What's New on CADREK12.org
Event | NSF Research on Innovative Technologies for Enhanced Learning (RITEL); Full Proposal Deadline
Learn more at https://new.nsf.gov/funding/opportunities/ritel-research-innovative-tec….
Learn more at https://new.nsf.gov/funding/opportunities/ritel-research-innovative-tec….
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Blog | DRK-12 Project Impact and Challenges: Key Insights from a Survey of DRK-12 Principal Investigators
CADRE analyzed findings from open-ended questions included in the 2024 DRK-12 Portfolio survey sent to 309 DRK-12 principal investigators (PIs) (n = 154 total respondents). The survey included questions about project challenges and impacts.* The findings underscore the need for adaptive strategies to address recruitment, retention, and effective virtual engagement, alongside an ongoing focus on…
CADRE analyzed findings from open-ended questions included in the 2024 DRK-12 Portfolio survey sent to 309 DRK-12 principal investigators (PIs) (n = 154 total respondents). The survey included questions about project challenges and impacts.* The findings underscore the need for adaptive strategies to address recruitment, retention, and effective virtual engagement, alongside an ongoing focus on…
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Newsletter | November 2024 Newsletter
Dear Colleagues, This month's Spotlight on Games in STEM Education showcases innovative research into the role of gaming as a powerful tool to boost engagement and learning in STEM classrooms. Two blog posts featured in the Spotlight focus on changes that AI is bringing to educational games. CADRE hosted an online orientation for new DRK-12 awardees, introducing them to CADRE’s resources and…
Dear Colleagues, This month's Spotlight on Games in STEM Education showcases innovative research into the role of gaming as a powerful tool to boost engagement and learning in STEM classrooms. Two blog posts featured in the Spotlight focus on changes that AI is bringing to educational games. CADRE hosted an online orientation for new DRK-12 awardees, introducing them to CADRE’s resources and…
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Event | ISE Equity Visionaries Program Informational Webinar
The ISE Equity Visionaries program is now open for applications (due December 19)! This cohort-based program, hosted by the REVISE Center, is a succession of educational, networking, and supportive workshops and discussions designed to strengthen the ability and capacity of prospective organizations (especially community-based organizations and academic/research institutions with limited…
The ISE Equity Visionaries program is now open for applications (due December 19)! This cohort-based program, hosted by the REVISE Center, is a succession of educational, networking, and supportive workshops and discussions designed to strengthen the ability and capacity of prospective organizations (especially community-based organizations and academic/research institutions with limited…
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Resource | Facilitating Collaborative Inquiry into Practice Around Artifacts of Mathematics Teaching
Although there has been increasing attention to the importance of teacher agency in professional development, there has been little attention to what it takes to facilitate collaborative work that both centers teachers’ assets and expertise and leads to productive learning. This paper presents a framework for focused and responsive facilitation of productive discourse around instructional…
Although there has been increasing attention to the importance of teacher agency in professional development, there has been little attention to what it takes to facilitate collaborative work that both centers teachers’ assets and expertise and leads to productive learning. This paper presents a framework for focused and responsive facilitation of productive discourse around instructional…
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Resource | Does Use of a Hypothetical Learning Progression Promote Learning of the Cardinal-Count Concept and Give-n Performance?
The general aim of the research was to conduct a rare test of the efficacy of hypothetical learning progressions (HLPs) and a basic assumption of basing instruction on HLPs, namely teaching each successive level is more efficacious than skipping lower levels and teaching the target level directly. The specific aim was evaluating whether counting-based cardinality concepts unfold in a stepwise…
The general aim of the research was to conduct a rare test of the efficacy of hypothetical learning progressions (HLPs) and a basic assumption of basing instruction on HLPs, namely teaching each successive level is more efficacious than skipping lower levels and teaching the target level directly. The specific aim was evaluating whether counting-based cardinality concepts unfold in a stepwise…
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Resource | Development of a Questionnaire on Teachers' Beliefs, Preparedness, and Instructional Practices for Teaching NGSS Science with Multilingual Learners
The limited availability of research instruments that reflect the vision of the Next Generation Science Standards (NGSS) restricts the field's understanding of whether and how teachers are making instructional shifts called for by the standards. The need for such instruments is particularly urgent with teachers of multilingual learners (MLs), who are called on to make shifts in how they think…
The limited availability of research instruments that reflect the vision of the Next Generation Science Standards (NGSS) restricts the field's understanding of whether and how teachers are making instructional shifts called for by the standards. The need for such instruments is particularly urgent with teachers of multilingual learners (MLs), who are called on to make shifts in how they think…
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Resource | Contextual Resources Supporting the Co-evolution of Teachers' Collective Inquiry and Classroom Practice After the Grant Ended
We explored how various contextual resources accumulated over multiple years operated together to facilitate a team of high school teachers' sustained and agentive learning after a 4-year research–practice partnership (RPP) grant concluded. Specifically, we examined constellations of resources that promoted the co-evolution of the teachers' collective inquiry in the professional learning…
We explored how various contextual resources accumulated over multiple years operated together to facilitate a team of high school teachers' sustained and agentive learning after a 4-year research–practice partnership (RPP) grant concluded. Specifically, we examined constellations of resources that promoted the co-evolution of the teachers' collective inquiry in the professional learning…
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Resource | Using Artificial Intelligence Teaching Assistants to Guide Students in Solar Energy Engineering Design
Engineering projects, such as designing a solar farm that converts solar radiation shined on the Earth into electricity, engage students in addressing real-world challenges by learning and applying geoscience knowledge. To improve their designs, students benefit from frequent and informative feedback as they iterate. However, teacher attention may be limited or inadequate, both during COVID-19…
Engineering projects, such as designing a solar farm that converts solar radiation shined on the Earth into electricity, engage students in addressing real-world challenges by learning and applying geoscience knowledge. To improve their designs, students benefit from frequent and informative feedback as they iterate. However, teacher attention may be limited or inadequate, both during COVID-19…
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Resource | Using Artificial Intelligence Teaching Assistants to Guide Students in Solar Energy Engineering Design
Engineering projects, such as designing a solar farm that converts solar radiation shined on the Earth into electricity, engage students in addressing real-world challenges by learning and applying geoscience knowledge. To improve their designs, students benefit from frequent and informative feedback as they iterate. However, teacher attention may be limited or inadequate, both during COVID-19…
Engineering projects, such as designing a solar farm that converts solar radiation shined on the Earth into electricity, engage students in addressing real-world challenges by learning and applying geoscience knowledge. To improve their designs, students benefit from frequent and informative feedback as they iterate. However, teacher attention may be limited or inadequate, both during COVID-19…
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Resource | Understanding Variation in Integrated STEM Practice as Measured by the STEM Observation Protocol (STEM-OP)
To better understand integrated STEM education, this work explored scores on the STEM Observation Protocol (STEM-OP), a newly developed observation protocol for use in K-12 science and engineering classrooms. The goals of this work were to better understand how integrated STEM might look throughout an integrated STEM unit and identify limitations of the instrument when examining daily scores and…
To better understand integrated STEM education, this work explored scores on the STEM Observation Protocol (STEM-OP), a newly developed observation protocol for use in K-12 science and engineering classrooms. The goals of this work were to better understand how integrated STEM might look throughout an integrated STEM unit and identify limitations of the instrument when examining daily scores and…
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Resource | Understanding Variation in Integrated STEM Practice as Measured by the STEM Observation Protocol (STEM-OP)
To better understand integrated STEM education, this work explored scores on the STEM Observation Protocol (STEM-OP), a newly developed observation protocol for use in K-12 science and engineering classrooms. The goals of this work were to better understand how integrated STEM might look throughout an integrated STEM unit and identify limitations of the instrument when examining daily scores and…
To better understand integrated STEM education, this work explored scores on the STEM Observation Protocol (STEM-OP), a newly developed observation protocol for use in K-12 science and engineering classrooms. The goals of this work were to better understand how integrated STEM might look throughout an integrated STEM unit and identify limitations of the instrument when examining daily scores and…
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Resource | Transforming Learning Opportunities in Linguistically Diverse Secondary Classrooms Through Promoting Discussions: Results of an Intervention
This article presents results from a design experiment intended to develop students’ understanding of linear functions and rates of change in a linguistically diverse ninth grade classroom. The intervention focused on fostering classroom discussions. Students’ pre-post assessment gains were higher in the redesigned classrooms than in the pre-intervention classrooms. Additionally, multilingual…
This article presents results from a design experiment intended to develop students’ understanding of linear functions and rates of change in a linguistically diverse ninth grade classroom. The intervention focused on fostering classroom discussions. Students’ pre-post assessment gains were higher in the redesigned classrooms than in the pre-intervention classrooms. Additionally, multilingual…
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Resource | Novice Elementary Teachers’ Science Teaching: Instructional Planning and Discourse
Teaching science to elementary school students is complex, and teacher preparation programs must support preservice teachers’ learning to communicate science content and practices with children. Science teachers bring the experiences they have as students to their teacher preparation, and these experiences may support or conflict with what they are learning about effective teaching. In this study…
Teaching science to elementary school students is complex, and teacher preparation programs must support preservice teachers’ learning to communicate science content and practices with children. Science teachers bring the experiences they have as students to their teacher preparation, and these experiences may support or conflict with what they are learning about effective teaching. In this study…
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Resource | Engaging Elementary Students in Science Practice: Strategies for Helping Children Plan Investigations
This article presents a tool that teachers can use to support children in planning science investigations. Using an extended example from a second-grade investigation into seed dispersal, we describe strategies for structuring conversations that anchor investigations in phenomena and provide opportunities for students to be involved in making decisions about what materials to use in an…
This article presents a tool that teachers can use to support children in planning science investigations. Using an extended example from a second-grade investigation into seed dispersal, we describe strategies for structuring conversations that anchor investigations in phenomena and provide opportunities for students to be involved in making decisions about what materials to use in an…
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Resource | Conducting Authentic Moth Research with Students to Encourage Scientific Inquiry
Studying moths is an excellent way to include students in science practices by introducing them to a ubiquitous but under-appreciated animal group that can be found in their local places, including urban, suburban, agricultural, forested, and other habitats. In this paper, we share a simple, low-cost method that can allow individual students or groups to collect moth specimens and begin to ask…
Studying moths is an excellent way to include students in science practices by introducing them to a ubiquitous but under-appreciated animal group that can be found in their local places, including urban, suburban, agricultural, forested, and other habitats. In this paper, we share a simple, low-cost method that can allow individual students or groups to collect moth specimens and begin to ask…
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Early Career News | Utilizing Trust to Examine Pre-Service Teachers’ Challenges When Learning to Implement Mathematics Tasks
Tracy E. Dobie, Erin Smith, Naomi Jessup, Jennifer Ward, Katherine Baker, Kathleen Nitta, and Monica Gonzalez (2014-15 CADRE Fellow) published this article in Investigations in Mathematics Learning.
Tracy E. Dobie, Erin Smith, Naomi Jessup, Jennifer Ward, Katherine Baker, Kathleen Nitta, and Monica Gonzalez (2014-15 CADRE Fellow) published this article in Investigations in Mathematics Learning.
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Early Career News | What Do We Know About the Extent of Teacher Shortages Nationwide? A Systematic Examination of Reports of U.S. Teacher Shortages
Tuan D. Nguyen, (CAREER Awardee) published this AERA Open article with co-authors Chanh B. Lam and Paul Bruno.
Tuan D. Nguyen, (CAREER Awardee) published this AERA Open article with co-authors Chanh B. Lam and Paul Bruno.
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Early Career News | Publishing Mathematics Education Research in English: Amplifying Voices from the Field
Lisa Darragh, Karin Brodie, Anjum Halai, Núria Planas, Despina Potari, Manuel Santos-Trigo, Thorsten Scheiner, and Janet Walkoe (CAREER Awardee) published this article in the Journal of Mathematics Teacher Education.
Lisa Darragh, Karin Brodie, Anjum Halai, Núria Planas, Despina Potari, Manuel Santos-Trigo, Thorsten Scheiner, and Janet Walkoe (CAREER Awardee) published this article in the Journal of Mathematics Teacher Education.
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Early Career News | Mathematics Teacher Educators’ Navigational Expertise When Designing Multimodal Representations of Practice: A Semiotic Analysis
Gil Schwarts, Patricio Herbst, Daniel Chazan, Orly Buchbinder (CAREER Awardee), Lawrence M. Clark, Rob Wieman, and William Zahner published this Journal of Mathematics Teacher Education article.
Gil Schwarts, Patricio Herbst, Daniel Chazan, Orly Buchbinder (CAREER Awardee), Lawrence M. Clark, Rob Wieman, and William Zahner published this Journal of Mathematics Teacher Education article.
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Early Career News | Intent and Extent: Computer Science Concepts and Practices in Integrated Computing
Lauren E. Margulieux (CAREER Awardee), Yin-Chan Liao, Erin Anderson, Miranda C. Parker, and Brendan D. Calandra published this article in ACM Transactions on Computing Education.
Lauren E. Margulieux (CAREER Awardee), Yin-Chan Liao, Erin Anderson, Miranda C. Parker, and Brendan D. Calandra published this article in ACM Transactions on Computing Education.
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Early Career News | Bringing Computational Thinking into Classrooms: A Systematic Review on Supporting Teachers in Integrating Computational Thinking into K-12 Classrooms
Zhichun Liu, Zarina Gearty, Eleanor Richard, Chandra Hawley Orrill, Shakhnoza Kayumova (CAREER Awardee), and Ramprasad Balasubramanian published this article in the International Journal of STEM Education.
Zhichun Liu, Zarina Gearty, Eleanor Richard, Chandra Hawley Orrill, Shakhnoza Kayumova (CAREER Awardee), and Ramprasad Balasubramanian published this article in the International Journal of STEM Education.
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Resource | Supporting Student Voice in Science Classrooms: The Limits of Psychosocial Approaches and the Importance of Sociocultural and Critical Perspectives on Student Agency
In this paper, we examine traditional psychosocial approaches to the study of student agency in science education, emphasizing the importance of incorporating sociocultural and critical perspectives. We present both contemporary studies of student agency in educational psychology and the work of scholars who study students’ student agency with attention to the cultural, economic, political, and…
In this paper, we examine traditional psychosocial approaches to the study of student agency in science education, emphasizing the importance of incorporating sociocultural and critical perspectives. We present both contemporary studies of student agency in educational psychology and the work of scholars who study students’ student agency with attention to the cultural, economic, political, and…
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Blog | A Quantum Leap: Teaching & Learning the Physics of the Future
Translating the latest science into education is always a challenge, particularly in physics. A key aspect of exemplary science education is that the students are doing science, not just reading or hearing about science. Physics ideas are often complex and far removed from everyday experience, making it difficult to turn developments in physics into instructional materials appropriate for the…
Translating the latest science into education is always a challenge, particularly in physics. A key aspect of exemplary science education is that the students are doing science, not just reading or hearing about science. Physics ideas are often complex and far removed from everyday experience, making it difficult to turn developments in physics into instructional materials appropriate for the…
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Project Spotlight | Physical Sciences: Chemistry & Physics Education
This Spotlight highlights seven DRK-12 projects that are advancing the field of physical science education in Chemistry and Physics. They share information on how they are innovating approaches to teaching and learning or assessing concepts and practices in these disciplines; how they are leveraging scientific and technological advances; challenges that are unique to work in this discipline along…
This Spotlight highlights seven DRK-12 projects that are advancing the field of physical science education in Chemistry and Physics. They share information on how they are innovating approaches to teaching and learning or assessing concepts and practices in these disciplines; how they are leveraging scientific and technological advances; challenges that are unique to work in this discipline along…
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Resource | Science Teachers Learning from Lesson Analysis (STeLLA) High School Biology Units
This collection of curriculum units focus on the biology topics of natural selection, matter and energy, and genetics. Each unit contains a series of lessons, videos, and materials for students and teachers.
This collection of curriculum units focus on the biology topics of natural selection, matter and energy, and genetics. Each unit contains a series of lessons, videos, and materials for students and teachers.
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Resource | Three-Dimensional Rural Science Lesson Plans
These high-quality, NGSS-aligned science lesson plans are built on phenomena meaningful to rural students. They include plans for middle school science, as well as high school biology, Earth science, chemistry, and physics.
These high-quality, NGSS-aligned science lesson plans are built on phenomena meaningful to rural students. They include plans for middle school science, as well as high school biology, Earth science, chemistry, and physics.
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Resource | Motivation – Planning Lessons to Activate eNgagement in Science (M-PLANS) Toolkit
This toolkit lays important groundwork to help teachers successfully enact motivation design principles (MDPs) in support of student motivation and engagement in science. It addresses the reciprocal relationship between motivationally supportive teaching and equitable science instruction and provides guidance on general classroom organization, routines, policies, and climate considerations that…
This toolkit lays important groundwork to help teachers successfully enact motivation design principles (MDPs) in support of student motivation and engagement in science. It addresses the reciprocal relationship between motivationally supportive teaching and equitable science instruction and provides guidance on general classroom organization, routines, policies, and climate considerations that…
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Resource | Motivation – Planning Lessons to Activate eNgagement in Science (M-PLANS) Toolkit
This toolkit lays important groundwork to help teachers successfully enact motivation design principles (MDPs) in support of student motivation and engagement in science. It addresses the reciprocal relationship between motivationally supportive teaching and equitable science instruction and provides guidance on general classroom organization, routines, policies, and climate considerations that…
This toolkit lays important groundwork to help teachers successfully enact motivation design principles (MDPs) in support of student motivation and engagement in science. It addresses the reciprocal relationship between motivationally supportive teaching and equitable science instruction and provides guidance on general classroom organization, routines, policies, and climate considerations that…
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Resource | Motivation – Planning Lessons to Activate eNgagement in Science (M-PLANS) Toolkit
This toolkit lays important groundwork to help teachers successfully enact motivation design principles (MDPs) in support of student motivation and engagement in science. It addresses the reciprocal relationship between motivationally supportive teaching and equitable science instruction and provides guidance on general classroom organization, routines, policies, and climate considerations that…
This toolkit lays important groundwork to help teachers successfully enact motivation design principles (MDPs) in support of student motivation and engagement in science. It addresses the reciprocal relationship between motivationally supportive teaching and equitable science instruction and provides guidance on general classroom organization, routines, policies, and climate considerations that…
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