What's New on CADREK12.org
Resource | Engaging Students with Non-routine Geometry Proof Tasks
Students who earned high marks during the proof semester of a geometry course were interviewed to understand what high-achieving students actually took away from the treatment of proof in geometry. The findings suggest that students had turned proving into a rote task, whereby they expected to mark a diagram and prove two triangles congruent. Cirillo, M. (2018). Engaging students with non-routine…
Students who earned high marks during the proof semester of a geometry course were interviewed to understand what high-achieving students actually took away from the treatment of proof in geometry. The findings suggest that students had turned proving into a rote task, whereby they expected to mark a diagram and prove two triangles congruent. Cirillo, M. (2018). Engaging students with non-routine…
Posted: Wednesday, August 19
Resource | Describing Curricular Materials for Mathematics Teacher Education in an Online, Rich Media Platform
This chapter explores a way of describing the teacher education curricular materials being developed by mathematics teacher educators through their interaction with the LessonSketch online platform (www.lessonsketch.org). We briefly describe the platform and the larger project and then using the experiences created by two fellows illustrate the kinds of materials being created by the teacher…
This chapter explores a way of describing the teacher education curricular materials being developed by mathematics teacher educators through their interaction with the LessonSketch online platform (www.lessonsketch.org). We briefly describe the platform and the larger project and then using the experiences created by two fellows illustrate the kinds of materials being created by the teacher…
Posted: Wednesday, August 19
Resource | The Price of Nice: How Good Intentions Maintain Educational Inequity
Being nice is difficult to critique. Niceness is almost always portrayed and felt as a positive quality. In schools, nice teachers are popular among students, parents, and administrators. And yet Niceness, as a distinct set of practices and discourses, is not actually good for individuals, institutions, or communities because of the way it maintains and reinforces educational inequity. In The…
Being nice is difficult to critique. Niceness is almost always portrayed and felt as a positive quality. In schools, nice teachers are popular among students, parents, and administrators. And yet Niceness, as a distinct set of practices and discourses, is not actually good for individuals, institutions, or communities because of the way it maintains and reinforces educational inequity. In The…
Posted: Wednesday, August 19
Resource | The Anthropology of Educational Policy: Ethnographic Inquiries into Policy as Sociocultural Practice
Advancing a rapidly growing field of social science inquiry—the anthropology of policy—this volume extends and solidifies this body of work, focusing on education policy. Its goal is to examine timely issues in education policy from a critical anthropological, ethnographic, and comparative perspective, and through this to theorize new ways of understanding how policy "does its work." At the…
Advancing a rapidly growing field of social science inquiry—the anthropology of policy—this volume extends and solidifies this body of work, focusing on education policy. Its goal is to examine timely issues in education policy from a critical anthropological, ethnographic, and comparative perspective, and through this to theorize new ways of understanding how policy "does its work." At the…
Posted: Wednesday, August 19
Event | Sustainability: Partnering to Implement Systems Change
The NSF INCLUDES Coordination Hub is excited to have presenters Kerstin Tebbe, Founder of Collective Mind and Terri Akey, Director of ORS Impact talk about Sustainability: Partnering to Implement Systems Change on Thursday, August 20, from 3:00 - 4:00 pm ET. Sustainability is tied to one of NSF’s five design elements of Collaborative Infrastructure (expansion, sustainability, and scale) and in…
The NSF INCLUDES Coordination Hub is excited to have presenters Kerstin Tebbe, Founder of Collective Mind and Terri Akey, Director of ORS Impact talk about Sustainability: Partnering to Implement Systems Change on Thursday, August 20, from 3:00 - 4:00 pm ET. Sustainability is tied to one of NSF’s five design elements of Collaborative Infrastructure (expansion, sustainability, and scale) and in…
Posted: Monday, August 17
Resource | “You are Never too Little to Understand Your Culture”: Strengthening Early Childhood Teachers through the Diné Institute for Navajo Nation Educators
There is international and widespread recognition that early childhood education must be fully inclusive and based on the language, culture, and epistemology of local Indigenous communities (Kitson, 2010). Early childhood education (ECE) programs can only deliver on the promises ofculturally responsive schooling (Castagno & Brayboy, 2008; McCarty & Lee, 2014) when “staff members…
There is international and widespread recognition that early childhood education must be fully inclusive and based on the language, culture, and epistemology of local Indigenous communities (Kitson, 2010). Early childhood education (ECE) programs can only deliver on the promises ofculturally responsive schooling (Castagno & Brayboy, 2008; McCarty & Lee, 2014) when “staff members…
Posted: Friday, August 14
Resource | Making Critical Thinking Visible for Student Analysis and Reflection: Using Structured Documentation to Enhance Effective Reasoning and Communication
Butcher, K. R., Runburg-Larson, M., & Lane, M. (2019). Making critical thinking visible for student analysis and reflection: Using structured documentation to enhance effective reasoning and communication. Science Scope, 42(8), 44-53.
Butcher, K. R., Runburg-Larson, M., & Lane, M. (2019). Making critical thinking visible for student analysis and reflection: Using structured documentation to enhance effective reasoning and communication. Science Scope, 42(8), 44-53.
Posted: Friday, August 14
Resource | Developing a Problem-Solving Measure for Grade 4
Problem solving is central to mathematics learning (NCTM, 2014). Assessments are needed that appropriately measure students’ problem-solving performance. More importantly, assessments must be grounded in robust validity evidence that justifies their interpretations and outcomes (AERAet al., 2014). Thus, measures that are grounded in validity evidence are warranted for use by practitioners and…
Problem solving is central to mathematics learning (NCTM, 2014). Assessments are needed that appropriately measure students’ problem-solving performance. More importantly, assessments must be grounded in robust validity evidence that justifies their interpretations and outcomes (AERAet al., 2014). Thus, measures that are grounded in validity evidence are warranted for use by practitioners and…
Posted: Friday, August 14
Resource | Developing a Problem-Solving Measure for Grade 4
Problem solving is central to mathematics learning (NCTM, 2014). Assessments are needed that appropriately measure students’ problem-solving performance. More importantly, assessments must be grounded in robust validity evidence that justifies their interpretations and outcomes (AERAet al., 2014). Thus, measures that are grounded in validity evidence are warranted for use by practitioners and…
Problem solving is central to mathematics learning (NCTM, 2014). Assessments are needed that appropriately measure students’ problem-solving performance. More importantly, assessments must be grounded in robust validity evidence that justifies their interpretations and outcomes (AERAet al., 2014). Thus, measures that are grounded in validity evidence are warranted for use by practitioners and…
Posted: Friday, August 14
Resource | AIR Methodology Webinar Series Designed for the DRK-12 Program
PAST EVENTS Systematic Literature Reviews and Meta-Analytic Techniques Webinar 1: An Introduction to Systematic Literature Reviews (September 3, 2020) Dr. Emily Tanner-Smith from the University of Oregon and Dr. Jeff Valentine from the University of Louisville will introduce the logic underlying systematic reviews. They will then share common challenges and provide practical advice for…
PAST EVENTS Systematic Literature Reviews and Meta-Analytic Techniques Webinar 1: An Introduction to Systematic Literature Reviews (September 3, 2020) Dr. Emily Tanner-Smith from the University of Oregon and Dr. Jeff Valentine from the University of Louisville will introduce the logic underlying systematic reviews. They will then share common challenges and provide practical advice for…
Posted: Friday, August 14
Resource | Does Early Algebra Matter? The Effectiveness of an Early Algebra Intervention in Grades 3 to 5
A cluster randomized trial design was used to examine the effectiveness of a Grades 3 to 5 early algebra intervention with a diverse student population. Forty-six schools in three school districts participated. Students in treatment schools were taught the intervention by classroom teachers during regular mathematics instruction. Students in control schools received only regular mathematics…
A cluster randomized trial design was used to examine the effectiveness of a Grades 3 to 5 early algebra intervention with a diverse student population. Forty-six schools in three school districts participated. Students in treatment schools were taught the intervention by classroom teachers during regular mathematics instruction. Students in control schools received only regular mathematics…
Posted: Friday, August 14
Resource | Does Early Algebra Matter? The Effectiveness of an Early Algebra Intervention in Grades 3 to 5
A cluster randomized trial design was used to examine the effectiveness of a Grades 3 to 5 early algebra intervention with a diverse student population. Forty-six schools in three school districts participated. Students in treatment schools were taught the intervention by classroom teachers during regular mathematics instruction. Students in control schools received only regular mathematics…
A cluster randomized trial design was used to examine the effectiveness of a Grades 3 to 5 early algebra intervention with a diverse student population. Forty-six schools in three school districts participated. Students in treatment schools were taught the intervention by classroom teachers during regular mathematics instruction. Students in control schools received only regular mathematics…
Posted: Friday, August 14
Resource | The Joys of Teaching Ecology in K–12 and Informal Settings
Esposito, R. M. M, Harris, C., Berkowitz, A. R., & Pregnal, M. (2019). The joys of teaching ecology in K-12 and informal settings. Frontiers in Ecology and the Environment, 17(9), 538-539. https://doi.org/10.1002/fee.2122
Esposito, R. M. M, Harris, C., Berkowitz, A. R., & Pregnal, M. (2019). The joys of teaching ecology in K-12 and informal settings. Frontiers in Ecology and the Environment, 17(9), 538-539. https://doi.org/10.1002/fee.2122
Posted: Thursday, August 13
Resource | Improving Ecological Education through a Four‐Dimensional Framework
At its November 2018 meeting, the Ecological Society of America's Governing Board made the important decision to endorse the 4‐Dimensional Ecology Education (4DEE) framework. Developed over the past 3 years by a task force of ESA members who solicited input from a variety of groups, the framework takes a fresh and innovative approach toward the teaching of ecology. Klemow, K., Berkowitz, A., Cid…
At its November 2018 meeting, the Ecological Society of America's Governing Board made the important decision to endorse the 4‐Dimensional Ecology Education (4DEE) framework. Developed over the past 3 years by a task force of ESA members who solicited input from a variety of groups, the framework takes a fresh and innovative approach toward the teaching of ecology. Klemow, K., Berkowitz, A., Cid…
Posted: Thursday, August 13
Resource | Designing in Context: Reaching Beyond Usability in Learning Analytics Dashboard Design
Researchers and developers of learning analytics (LA) systems are increasingly adopting human-centred design (HCD) approaches, with growing need to understand how to apply design practice in different educational settings. In this paper, we present a design narrative of our experience developing dashboards to support middle school mathematics teachers’ pedagogical practices, in a multi-university…
Researchers and developers of learning analytics (LA) systems are increasingly adopting human-centred design (HCD) approaches, with growing need to understand how to apply design practice in different educational settings. In this paper, we present a design narrative of our experience developing dashboards to support middle school mathematics teachers’ pedagogical practices, in a multi-university…
Posted: Thursday, August 13
Resource | Designing in Context: Reaching Beyond Usability in Learning Analytics Dashboard Design
Researchers and developers of learning analytics (LA) systems are increasingly adopting human-centred design (HCD) approaches, with growing need to understand how to apply design practice in different educational settings. In this paper, we present a design narrative of our experience developing dashboards to support middle school mathematics teachers’ pedagogical practices, in a multi-university…
Researchers and developers of learning analytics (LA) systems are increasingly adopting human-centred design (HCD) approaches, with growing need to understand how to apply design practice in different educational settings. In this paper, we present a design narrative of our experience developing dashboards to support middle school mathematics teachers’ pedagogical practices, in a multi-university…
Posted: Thursday, August 13
Resource | Designing in Context: Reaching Beyond Usability in Learning Analytics Dashboard Design
Researchers and developers of learning analytics (LA) systems are increasingly adopting human-centred design (HCD) approaches, with growing need to understand how to apply design practice in different educational settings. In this paper, we present a design narrative of our experience developing dashboards to support middle school mathematics teachers’ pedagogical practices, in a multi-university…
Researchers and developers of learning analytics (LA) systems are increasingly adopting human-centred design (HCD) approaches, with growing need to understand how to apply design practice in different educational settings. In this paper, we present a design narrative of our experience developing dashboards to support middle school mathematics teachers’ pedagogical practices, in a multi-university…
Posted: Thursday, August 13
Newsletter | August 2020 Newsletter
Dear Colleagues, The demand for data skills is growing across industries and disciplines. Understanding how to analyze and interpret data will not only be critical for students as they enter the workforce, but also as they grapple with complex issues, such as the COVID-19 pandemic or climate change. This month’s Spotlight focuses on research to understand and improve students' analysis and…
Dear Colleagues, The demand for data skills is growing across industries and disciplines. Understanding how to analyze and interpret data will not only be critical for students as they enter the workforce, but also as they grapple with complex issues, such as the COVID-19 pandemic or climate change. This month’s Spotlight focuses on research to understand and improve students' analysis and…
Posted: Thursday, August 13
Event | Webinar 2: An Introduction to Meta-Analytic Techniques
This webinar is part of a 2-part series. In recent years, science, technology, engineering, and mathematics (STEM) education researchers have used systematic review and meta-analysis methods to synthesize research evidence, identify gaps in the literature, develop instructional design guidelines, and inform teaching practice. Systematic literature reviews, however, are often confused with…
This webinar is part of a 2-part series. In recent years, science, technology, engineering, and mathematics (STEM) education researchers have used systematic review and meta-analysis methods to synthesize research evidence, identify gaps in the literature, develop instructional design guidelines, and inform teaching practice. Systematic literature reviews, however, are often confused with…
Posted: Thursday, August 13
Event | Webinar 1: An Introduction to Systematic Literature Reviews
This webinar is part of a 2-part series. In recent years, science, technology, engineering, and mathematics (STEM) education researchers have used systematic review and meta-analysis methods to synthesize research evidence, identify gaps in the literature, develop instructional design guidelines, and inform teaching practice. Systematic literature reviews, however, are often confused with…
This webinar is part of a 2-part series. In recent years, science, technology, engineering, and mathematics (STEM) education researchers have used systematic review and meta-analysis methods to synthesize research evidence, identify gaps in the literature, develop instructional design guidelines, and inform teaching practice. Systematic literature reviews, however, are often confused with…
Posted: Thursday, August 13
Announcement | AIR Webinar Series: Systematic Literature Reviews and Meta-Analytic Techniques
In recent years, science, technology, engineering, and mathematics (STEM) education researchers have used systematic review and meta-analysis methods to synthesize research evidence, identify gaps in the literature, develop instructional design guidelines, and inform teaching practice. Systematic literature reviews, however, are often confused with standard literature reviews. To reduce bias and…
In recent years, science, technology, engineering, and mathematics (STEM) education researchers have used systematic review and meta-analysis methods to synthesize research evidence, identify gaps in the literature, develop instructional design guidelines, and inform teaching practice. Systematic literature reviews, however, are often confused with standard literature reviews. To reduce bias and…
Posted: Thursday, August 13
Early Career News | Supporting Students' Pathways through the Cycle of Inquiry and Justification
Michelle Cirillo (CAREER Awardee) and Jenifer Hummer (2017-18 CADRE Fellow) presented a webinar on the cycle of inquiry and justification in secondary mathematics as part of NCTM's 100 Days of Professional Learning.
Michelle Cirillo (CAREER Awardee) and Jenifer Hummer (2017-18 CADRE Fellow) presented a webinar on the cycle of inquiry and justification in secondary mathematics as part of NCTM's 100 Days of Professional Learning.
Posted: Monday, August 10
Early Career News | 2018 CADRE Postdoc awarded NSF grant
Terrell Morton (2018 CADRE Postdoc) was recently awarded an NSF grant to build a network comprised of diverse individuals from higher education (e.g., administrators, faculty, staff, students), science industry, and Black cultural spaces, to address the challenges of retaining and supporting the continued participation of Black students in the biological sciences with a specific focus on the…
Terrell Morton (2018 CADRE Postdoc) was recently awarded an NSF grant to build a network comprised of diverse individuals from higher education (e.g., administrators, faculty, staff, students), science industry, and Black cultural spaces, to address the challenges of retaining and supporting the continued participation of Black students in the biological sciences with a specific focus on the…
Posted: Monday, August 10
Resource | Supporting Students' Pathways through the Cycle of Inquiry and Justification
The Cycle of Inquiry and Justification was delineated as an essential concept for High School Mathematics (NCTM, 2018). After spending three years observing this cycle in classrooms, we identified the transition from conjecturing to proving as a key site for conceptual obstacles. These obstacles and strategies for overcoming them are explored. This presentation was part of the NCTM 100 Days of…
The Cycle of Inquiry and Justification was delineated as an essential concept for High School Mathematics (NCTM, 2018). After spending three years observing this cycle in classrooms, we identified the transition from conjecturing to proving as a key site for conceptual obstacles. These obstacles and strategies for overcoming them are explored. This presentation was part of the NCTM 100 Days of…
Posted: Monday, August 10
Event | STELAR Webinar: NSF Q&A for 2020 ITEST Solicitation Applicants
STELAR will host NSF Program Officers for a final Q&A session designed for those planning to submit ITEST proposals on August 14, 2020. This session will be held as an “office hours” style discussion, and will be geared towards answering the more technical questions around completing the required proposal sections and finalizing your submission. Bring your questions ahead of the August 14…
STELAR will host NSF Program Officers for a final Q&A session designed for those planning to submit ITEST proposals on August 14, 2020. This session will be held as an “office hours” style discussion, and will be geared towards answering the more technical questions around completing the required proposal sections and finalizing your submission. Bring your questions ahead of the August 14…
Posted: Wednesday, July 29
Blog | Conceptual Replications in STEM Education Research
Despite the abundant and frequent calls for replication studies from research communities (e.g., Shavelson & Towne, 2002) and funding agencies (e.g., IES & NSF, 2013), the number of such studies remains stubbornly small. For example, in an analysis of all articles published since 1900 in the top 10 psychological journals, Makel, Plucker, and Hegarty (2012) found that less than 1% were…
Despite the abundant and frequent calls for replication studies from research communities (e.g., Shavelson & Towne, 2002) and funding agencies (e.g., IES & NSF, 2013), the number of such studies remains stubbornly small. For example, in an analysis of all articles published since 1900 in the top 10 psychological journals, Makel, Plucker, and Hegarty (2012) found that less than 1% were…
Posted: Monday, July 27
Blog | Reporting Findings to Decision-Makers and Project Participants
As DRK-12 researchers conducting empirical studies of interventions in science education, the findings from our studies are important to multiple audiences. While the dissemination plan might be one of the last sections we write in our proposals, and one of the last pieces we consider during the timeline of a project, it is probably the most important activity we engage in. I’ll always remember…
As DRK-12 researchers conducting empirical studies of interventions in science education, the findings from our studies are important to multiple audiences. While the dissemination plan might be one of the last sections we write in our proposals, and one of the last pieces we consider during the timeline of a project, it is probably the most important activity we engage in. I’ll always remember…
Posted: Monday, July 27
Newsletter | July 2020 Newsletter
Dear Colleagues, In 2018, NSF and IES released a companion to the Common Guidelines which identifies principles to help education stakeholders design and report reproducibility and replication studies in the effort to build evidence. This month’s Spotlight explores that topic. This newsletter also features two blogs written by 2019-20 CADRE Fellows offering their perspectives on STEM education…
Dear Colleagues, In 2018, NSF and IES released a companion to the Common Guidelines which identifies principles to help education stakeholders design and report reproducibility and replication studies in the effort to build evidence. This month’s Spotlight explores that topic. This newsletter also features two blogs written by 2019-20 CADRE Fellows offering their perspectives on STEM education…
Posted: Monday, July 27
Blog | Liberating Our Young, Gifted & Black: The Role of STEM Education in Addressing the Existential Threat of Racism, White Supremacy, and Systemic Violence
Racism, white supremacy, and systemic violence Solve: 5 - 7k = -4(k+1) - 3 The teacher, frustrated with her inability to teach 13-year old Mia how to solve multi-step equations, began berating her in front of the entire class asking, “Why do we even bother to have these 504 meetings if you're not going to pay attention and turn in your homework?” before sending her out of the room. There were…
Racism, white supremacy, and systemic violence Solve: 5 - 7k = -4(k+1) - 3 The teacher, frustrated with her inability to teach 13-year old Mia how to solve multi-step equations, began berating her in front of the entire class asking, “Why do we even bother to have these 504 meetings if you're not going to pay attention and turn in your homework?” before sending her out of the room. There were…
Posted: Monday, July 27
Blog | Removing the Shield
PositionalityI identify as both a Black woman and a woman of color from North Carolina. I am an informal STEM educator currently going into my third year as a doctoral student. As I navigate academia, I find that I am drawn to creating spaces where historically marginalized youth feel that they can bring their whole selves and engage in learning in ways that have traditionally been overlooked.…
PositionalityI identify as both a Black woman and a woman of color from North Carolina. I am an informal STEM educator currently going into my third year as a doctoral student. As I navigate academia, I find that I am drawn to creating spaces where historically marginalized youth feel that they can bring their whole selves and engage in learning in ways that have traditionally been overlooked.…
Posted: Monday, July 27