
Marta T. Magiera (CAREER Awardee) and Vecihi S. Zambak (2018 CADRE Postdoc) published this International Journal of STEM Education article.
Marta T. Magiera (CAREER Awardee) and Vecihi S. Zambak (2018 CADRE Postdoc) published this International Journal of STEM Education article.
Posted: Tuesday, March 16
Early Career News | Positionality Practices and Dimensions of Impact on Equity Research: A Collaborative Inquiry and Call to the Community
Stephen Secules, Cassandra McCall, Joel Alejandro Mejia (2013-14 CADRE Fellow), Chanel Beebe, Adam S. Masters, Matilde L. Sánchez‐Peña, and Martina Svyantek recently published this article in the Journal of Engineering Education.
Stephen Secules, Cassandra McCall, Joel Alejandro Mejia (2013-14 CADRE Fellow), Chanel Beebe, Adam S. Masters, Matilde L. Sánchez‐Peña, and Martina Svyantek recently published this article in the Journal of Engineering Education.
Posted: Tuesday, March 16
Early Career News | Multidimensional Trajectories for Understanding Ecosystems
Catherine Eberbach, Cindy E. Hmelo‐Silver, Rebecca Jordan, Joseph Taylor, and Roberta Hunter (2020 CADRE Postdoc) published this Science Education article.
Catherine Eberbach, Cindy E. Hmelo‐Silver, Rebecca Jordan, Joseph Taylor, and Roberta Hunter (2020 CADRE Postdoc) published this Science Education article.
Posted: Tuesday, March 16
Early Career News | Middle Science Computing Integration with Preservice Teachers
Lauren Margulieux (CAREER Awardee) and Aman Yadav published this article in Journal of Computers in Mathematics and Science Teaching.
Lauren Margulieux (CAREER Awardee) and Aman Yadav published this article in Journal of Computers in Mathematics and Science Teaching.
Posted: Tuesday, March 16
Early Career News | Listening to and Understanding Students’ Algorithms
Gladys Krause (2016-17 CADRE Fellow), Luz A. Maldonado Rodríguez, and Melissa Adams-Corral published this article in Mathematics Teacher: Learning and Teaching PK-12.
Gladys Krause (2016-17 CADRE Fellow), Luz A. Maldonado Rodríguez, and Melissa Adams-Corral published this article in Mathematics Teacher: Learning and Teaching PK-12.
Posted: Tuesday, March 16
Early Career News | Instructional Scaffolding to Engage All Learners in Complex Science Text
Delinda van Garderen, Rachel Juergensen (2020-21 CADRE Fellow), Cassandra Smith, Heba Abdelnaby, Amy Lannin, and William Folk published this article in Science Scope.
Delinda van Garderen, Rachel Juergensen (2020-21 CADRE Fellow), Cassandra Smith, Heba Abdelnaby, Amy Lannin, and William Folk published this article in Science Scope.
Posted: Tuesday, March 16
Early Career News | Enhancing Science Lessons to Support Multilingual Students’ Engagement in Science and Engineering Practices
María González-Howard (2015-16 CADRE Fellow; CAREER Awardee) published this article in Science Scope with co-authors Sage Andersen and Karina MÉndez PÉrez.
María González-Howard (2015-16 CADRE Fellow; CAREER Awardee) published this article in Science Scope with co-authors Sage Andersen and Karina MÉndez PÉrez.
Posted: Tuesday, March 16
Early Career News | A Day of Reckoning for the White Academy: Reframing Success for African American Women in STEM
Terrell R. Morton (2018 CADRE Postdoc) and Tara Nkrumah recently published this Cultural Studies of Science Education article.
Terrell R. Morton (2018 CADRE Postdoc) and Tara Nkrumah recently published this Cultural Studies of Science Education article.
Posted: Tuesday, March 16