August 2019 Newsletter

CADRE invites PIs and co-PIs of active DRK-12 projects to recommend an early career STEM education researcher who you think would contribute to and benefit from the CADRE Fellows program. The person you recommend may be a member of your project team, someone in your department, or a researcher with whom you've had the opportunity to work in a different capacity and can speak to the quality of their work.

We aim to establish a cohort of 10 Fellows that represent diverse backgrounds, experience, interests, professional goals, institutions, and geographic regions. Special consideration will be given to applicants who have not had similar professional development opportunities, and who are recommended by awardees and/or are from institutions that have not previously had a CADRE Fellow. Please note that we will accept only one recommendation per PI/co-PI per year. Applicants should fit the following criteria:

1. Be a doctoral student or similar early career professional at either an academic or non-academic institution.
2. Have research experience in education and exhibit evidence of leadership.
3. Demonstrate the desire and potential for advancing the field of STEM education.
4. Have professional experience and career goals that contribute to broadening participation in STEM education.
5. Contribute to the Fellows program by fully participating in all activities.

Applications are due by 5:00 PM ET on Wednesday, September 18, 2019. The new Fellows cohort will be announced at the end of September. Please direct questions to cadre@edc.org.

Newsbites from NSF, DRK-12, and NSF Networks

News from NSF

• EHR Core Research (ECR) Solicitation 19-508 Webinar Slides
  View slides giving an overview of NSF's ECR Solicitation 19-508. NSF is hosting several webinars about the solicitation. To register for a webinar or view posted recordings (coming soon), visit the program page. 

• An Examination of Monolingual Preservice Teachers' Set-up of Cognitively Demanding Mathematics Tasks with Emergent Multilingual Students
  Publication | In this Research in Mathematics Education article, Ji Yeong and Zandra de Araujo share strategies to help monolingual teachers enact cognitively demanding tasks and improve emergent bilinguals' access to and engagement with high-quality mathematics.
• Applying the Next Generation Science Standards to Current Chemistry Classrooms: How Lessons Measure Up and How to Respond
  Publication | In this Journal of Chemical Education article, Natalia Kellamis (in-service teacher, former undergraduate researcher) and Ellen Yezierski (DRK-12 PI) characterize broadly disseminated chemistry lessons using NGSS dimensions and the EQuIP rubric. Implications for NGSS implementation in chemistry and across K-12 are presented.
• Children's Integer Understanding and the Effects of Linear Board Games: A Look at Two Measures
  Publication | In this The Journal of Mathematical Behavior article, Laura Bofferding (CAREER awardee) and Andrew Hoffman discuss the affordances and limitations of using order and value comparison tasks versus number placement tasks to infer students' negative integer understanding and growth in understanding.  
• Communities Take Charge
  Publication | In this The Science Teacher article, Lissy Goralnik, Jenny Dauer (2012-13 Fellow), and Carly Lettero write about climate learning and changemaking in the science classroom.
• Epistemological Framing and Novice Elementary Teachers' Approaches to Learning and Teaching Engineering Design
  Publication | In this Journal of Research in Science Teaching article, Kristen Wendell (CAREER awardee), Jessica Swenson, and Tejaswini Dalvi present a comparative case study examining the epistemological framing dynamics of two novice urban teachers.
• Growth in Children's Understanding of Generalizing and Representing Mathematical Structure and Relationships
  Publication | In this Educational Studies in Mathematics article, Maria Blanton, Isil Isler-Baykal, Rena Stroud, Ana Stephens, Eric Knuth, and Angela Murphy Gardiner share the results from a quasi-experimental study that examined growth in grade 3-5 students' algebraic thinking practices of generalizing and representing generalizations, as a result of the implementation of an early algebra instructional sequence.
• Mathematical Content Knowledge and Knowledge for Teaching: Exploring their Distinguishability and Contribution to Student Learning
  Publication | In this Journal of Mathematics Teacher Education article, Charalambos Charalambous, Heather Hill, Mark Chin, and Daniel McGinn share findings from their replication and extension study that explored the distinguishability of disciplinary knowledge and the knowledge needed for teaching.
• Qualitative Graphing in an Authentic Inquiry Context: How Construction and Critique Help Middle School Students to Reason about Cancer
  Publication | In this Journal of Research in Science Teaching article, Camillia Matuk (2010-11 Fellow), Jiayuan Zhang, Irina Uk, and Marcia Linn share their study's exploration of how to design instruction that simultaneously supports students' science and graph understanding within complex inquiry contexts.
• Transforming Districts, Schools and Classrooms in New York State by Prioritizing Equity and Academic Success for Multilingual Learners/English Language Learners
  Publication | This synthesis report authored by Tina Cheuk highlights ways that New York State Education Department (NYSED) has undertaken a reform strategy to substantially improve learning opportunities for MLLs/ELLs in the context of Next Generation Learning Standards, while also identifying areas for continued efforts to improve outcomes for these students.
• Understanding Science and Language Connections: New Approaches to Assessment with Bilingual Learners
  Publication | In this Research in Science Education article, Cory Buxton, Ruth Harman, Lourdes Cardozo-Gaibisso, Lei Jiang, Khanh Bui, and Martha Allexsaht-Snider report on the use of bilingual-constructed-response science assessments in the context of a research and development partnership with secondary school science teachers. 
• Validating a Model for Assessing Science Teacher's Adaptive Expertise with Computer-Supported Complex Systems Curricula and Its Relationship to Student Learning Outcomes
  Publication | In this Journal of Science Teacher Education article, Susan Yoon, Chad Evans, Katherine Miller, Emma Anderson, and Jessica Koehler 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. 
• What Can We Learn from Correct Answers?
  Publication | In this Teaching Children Mathematics article, Caroline Ebby, Elizabeth Hulbert, and Nicole Fletcher explore what teachers can learn from looking closely at student strategies, even when most students in the class obtain the correct answer

• Recording and Slides Posted: Webinar on STEM Identity, Interest, and Engagement | CAISE
  Members of the CAISE Evaluation and Measurement Task Force presented insights on and exciting approaches to defining and measuring STEM identity, interest, and engagement.
• Supports and Resources for Your 2019 NSF AISL Proposal | CAISE
  In addition to a webpage with important NSF resources, CAISE is offering three virtual office-hour opportunities with NSF AISL program officers.

See our Upcoming CADRE & NSF Network Events page for ATECentral, CIRCL, CAISE, CS for All Teachers, EvaluATE, MSPnet, NSF INCLUDES National Network or STELAR events that may be of interest to you.

Upcoming Opportunities

The following funding and publication opportunities, listed by deadline, may be of interest to you and your DRK-12 project members.