What's New on CADREK12.org
Event | Association of Mathematics Teacher Educators 2020 Annual AMTE Conference; Phoenix, AZ
To learn more, visit https://amte.net/conferences/conf2020. DRK-12 Presenters: Julie Amador and Ryan Gillespie, University of Idaho; Cynthia D. Carson, University of Rochester Amy Hackenberg, Indiana University; Rebecca Borowski, Western Washington University; Robin Jones, Indiana University Keith Leatham, Brigham Young University; Shari Stockero, Michigan Technological University; Blake…
To learn more, visit https://amte.net/conferences/conf2020. DRK-12 Presenters: Julie Amador and Ryan Gillespie, University of Idaho; Cynthia D. Carson, University of Rochester Amy Hackenberg, Indiana University; Rebecca Borowski, Western Washington University; Robin Jones, Indiana University Keith Leatham, Brigham Young University; Shari Stockero, Michigan Technological University; Blake…
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Resource | “This is Really Frying My Brain!”: How Affect Supports Inquiry in an Online Learning Environment
Jaber, L. Z., Hufnagel, E., & Radoff, J. (2019). “This is Really Frying My Brain!”: How Affect Supports Inquiry in an Online Learning Environment. Research in Science Education.
Jaber, L. Z., Hufnagel, E., & Radoff, J. (2019). “This is Really Frying My Brain!”: How Affect Supports Inquiry in an Online Learning Environment. Research in Science Education.
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Resource | Toward a theoretical structure to characterize early probabilistic thinking
The role of probability in curricula for children has fluctuated greatly over the past several decades. Recently, some countries have removed probability from their preschool and primary curricula, and others have retained it. One reason for such lack of agreement is that theory about early probability learning is still relatively new and under development. The purpose of this report is to sketch…
The role of probability in curricula for children has fluctuated greatly over the past several decades. Recently, some countries have removed probability from their preschool and primary curricula, and others have retained it. One reason for such lack of agreement is that theory about early probability learning is still relatively new and under development. The purpose of this report is to sketch…
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Event | Inclusion Across the Nation of Communities of Learners of Underrepresented Discoverers in Engineering and Science (NSF INCLUDES) Full Proposal Deadline
Learn more at https://www.nsf.gov/funding/pgm_summ.jsp?pims_id=505679&org=DRL&sel_org…
Learn more at https://www.nsf.gov/funding/pgm_summ.jsp?pims_id=505679&org=DRL&sel_org…
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Event | NSF AISL Virtual Office Hours
Learn more and register at https://register.gotowebinar.com/register/179945373890869004?source=BLOG
Learn more and register at https://register.gotowebinar.com/register/179945373890869004?source=BLOG
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Announcement | New NSF DRK-12 Proposal Submission Deadline: November 18, 2019
The DRK-12 proposal submission deadline has been changed to 11/18/19. https://www.nsf.gov/funding/pgm_summ.jsp?pims_id=500047
The DRK-12 proposal submission deadline has been changed to 11/18/19. https://www.nsf.gov/funding/pgm_summ.jsp?pims_id=500047
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Resource | Gina’s mathematics: Thinking, tricks, or “teaching”?
Students with learning disabilities display a diverse array of factors that interplay with their mathematical understanding. Our aim in this paper is to discuss the extent to which one case study elementary school child with identified learning disabilities (LDs) made sense of composite units and unit fractions. We present analysis and results from multiple sessions conducted during a teaching…
Students with learning disabilities display a diverse array of factors that interplay with their mathematical understanding. Our aim in this paper is to discuss the extent to which one case study elementary school child with identified learning disabilities (LDs) made sense of composite units and unit fractions. We present analysis and results from multiple sessions conducted during a teaching…
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Resource | Toward Youth Participatory Science: In Search of Science (Education) for the People
Frausto, A., Morales-Doyle, D., Fitch, A., Hatch, S., & Nagy, K. (2019, April). Toward Youth Participatory Science: In Search of Science (Education) for the People. Presentation at the annual international conference of NARST, Baltimore, MD.
Frausto, A., Morales-Doyle, D., Fitch, A., Hatch, S., & Nagy, K. (2019, April). Toward Youth Participatory Science: In Search of Science (Education) for the People. Presentation at the annual international conference of NARST, Baltimore, MD.
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Resource | Science Curriculum from the Grassroots
Morales-Doyle, D., Frausto, A., Childress Price, T., Chappell, M., & Hatch, S. (2019, April). Science curriculum from the grassroots. Presentation at the annual conference of the National Science Teachers Association, St. Louis, Missouri.
Morales-Doyle, D., Frausto, A., Childress Price, T., Chappell, M., & Hatch, S. (2019, April). Science curriculum from the grassroots. Presentation at the annual conference of the National Science Teachers Association, St. Louis, Missouri.
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Resource | Beyond PCK: Science Teachers Building Critical Historical Knowledge for Environmental Justice
Morales-Doyle, D., Frausto, A., Chappell, M.J., Childress-Price, T.L., Collins, D.A., Levingston, A., Aguilera, A., Canales, K., & Herrera, E. (2019, April). Beyond PCK: Science Teachers Building Critical Historical Knowledge for Environmental Justice. Presentation at the annual international conference of NARST, Baltimore, MD.
Morales-Doyle, D., Frausto, A., Chappell, M.J., Childress-Price, T.L., Collins, D.A., Levingston, A., Aguilera, A., Canales, K., & Herrera, E. (2019, April). Beyond PCK: Science Teachers Building Critical Historical Knowledge for Environmental Justice. Presentation at the annual international conference of NARST, Baltimore, MD.
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Newsletter | August 2019 Newsletter
Dear Colleagues, The 2019 DRK-12 grants have been awarded, and new projects are beginning. Welcome to all the new members of the CADRE community! We send a special congratulations to former CADRE Fellows Camillia Matuk and Jonee Wilson, who have earned new awards. Learn about their exciting and innovative research by exploring the newly funded work. We are also looking forward to welcoming…
Dear Colleagues, The 2019 DRK-12 grants have been awarded, and new projects are beginning. Welcome to all the new members of the CADRE community! We send a special congratulations to former CADRE Fellows Camillia Matuk and Jonee Wilson, who have earned new awards. Learn about their exciting and innovative research by exploring the newly funded work. We are also looking forward to welcoming…
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Early Career News | Former CADRE Fellows receive new DRK-12 awards
Former CADRE Fellows Camillia Matuk (2010-11) and Jonee Wilson (2013-14) are among the recipients of DRK-12 awards for 2019.
Former CADRE Fellows Camillia Matuk (2010-11) and Jonee Wilson (2013-14) are among the recipients of DRK-12 awards for 2019.
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Early Career News | Communities Take Charge
Lissy Goralnik, Jenny Dauer (2012-13 CADRE Fellow), and Carly Lettero co-authored this article for The Science Teacher.
Lissy Goralnik, Jenny Dauer (2012-13 CADRE Fellow), and Carly Lettero co-authored this article for The Science Teacher.
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Early Career News | Epistemological framing and novice elementary teachers' approaches to learning and teaching engineering design
Kristen B. Wendell (CAREER awardee), Jessica E. S. Swenson, and Tejaswini S. Dalvi published this article in Journal of Research in Science Teaching.
Kristen B. Wendell (CAREER awardee), Jessica E. S. Swenson, and Tejaswini S. Dalvi published this article in Journal of Research in Science Teaching.
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Resource | Epistemological framing and novice elementary teachers' approaches to learning and teaching engineering design
As engineering learning experiences increasingly begin in elementary school, elementary teacher preparation programs are an important site for the study of teacher development in engineering education. In this article, we argue that the stances that novice teachers adopt toward engineering learning and knowledge are consequential for the opportunities they create for students. We present a…
As engineering learning experiences increasingly begin in elementary school, elementary teacher preparation programs are an important site for the study of teacher development in engineering education. In this article, we argue that the stances that novice teachers adopt toward engineering learning and knowledge are consequential for the opportunities they create for students. We present a…
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Early Career News | Qualitative graphing in an authentic inquiry context: How construction and critique help middle school students to reason about cancer
Camillia Matuk (2010-11 CADRE Fellow) published this article in the Journal of Research in Science Teaching with co-authors Jiayuan Zhang, Irina Uk, and Marcia C. Linn.
Camillia Matuk (2010-11 CADRE Fellow) published this article in the Journal of Research in Science Teaching with co-authors Jiayuan Zhang, Irina Uk, and Marcia C. Linn.
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Resource | Qualitative graphing in an authentic inquiry context: How construction and critique help middle school students to reason about cancer
Inquiry instruction often neglects graphing. It gives students few opportunities to develop the knowledge and skills necessary to take advantage of graphs, and which are called for by current science education standards. Yet, it is not well known how to support graphing skills, particularly within middle school science inquiry contexts. Using qualitative graphs is a promising, but underexplored…
Inquiry instruction often neglects graphing. It gives students few opportunities to develop the knowledge and skills necessary to take advantage of graphs, and which are called for by current science education standards. Yet, it is not well known how to support graphing skills, particularly within middle school science inquiry contexts. Using qualitative graphs is a promising, but underexplored…
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Resource | Understanding Science and Language Connections: New Approaches to Assessment with Bilingual Learners
We report on the use of bilingual constructed response science assessments in the context of a research and development partnership with secondary school science teachers. Given the power that assessments have in today’s education systems, our project provided a series of workshops for teachers where they explored students’ emergent reform-oriented science meaning-making in our project-designed…
We report on the use of bilingual constructed response science assessments in the context of a research and development partnership with secondary school science teachers. Given the power that assessments have in today’s education systems, our project provided a series of workshops for teachers where they explored students’ emergent reform-oriented science meaning-making in our project-designed…
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Resource | Validating a Model for Assessing Science Teacher’s Adaptive Expertise with Computer-Supported Complex Systems Curricula and Its Relationship to Student Learning Outcomes
The success of the Next Generation Science Standards (NGSS) and similar reforms is contingent upon the quality of teaching, yet the shifts in teaching practice required are substantial. In this study, we propose and validate a model of adaptive expertise needed for teachers to successfully deliver NGSS-informed computer-supported complex systems curricula in high school science classrooms. The…
The success of the Next Generation Science Standards (NGSS) and similar reforms is contingent upon the quality of teaching, yet the shifts in teaching practice required are substantial. In this study, we propose and validate a model of adaptive expertise needed for teachers to successfully deliver NGSS-informed computer-supported complex systems curricula in high school science classrooms. The…
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Resource | Mathematical content knowledge and knowledge for teaching: exploring their distinguishability and contribution to student learning
During the last three decades, scholars have proposed several conceptual structures to represent teacher knowledge. A common denominator in this work is the assumption that disciplinary knowledge and the knowledge needed for teaching are distinct. However, empirical findings on the distinguishability of these two knowledge components, and their relationship with student outcomes, are mixed. In…
During the last three decades, scholars have proposed several conceptual structures to represent teacher knowledge. A common denominator in this work is the assumption that disciplinary knowledge and the knowledge needed for teaching are distinct. However, empirical findings on the distinguishability of these two knowledge components, and their relationship with student outcomes, are mixed. In…
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Resource | Growth in Children’s Understanding of Generalizing and Representing Mathematical Structure and Relationships
We share here results from a quasi-experimental study that examines growth in students’ algebraic thinking practices of generalizing and representing generalizations, particularly with variable notation, as a result of an early algebra instructional sequence implemented across grades 3–5. Analyses showed that, while there were no significant differences between experimental and control students…
We share here results from a quasi-experimental study that examines growth in students’ algebraic thinking practices of generalizing and representing generalizations, particularly with variable notation, as a result of an early algebra instructional sequence implemented across grades 3–5. Analyses showed that, while there were no significant differences between experimental and control students…
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Resource | Growth in Children’s Understanding of Generalizing and Representing Mathematical Structure and Relationships
We share here results from a quasi-experimental study that examines growth in students’ algebraic thinking practices of generalizing and representing generalizations, particularly with variable notation, as a result of an early algebra instructional sequence implemented across grades 3–5. Analyses showed that, while there were no significant differences between experimental and control students…
We share here results from a quasi-experimental study that examines growth in students’ algebraic thinking practices of generalizing and representing generalizations, particularly with variable notation, as a result of an early algebra instructional sequence implemented across grades 3–5. Analyses showed that, while there were no significant differences between experimental and control students…
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Early Career News | Children’s Integer Understanding and the Effects of Linear Board Games: A Look at Two Measures
Laura Bofferding (CAREER awardee) and Andrew Hoffman co-authored this article for The Journal of Mathematical Behavior.
Laura Bofferding (CAREER awardee) and Andrew Hoffman co-authored this article for The Journal of Mathematical Behavior.
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Resource | Children’s Integer Understanding and the Effects of Linear Board Games: A Look at Two Measures
The purpose of this study was to identify affordances and limitations of using order and value comparison tasks versus number placement tasks to infer students’ negative integer understanding and growth in understanding. Data came from an experiment with kindergarteners (N = 45) and first graders (N = 48), where the experimental group played a numerical linear board game and the other group did…
The purpose of this study was to identify affordances and limitations of using order and value comparison tasks versus number placement tasks to infer students’ negative integer understanding and growth in understanding. Data came from an experiment with kindergarteners (N = 45) and first graders (N = 48), where the experimental group played a numerical linear board game and the other group did…
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Blog | Citizen Science Opportunities, Partnerships, and Challenges
What do you see as the key opportunities for scientists, teachers, and students who engage in citizen science collaborations? We view citizen science as an opportunity for teachers and students to experience scientific discovery as a joint effort involving collaboration, iterative testing, and transparency. While it is common to view interactions between scientists and the general public as…
What do you see as the key opportunities for scientists, teachers, and students who engage in citizen science collaborations? We view citizen science as an opportunity for teachers and students to experience scientific discovery as a joint effort involving collaboration, iterative testing, and transparency. While it is common to view interactions between scientists and the general public as…
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Project Spotlight | Citizen Science in K-12 STEM Education
Citizen Science and crowdsourcing projects enable the public—young and old, students and teachers, amateur and expert—to participate in scientific data collection and research. Hundreds of Citizen Science projects are active across the United States, collecting data both locally and internationally on various topics including archaeology, chemistry, and ecology. In this Spotlight, you'll read…
Citizen Science and crowdsourcing projects enable the public—young and old, students and teachers, amateur and expert—to participate in scientific data collection and research. Hundreds of Citizen Science projects are active across the United States, collecting data both locally and internationally on various topics including archaeology, chemistry, and ecology. In this Spotlight, you'll read…
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Early Career News | Now accepting applications for the 2019-20 Fellows program
CADRE is now accepting applications for the 2019-20 Fellows program! Learn more at: http://cadrek12.org/cadre-fellows.
CADRE is now accepting applications for the 2019-20 Fellows program! Learn more at: http://cadrek12.org/cadre-fellows.
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Announcement | Now accepting applications for the 2019-20 Fellows program!
CADRE is now accepting applications for the 2019-20 Fellows cohort! The CADRE Fellows program provides professional growth opportunities for early career professionals in the field of STEM education research. Through a series of capacity-building activities, the program offers Fellows the opportunity to gain insight into what it takes to be successful and effective in this field, become more…
CADRE is now accepting applications for the 2019-20 Fellows cohort! The CADRE Fellows program provides professional growth opportunities for early career professionals in the field of STEM education research. Through a series of capacity-building activities, the program offers Fellows the opportunity to gain insight into what it takes to be successful and effective in this field, become more…
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Early Career News | Former CADRE Fellow Selected as 2019 Campus Life Scholar
Brianna Tomlinson (2017-18 CADRE Fellow) was awarded Georgia Tech's Campus Life and Community at Tech Scholarship, which seeks to recognize and reward students who have positively impacted the university community through their leadership, scholarship, and service.
Brianna Tomlinson (2017-18 CADRE Fellow) was awarded Georgia Tech's Campus Life and Community at Tech Scholarship, which seeks to recognize and reward students who have positively impacted the university community through their leadership, scholarship, and service.
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Early Career News | CADRE Fellow Awarded Dissertation Fellowship
Courtney Benjamin (2018-19 CADRE Fellow) was recently awarded the Graduate School Dissertation Year Fellowship from Washington State University. Her research looks at intersectional aspects of gender, race, and social class, with an emphasis oncritical inquiry and discourse analyses of STEM participation at the K-12 and higher education levels.
Courtney Benjamin (2018-19 CADRE Fellow) was recently awarded the Graduate School Dissertation Year Fellowship from Washington State University. Her research looks at intersectional aspects of gender, race, and social class, with an emphasis oncritical inquiry and discourse analyses of STEM participation at the K-12 and higher education levels.
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