What's New on CADREK12.org
Blog | New Measurement Paradigms and the Future of Technology-Enhanced Assessment
Research on assessment has experienced a sea change since CADRE published the New Measurement Paradigms report in 2012. Led by Mike Timms (ACER) and coordinated by Amy Busey (EDC) with Doug Clements (University of Denver), Janice Gobert (Rutgers), Diane Jass Ketelhut (University of Maryland), Debbie Reese (Wheeling Jesuit University), Eric Wiebe (North Carolina State University), and myself as…
Research on assessment has experienced a sea change since CADRE published the New Measurement Paradigms report in 2012. Led by Mike Timms (ACER) and coordinated by Amy Busey (EDC) with Doug Clements (University of Denver), Janice Gobert (Rutgers), Diane Jass Ketelhut (University of Maryland), Debbie Reese (Wheeling Jesuit University), Eric Wiebe (North Carolina State University), and myself as…
Posted: Tuesday, March 19
Project Spotlight | Technology-Enhanced Assessment
In this spotlight... Introduction & Reflections by James Lester Featured DRK-12 Projects Assessment of Mathematical Learning in Action in the Game-based Learning Environment – E-Rebuild Development and Empirical Recovery for a Learning Progression-Based Assessment of the Function Concept Graphing Research on Inquiry with Data in Science (GRIDS) Math-Mapper 6-8: A Next Generation Diagnostic…
In this spotlight... Introduction & Reflections by James Lester Featured DRK-12 Projects Assessment of Mathematical Learning in Action in the Game-based Learning Environment – E-Rebuild Development and Empirical Recovery for a Learning Progression-Based Assessment of the Function Concept Graphing Research on Inquiry with Data in Science (GRIDS) Math-Mapper 6-8: A Next Generation Diagnostic…
Posted: Monday, March 18
Resource | Ramp It Up!
Presser, A. L. Dominguez, X., Goldstein, M., Vidiksis, R., and Kamdar, D. (2019). Ramp It Up! Science & Children.
Presser, A. L. Dominguez, X., Goldstein, M., Vidiksis, R., and Kamdar, D. (2019). Ramp It Up! Science & Children.
Posted: Saturday, March 16
Early Career News | Ramp It Up!
Ashley Lewis Presser, Ximena Dominguez, Marion Goldstein, Regan Vidiksis (2014-15 CADRE Fellow), and Danae Kamdar co-authored this practitioner article for Science & Children.
Ashley Lewis Presser, Ximena Dominguez, Marion Goldstein, Regan Vidiksis (2014-15 CADRE Fellow), and Danae Kamdar co-authored this practitioner article for Science & Children.
Posted: Saturday, March 16
Event | Advancing Informal STEM Learning (AISL) Full Proposal Deadline
Learn more at https://www.nsf.gov/funding/pgm_summ.jsp?pims_id=504793
Learn more at https://www.nsf.gov/funding/pgm_summ.jsp?pims_id=504793
Posted: Saturday, March 16
Event | Discovery Research PreK-12 (DRK-12) Full Proposal Deadline
Learn more at https://www.nsf.gov/funding/pgm_summ.jsp?pims_id=500047
Learn more at https://www.nsf.gov/funding/pgm_summ.jsp?pims_id=500047
Posted: Saturday, March 16
Event | ADVANCE: Organizational Change for Gender Equity in STEM Academic Professions Full Proposal Deadline
Learn more at https://www.nsf.gov/funding/pgm_summ.jsp?pims_id=5383&org=DRL&sel_org=D… Full Proposal deadline for Catalyst proposals
Learn more at https://www.nsf.gov/funding/pgm_summ.jsp?pims_id=5383&org=DRL&sel_org=D… Full Proposal deadline for Catalyst proposals
Posted: Saturday, March 16
Event | ADVANCE: Organizational Change for Gender Equity in STEM Academic Professions Full Proposal Deadline
Learn more at https://www.nsf.gov/funding/pgm_summ.jsp?pims_id=5383&org=DRL&sel_org=D… Adaptation and Partnership (FY 2019 competition)
Learn more at https://www.nsf.gov/funding/pgm_summ.jsp?pims_id=5383&org=DRL&sel_org=D… Adaptation and Partnership (FY 2019 competition)
Posted: Saturday, March 16
Event | ADVANCE: Organizational Change for Gender Equity in STEM Academic Professions Letter of Intent Deadline
Learn more at https://www.nsf.gov/funding/pgm_summ.jsp?pims_id=5383&org=DRL&sel_org=D… Letter of Intent for January 2020 Adaptation and Partnership competition
Learn more at https://www.nsf.gov/funding/pgm_summ.jsp?pims_id=5383&org=DRL&sel_org=D… Letter of Intent for January 2020 Adaptation and Partnership competition
Posted: Saturday, March 16
Event | ADVANCE: Organizational Change for Gender Equity in STEM Academic Professions Letter of Intent Deadline
Learn more at https://www.nsf.gov/funding/pgm_summ.jsp?pims_id=5383&org=DRL&sel_org=D… Letter of Intent due for May 2019 Adaptation and Partnership competition
Learn more at https://www.nsf.gov/funding/pgm_summ.jsp?pims_id=5383&org=DRL&sel_org=D… Letter of Intent due for May 2019 Adaptation and Partnership competition
Posted: Saturday, March 16
Resource | Examining physics identity development through two high school interventions
As part of the STEP UP project, a national initiative to empower high school teachers to inspire young women to pursue physics degrees in college, we developed two lessons for high school physics classes that are intended to facilitate the physics identity development of female students. One discusses physics careers and links to students' own values and goals; the other focuses on a discussion…
As part of the STEP UP project, a national initiative to empower high school teachers to inspire young women to pursue physics degrees in college, we developed two lessons for high school physics classes that are intended to facilitate the physics identity development of female students. One discusses physics careers and links to students' own values and goals; the other focuses on a discussion…
Posted: Friday, March 15
Resource | Examining physics identity development through two high school interventions
As part of the STEP UP project, a national initiative to empower high school teachers to inspire young women to pursue physics degrees in college, we developed two lessons for high school physics classes that are intended to facilitate the physics identity development of female students. One discusses physics careers and links to students' own values and goals; the other focuses on a discussion…
As part of the STEP UP project, a national initiative to empower high school teachers to inspire young women to pursue physics degrees in college, we developed two lessons for high school physics classes that are intended to facilitate the physics identity development of female students. One discusses physics careers and links to students' own values and goals; the other focuses on a discussion…
Posted: Friday, March 15
Resource | Guidelines for Conduct During Discussions
Posted: Friday, March 15
Resource | Guidelines for Conduct During Discussions
Posted: Friday, March 15
Resource | Guidelines for Conduct During Discussions
Posted: Friday, March 15
Resource | Guidelines for Conduct During Discussions
Posted: Friday, March 15
Project Spotlight | Women and Girls in STEM
Women have been historically underrepresented in STEM fields, and this is especially true for women from minoritized racial and ethnic groups. According to the National Science Board’s Science & Engineering Indicators 2018, however, the number of women earning STEM degrees and choosing STEM occupations has been increasing. NSF’s National Center for Science and Engineering Statistics reports…
Women have been historically underrepresented in STEM fields, and this is especially true for women from minoritized racial and ethnic groups. According to the National Science Board’s Science & Engineering Indicators 2018, however, the number of women earning STEM degrees and choosing STEM occupations has been increasing. NSF’s National Center for Science and Engineering Statistics reports…
Posted: Friday, March 15
Resource | What Does It Mean to Notice My Students’ Ideas in Science Today?: An Investigation of Elementary Teachers’ Practice of Noticing Their Students’ Thinking in Science
Efforts toward improving K-12 science education emphasize teachers noticing students’ thinking as they engage in disciplinary practices and reasoning. This noticing requires specialized teacher knowledge and skills as it involves attending to students’ ideas, as well as making sense of and responding to those ideas so that the disciplinary substance in them is recognized, made explicit, and…
Efforts toward improving K-12 science education emphasize teachers noticing students’ thinking as they engage in disciplinary practices and reasoning. This noticing requires specialized teacher knowledge and skills as it involves attending to students’ ideas, as well as making sense of and responding to those ideas so that the disciplinary substance in them is recognized, made explicit, and…
Posted: Thursday, March 14
Resource | The Computational Algorithmic Thinking (CAT) Capability Flow: An Approach to Articulating CAT Capabilities over Time in African-American Middle-school Girls
Computational algorithmic thinking (CAT) is the ability to design, implement, and assess the implementation of algorithms to solve a range of problems. It involves identifying and understanding a problem, articulating an algorithm or set of algorithms in the form of a solution to the problem, implementing that solution in such a way that the solution solves the problem, and evaluating the…
Computational algorithmic thinking (CAT) is the ability to design, implement, and assess the implementation of algorithms to solve a range of problems. It involves identifying and understanding a problem, articulating an algorithm or set of algorithms in the form of a solution to the problem, implementing that solution in such a way that the solution solves the problem, and evaluating the…
Posted: Thursday, March 14
Posted: Thursday, March 14
Resource | Exploring African American Middle-School Girls' Perceptions of Themselves as Game Designers
Computational algorithmic thinking (CAT) is the ability to design, implement, and assess the implementation of algorithms to solve a range of problems. Supporting Computational Algorithmic Thinking (SCAT) is a longitudinal project that explores the development of CAT capabilities by guiding African American middle-school girls through the iterative game design cycle, resulting in a set of complex…
Computational algorithmic thinking (CAT) is the ability to design, implement, and assess the implementation of algorithms to solve a range of problems. Supporting Computational Algorithmic Thinking (SCAT) is a longitudinal project that explores the development of CAT capabilities by guiding African American middle-school girls through the iterative game design cycle, resulting in a set of complex…
Posted: Thursday, March 14
Resource | Exploring the Difficulties African-American Middle School Girls Face Enacting Computational Algorithmic Thinking over three Years while Designing Games for Social Change
Computational algorithmic thinking (CAT) is the ability to design, implement, and assess the implementation of algorithms to solve a range of problems. It involves identifying and understanding a problem, articulating an algorithm or set of algorithms in the form of a solution to the problem, implementing that solution in such a way that the solution solves the problem, and evaluating the…
Computational algorithmic thinking (CAT) is the ability to design, implement, and assess the implementation of algorithms to solve a range of problems. It involves identifying and understanding a problem, articulating an algorithm or set of algorithms in the form of a solution to the problem, implementing that solution in such a way that the solution solves the problem, and evaluating the…
Posted: Thursday, March 14
Resource | #BlackGirlMagic: The identity conceptualizationof Black women in undergraduate STEM education
Much of the research in science education that explores the influence of a racial and gendered identity on science, technology, engineering, and mathematics (STEM) engagement for Black women situate their identities primarily as responses to the oppression and struggles they face in STEM. In this study, we use Phenomenological Variant Ecological Systems Theory as a strengths‐based approach to…
Much of the research in science education that explores the influence of a racial and gendered identity on science, technology, engineering, and mathematics (STEM) engagement for Black women situate their identities primarily as responses to the oppression and struggles they face in STEM. In this study, we use Phenomenological Variant Ecological Systems Theory as a strengths‐based approach to…
Posted: Thursday, March 14
Resource | Understanding the Difficulties African-American Middle School Girls Face While Enacting Computational Algorithmic Thinking in the Context of Game Design
Computational algorithmic thinking (CAT) is the ability to design, implement, and assess the implementation of algorithms to solve a range of problems. It involves identifying and understanding a problem, articulating an algorithm or set of algorithms in the form of a solution to the problem, implementing that solution in such a way that it solves the problem, and evaluating the solution based on…
Computational algorithmic thinking (CAT) is the ability to design, implement, and assess the implementation of algorithms to solve a range of problems. It involves identifying and understanding a problem, articulating an algorithm or set of algorithms in the form of a solution to the problem, implementing that solution in such a way that it solves the problem, and evaluating the solution based on…
Posted: Thursday, March 14
Resource | Traveling Teacher Professional Development Model: Local Interpretation and Adaptation of Lesson Study in Florida
This mixed-method comparative study examined lesson study in Japan as the original model, and interpretation and adaption of lesson study as an emerging new model of teacher professional development in Florida, the United States. The study found that lesson study has been interpreted through the lens of organizational structures and routines of teacher professional development in Florida and the…
This mixed-method comparative study examined lesson study in Japan as the original model, and interpretation and adaption of lesson study as an emerging new model of teacher professional development in Florida, the United States. The study found that lesson study has been interpreted through the lens of organizational structures and routines of teacher professional development in Florida and the…
Posted: Thursday, March 14
Resource | Race to the Top and Lesson Study Implementation in Florida: District Policy and Leadership for Teacher Professional Development
Lesson study was introduced to school districts in Florida in the United States as part of the federal government’s Race to the Top Program in 2010 to scale improvement in instruction and student learning. However, little is known about what district policy and leadership characteristics are associated with the level of lesson study implementation. Based on a mixed methods study of a statewide…
Lesson study was introduced to school districts in Florida in the United States as part of the federal government’s Race to the Top Program in 2010 to scale improvement in instruction and student learning. However, little is known about what district policy and leadership characteristics are associated with the level of lesson study implementation. Based on a mixed methods study of a statewide…
Posted: Thursday, March 14
Resource | Lesson Study Design Features for Supporting Collaborative Teacher Learning
Teacher learning communities have been promoted as a promising approach to promote systemwide improvement of teaching and student learning. However, our knowledge about what design features of collaborative learning processes in teacher groups support teacher learning is still limited. Based on a teacher survey of lesson study, this study found that facilitators’ focus on student thinking, the…
Teacher learning communities have been promoted as a promising approach to promote systemwide improvement of teaching and student learning. However, our knowledge about what design features of collaborative learning processes in teacher groups support teacher learning is still limited. Based on a teacher survey of lesson study, this study found that facilitators’ focus on student thinking, the…
Posted: Thursday, March 14
Resource | Integrating STEM into Preschool Education: Designing a Professional Development Model in Diverse Settings
High quality early childhood education and science, technology, engineering, and mathematics (STEM) learning have gained recognition as key levers in the progress toward high quality education for all students. STEM activities can be an effective platform for providing rich learning experiences that are accessible to dual language learners and students from all backgrounds. To do this well,…
High quality early childhood education and science, technology, engineering, and mathematics (STEM) learning have gained recognition as key levers in the progress toward high quality education for all students. STEM activities can be an effective platform for providing rich learning experiences that are accessible to dual language learners and students from all backgrounds. To do this well,…
Posted: Thursday, March 14
Resource | Opportunities to Participate (OtP) in Science: Examining Differences Longitudinally and Across Socioeconomically Diverse Schools
The purpose of this study was to develop and validate a survey of opportunities to participate (OtP) in science that will allow educators and researchers to closely approximate the types of learning opportunities students have in science classrooms. Additionally, we examined whether and how opportunity gaps in science learning may exist across schools with different socioeconomic levels. The OtP…
The purpose of this study was to develop and validate a survey of opportunities to participate (OtP) in science that will allow educators and researchers to closely approximate the types of learning opportunities students have in science classrooms. Additionally, we examined whether and how opportunity gaps in science learning may exist across schools with different socioeconomic levels. The OtP…
Posted: Thursday, March 14
Resource | Personal and Canonical PCK: A Synergistic Relationship?
Smith, P. S., Plumley, C. L., Hayes, M. L., & Esch, R. K. (2018). Personal and Canonical PCK: A Synergistic Relationship? In S. Graves, M. Harford, R. Thompson, E. Shay, & S. Uzzo (Eds.), Pedagogical Content Knowledge in STEM (pp. 49-66). The Netherlands: Springer.
Smith, P. S., Plumley, C. L., Hayes, M. L., & Esch, R. K. (2018). Personal and Canonical PCK: A Synergistic Relationship? In S. Graves, M. Harford, R. Thompson, E. Shay, & S. Uzzo (Eds.), Pedagogical Content Knowledge in STEM (pp. 49-66). The Netherlands: Springer.
Posted: Thursday, March 14