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Resource | Patterns Linking Interpreting and Deciding How to Respond During the Launch of a Lesson: Noticing from an Integrated Perspective
Researchers have generated a powerful framework that identifies three aspects of noticing students’ mathematical thinking: attending to, interpreting, and deciding how to respond to student thinking. Previous research has tended to focus on evaluating how well teachers engaged in noticing, and how well they connected the different aspects of noticing. We describe a complementary way of studying…
Researchers have generated a powerful framework that identifies three aspects of noticing students’ mathematical thinking: attending to, interpreting, and deciding how to respond to student thinking. Previous research has tended to focus on evaluating how well teachers engaged in noticing, and how well they connected the different aspects of noticing. We describe a complementary way of studying…
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Resource | Instruments to Measure Elementary Student Mindsets about Smartness and Failure in General and with respect to Engineering
The aim of this study was to assess evidence for the validity of General Mindset (GM) and Engineering Mindset (EM) surveys that we developed for fifth-grade students (ages 10-11). In both surveys, we used six items to measure student mindset to determine if it was more fixed (presuming intelligence is fixed and failure is a sign that one is not smart enough) or more growth-minded (presuming one…
The aim of this study was to assess evidence for the validity of General Mindset (GM) and Engineering Mindset (EM) surveys that we developed for fifth-grade students (ages 10-11). In both surveys, we used six items to measure student mindset to determine if it was more fixed (presuming intelligence is fixed and failure is a sign that one is not smart enough) or more growth-minded (presuming one…
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Resource | How to support secondary school students’ consideration of uncertainty in scientific argument writing: A case study of a High-Adventure Science curriculum module
Incorporating scientific uncertainty as part of science teaching means acknowledging that there may be incomplete or potentially limited scientific information when scientists draw conclusions. In the geosciences, scientists routinely make inferences about the Earth based on observations of the present, and test those observations against hypotheses about Earth’s history and processes that are…
Incorporating scientific uncertainty as part of science teaching means acknowledging that there may be incomplete or potentially limited scientific information when scientists draw conclusions. In the geosciences, scientists routinely make inferences about the Earth based on observations of the present, and test those observations against hypotheses about Earth’s history and processes that are…
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Resource | Framing, Adapting, and Applying: Learning to Contextualize Science Activity in Multilingual Science Classrooms
In this article, we turn our attention to context-based approaches to science instruction. We studied the effects of changes to a set of secondary science teacher education programs, all of which were redesigned with attention to the Secondary Science Teaching with English Language and Literacy Acquisition (SSTELLA) instructional framework, a framework for responsive and contextualized…
In this article, we turn our attention to context-based approaches to science instruction. We studied the effects of changes to a set of secondary science teacher education programs, all of which were redesigned with attention to the Secondary Science Teaching with English Language and Literacy Acquisition (SSTELLA) instructional framework, a framework for responsive and contextualized…
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Resource | Clarifiable Ambiguity in Classroom Mathematics Discourse
Ambiguity is a natural part of communication in a mathematics classroom. In this paper, a particular subset of ambiguity is characterized as clarifiable. Clarifiable ambiguity in classroom mathematics discourse is common, frequently goes unaddressed, and unnecessarily hinders in-the-moment communication because it likely could be made more clear in a relatively straightforward way if it were…
Ambiguity is a natural part of communication in a mathematics classroom. In this paper, a particular subset of ambiguity is characterized as clarifiable. Clarifiable ambiguity in classroom mathematics discourse is common, frequently goes unaddressed, and unnecessarily hinders in-the-moment communication because it likely could be made more clear in a relatively straightforward way if it were…
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Resource | Clarifiable Ambiguity in Classroom Mathematics Discourse
Ambiguity is a natural part of communication in a mathematics classroom. In this paper, a particular subset of ambiguity is characterized as clarifiable. Clarifiable ambiguity in classroom mathematics discourse is common, frequently goes unaddressed, and unnecessarily hinders in-the-moment communication because it likely could be made more clear in a relatively straightforward way if it were…
Ambiguity is a natural part of communication in a mathematics classroom. In this paper, a particular subset of ambiguity is characterized as clarifiable. Clarifiable ambiguity in classroom mathematics discourse is common, frequently goes unaddressed, and unnecessarily hinders in-the-moment communication because it likely could be made more clear in a relatively straightforward way if it were…
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Resource | Clarifiable Ambiguity in Classroom Mathematics Discourse
Ambiguity is a natural part of communication in a mathematics classroom. In this paper, a particular subset of ambiguity is characterized as clarifiable. Clarifiable ambiguity in classroom mathematics discourse is common, frequently goes unaddressed, and unnecessarily hinders in-the-moment communication because it likely could be made more clear in a relatively straightforward way if it were…
Ambiguity is a natural part of communication in a mathematics classroom. In this paper, a particular subset of ambiguity is characterized as clarifiable. Clarifiable ambiguity in classroom mathematics discourse is common, frequently goes unaddressed, and unnecessarily hinders in-the-moment communication because it likely could be made more clear in a relatively straightforward way if it were…
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Project Spotlight | Rural STEM Education
The projects described here are all connected by the goal of providing equitable and high-quality STEM education opportunities to rural students. Through the development of place-based learning, online professional development platforms, innovative lesson study models, interactive digital learning tools, immersive STEM learning opportunities, and more, each project seeks to provide rural students…
The projects described here are all connected by the goal of providing equitable and high-quality STEM education opportunities to rural students. Through the development of place-based learning, online professional development platforms, innovative lesson study models, interactive digital learning tools, immersive STEM learning opportunities, and more, each project seeks to provide rural students…
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Resource | DRK-12 Project Evaluators
This list of individuals and organizations providing evaluation services to DRK-12 projects is based on data entered by project members on the cadrek12.org site.
This list of individuals and organizations providing evaluation services to DRK-12 projects is based on data entered by project members on the cadrek12.org site.
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Event | Webinar: Diversity, Equity, and Exclusion? How to address diversity with respect to ability in your research and practice in the INCLUDES National Network
Register for this webinar “Inclusive” practices that do not consider equitable access for individuals with disabilities are not inclusive. Disability transcends every population and all aspects of diversity. So then, why does it get so little attention? This session will discuss factors potentially limiting the work to improve access for those with disabilities, identify common barriers to…
Register for this webinar “Inclusive” practices that do not consider equitable access for individuals with disabilities are not inclusive. Disability transcends every population and all aspects of diversity. So then, why does it get so little attention? This session will discuss factors potentially limiting the work to improve access for those with disabilities, identify common barriers to…
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Announcement | Slides and Recording of the 2019 DRK-12 Solicitation Webinar are Available
Thank you to everyone who attended the 2019 Informational Webinar on DRK-12 Solicitation 17-584. The slides and recording are now available. The 2019 webinar builds on the informational webinar from last year. See the 2018 DRK-12 Solicitation Webinar Slides and Recording. For additional resources, such as the solicitation, PAPPG and a proposal development timeline, explore the NSF…
Thank you to everyone who attended the 2019 Informational Webinar on DRK-12 Solicitation 17-584. The slides and recording are now available. The 2019 webinar builds on the informational webinar from last year. See the 2018 DRK-12 Solicitation Webinar Slides and Recording. For additional resources, such as the solicitation, PAPPG and a proposal development timeline, explore the NSF…
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Resource | 2019 Informational Webinar on DRK-12 Solicitation 17-584 Resources
Watch a Recording of the 2019 DRK-12 Solication Webinar (use the bookmarks on left side of recording to jump to content of interest): http://edc.adobeconnect.com/pe5bkk9btgs7/ View 2019 Slides Additional Resources: 2018 DRK-12 Solicitation Webinar Slides and Recording NSF Proposal Toolkit
Watch a Recording of the 2019 DRK-12 Solication Webinar (use the bookmarks on left side of recording to jump to content of interest): http://edc.adobeconnect.com/pe5bkk9btgs7/ View 2019 Slides Additional Resources: 2018 DRK-12 Solicitation Webinar Slides and Recording NSF Proposal Toolkit
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Survey | CADRE Fellows Professional Profile Survey
Please complete the form below to submit/update your professional profile. CADRE will share the information you supply with the Fellows network and (with the exception of your email address) on the CADRE website through the CADRE Fellows Alumni spotlight and Early Career News.
Please complete the form below to submit/update your professional profile. CADRE will share the information you supply with the Fellows network and (with the exception of your email address) on the CADRE website through the CADRE Fellows Alumni spotlight and Early Career News.
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Blog | Algebra in the Early Grades: Setting the Stage for Future Studies and a Math Mindset
If you had asked me a few years ago how I was preparing my second graders for their future studies in algebra, I would have laughed! Algebra is for teenagers and addition and subtraction facts are for second graders...now I realize how wrong I was. I was fortunate enough to be a part of an amazing STEM professional development for early elementary mathematics instruction. The skills, strategies,…
If you had asked me a few years ago how I was preparing my second graders for their future studies in algebra, I would have laughed! Algebra is for teenagers and addition and subtraction facts are for second graders...now I realize how wrong I was. I was fortunate enough to be a part of an amazing STEM professional development for early elementary mathematics instruction. The skills, strategies,…
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Project Spotlight | Algebra Education in DRK-12
This Spotlight highlights how DRK-12 projects are advancing the field of algebra education through innovative technologies, teacher professional development, curriculum impact studies, meta-research, and strategic partnership development. Eight projects describe their interventions, research questions, initial findings, and strategies for addressing key challenges. PIs also offer advice for…
This Spotlight highlights how DRK-12 projects are advancing the field of algebra education through innovative technologies, teacher professional development, curriculum impact studies, meta-research, and strategic partnership development. Eight projects describe their interventions, research questions, initial findings, and strategies for addressing key challenges. PIs also offer advice for…
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Blog | External Review of DRK–12 Projects
Thank you to evaluators Kristin Bass, senior researcher, Rockman et al; Kathy Haynie, director, Haynie Research and Evaluation; Dan Heck, vice president, Horizon Research, Inc. (HRI); and David Reider, principal partner, Education Design, Inc. for their perspectives on this topic. Each year when researchers are writing proposals, CADRE—the resource network for…
Thank you to evaluators Kristin Bass, senior researcher, Rockman et al; Kathy Haynie, director, Haynie Research and Evaluation; Dan Heck, vice president, Horizon Research, Inc. (HRI); and David Reider, principal partner, Education Design, Inc. for their perspectives on this topic. Each year when researchers are writing proposals, CADRE—the resource network for…
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Announcement | NSF-approved Biographical Sketch Format
The National Science Foundation (NSF) has designated the National Institutes of Health’s SciENcv(Science Experts Network Curriculum Vitae) as an NSF-approved format for submission of biographical sketch(es) and is encouraging its use to prepare a biographical sketch for inclusion in proposals to NSF. In accordance with the current Proposal & Award Policies & Procedures Guide (PAPPG) (…
The National Science Foundation (NSF) has designated the National Institutes of Health’s SciENcv(Science Experts Network Curriculum Vitae) as an NSF-approved format for submission of biographical sketch(es) and is encouraging its use to prepare a biographical sketch for inclusion in proposals to NSF. In accordance with the current Proposal & Award Policies & Procedures Guide (PAPPG) (…
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Resource | Aligning Test Scoring Procedures with Test Uses: A Balancing Act
Test scoring procedures should align with the intended uses and interpretations of test results. In this paper, we examine three test scoring procedures for an operational assessment of early numeracy, the Early Grade Mathematics Assessment (EGMA). Current test specifications call for subscores to be reported for each of the eight subtests on the EGMA. This test scoring procedures has been…
Test scoring procedures should align with the intended uses and interpretations of test results. In this paper, we examine three test scoring procedures for an operational assessment of early numeracy, the Early Grade Mathematics Assessment (EGMA). Current test specifications call for subscores to be reported for each of the eight subtests on the EGMA. This test scoring procedures has been…
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Resource | Curriculum and Instruction at Exemplar Inclusive STEM High Schools
In recent years, prominent organizations have released large-scale policy reports on the state of science, technology, engineering, and mathematics (STEM) education in the United States, with particular emphasis on curricula and instructional practices. The purpose of this paper was to examine the curriculum and instruction occurring at high performing STEM-focused high schools that have no…
In recent years, prominent organizations have released large-scale policy reports on the state of science, technology, engineering, and mathematics (STEM) education in the United States, with particular emphasis on curricula and instructional practices. The purpose of this paper was to examine the curriculum and instruction occurring at high performing STEM-focused high schools that have no…
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Event | Informational Webinar on NSF's DRK-12 Solicitation (17-584)
Join NSF program directors for an informational webinar on the Discovery Research in PreK-12 Education Solicitation (17-584). Registration is on a first-come, first-served basis. WEBINAR RECORDING AND SLIDES We encourage you to watch last year’s webinar recording and bring any additional questions to this webinar. Visit our NSF Proposal Toolkit for resources to support you in writing your…
Join NSF program directors for an informational webinar on the Discovery Research in PreK-12 Education Solicitation (17-584). Registration is on a first-come, first-served basis. WEBINAR RECORDING AND SLIDES We encourage you to watch last year’s webinar recording and bring any additional questions to this webinar. Visit our NSF Proposal Toolkit for resources to support you in writing your…
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Early Career News | Mentoring the Mentors: Hybridizing Professional Development to Support Cooperating Teachers’ Mentoring Practice in Science
Josie Melton (2017-18 CADRE Fellow) published this article for Contemporary Issues in Technology and Teacher Education with co-authors Matthew Miller and Joseph Brobst.
Josie Melton (2017-18 CADRE Fellow) published this article for Contemporary Issues in Technology and Teacher Education with co-authors Matthew Miller and Joseph Brobst.
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Early Career News | The impact of multimedia educative curriculum materials (MECMs) on teachers’ beliefs about scientific argumentation
Suzanna Loper, Katherine L. McKeill, María González-Howard (2015-16 CADRE Fellow), Lisa M. Marco-Bujosa, Laura M. O’Dwyer published this article in Technology, Pedagogy and Education.
Suzanna Loper, Katherine L. McKeill, María González-Howard (2015-16 CADRE Fellow), Lisa M. Marco-Bujosa, Laura M. O’Dwyer published this article in Technology, Pedagogy and Education.
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Early Career News | Toward coherence in curriculum, instruction, and assessment: A review of learning progression literature
Hui Jin, Jamie N. Mikeska (2010-11 CADRE Fellow), Hayat Hokayem, and Elia Mavronikolas co-authored this Science Education article.
Hui Jin, Jamie N. Mikeska (2010-11 CADRE Fellow), Hayat Hokayem, and Elia Mavronikolas co-authored this Science Education article.
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Early Career News | Methods & Strategies: Getting a Grip
Eve Manz (CAREER awardee) published this practitioner article in Science and Children.
Eve Manz (CAREER awardee) published this practitioner article in Science and Children.
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Announcement | Informational Webinar on NSF's DRK-12 Solicitation (17-584)
July 9, 2019 | 1-2:15 PM ET Join NSF program directors for an informational webinar on the Discovery Research in PreK-12 Education Solicitation (17-584). Registration is on a first-come, first-served basis. Register Now We encourage you to watch last year’s webinar recording and bring any additional questions to this webinar. Visit our NSF Proposal Toolkit for resources to support you in…
July 9, 2019 | 1-2:15 PM ET Join NSF program directors for an informational webinar on the Discovery Research in PreK-12 Education Solicitation (17-584). Registration is on a first-come, first-served basis. Register Now We encourage you to watch last year’s webinar recording and bring any additional questions to this webinar. Visit our NSF Proposal Toolkit for resources to support you in…
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Early Career News | Gina’s mathematics: Thinking, tricks, or “teaching”?
Jessica H. Hunt (CAREER awardee), Beth L. MacDonald, and Juanita Silva published this article in the Journal of Mathematical Behavior.
Jessica H. Hunt (CAREER awardee), Beth L. MacDonald, and Juanita Silva published this article in the Journal of Mathematical Behavior.
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Resource | The Impact of Multimedia Educative Curriculum Materials (MECMs) on Teachers' Beliefs about Scientific Argumentation
Recent reform efforts in science education include a focus on science practices. Teachers require support in integrating these practices into instruction. Multimedia educative curriculum materials (MECMs), digital materials explicitly designed to support teacher learning, offer one potential resource for this critical need. Consequently, the authors investigated how teachers used MECMs and…
Recent reform efforts in science education include a focus on science practices. Teachers require support in integrating these practices into instruction. Multimedia educative curriculum materials (MECMs), digital materials explicitly designed to support teacher learning, offer one potential resource for this critical need. Consequently, the authors investigated how teachers used MECMs and…
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Resource | Integrating a Space for Teacher Interaction into an Educative Curriculum: Design Principles and Teachers' Use of the iPlan Tool
Implementation of reform curricula requires teachers to adopt new approaches to teaching. Research has provided promising results about the influence of educative curriculum on teachers’ learning and instruction. However, this approach generally focuses on teachers as isolated learners. Using a design-based research approach, the authors developed a web-based tool, iPlan, which provides access to…
Implementation of reform curricula requires teachers to adopt new approaches to teaching. Research has provided promising results about the influence of educative curriculum on teachers’ learning and instruction. However, this approach generally focuses on teachers as isolated learners. Using a design-based research approach, the authors developed a web-based tool, iPlan, which provides access to…
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Resource | How Viewers Orient Toward Student Dialogue in Online Math Videos
Online math videos for student learning are abundant; yet they are surprisingly uniform in their monologic, expository mode of presentation and their emphasis on procedural skill. In response, we created an alternative model of online math videos that feature the unscripted dialogue of secondary school students, who convey sources of confusion and resolve the dilemmas that arise during problem…
Online math videos for student learning are abundant; yet they are surprisingly uniform in their monologic, expository mode of presentation and their emphasis on procedural skill. In response, we created an alternative model of online math videos that feature the unscripted dialogue of secondary school students, who convey sources of confusion and resolve the dilemmas that arise during problem…
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Resource | Characterizing the Interplay of Cognitive and Metacognitive Knowledge in Computational Modeling and Simulation Practices
Modeling and simulation practices have become commonplace in modern engineering, but in‐depth research on the development of modeling and simulation expertise is needed to identify the learning processes involved in successfully acquiring these skills. This study investigated student dimensions of expertise when engaged in modeling and simulation practices. The guiding research question was “…
Modeling and simulation practices have become commonplace in modern engineering, but in‐depth research on the development of modeling and simulation expertise is needed to identify the learning processes involved in successfully acquiring these skills. This study investigated student dimensions of expertise when engaged in modeling and simulation practices. The guiding research question was “…
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