Dear Colleagues,
Thank you to those who have completed the survey we recently sent to gather information about DRK-12 projects. The majority of results are aggregated, but we have also collected information about DRK-12 awardee presentations at upcoming conferences and hope that you will consider attending them, including CADRE’s session on classroom-based assessment at the AERA Annual Meeting. Many awardees will also be presenting at the 2023 DRK-12 PI Meeting in June. We are thrilled to hear from Dr. James Moore, assistant director for NSF’s STEM Education Directorate (EDU) at the meeting. You can review a draft agenda here.
Our recent surveys have revealed that partnerships and equity are major issues for our community. To further explore these topics, we have included sessions focused on them in the DRK-12 PI Meeting agenda. We have also provided related resources and insights in our Learning Series—be sure to check them out!
Argumentation in science and mathematics is important to promote deeper learning, increase student engagement, and provide opportunities for meaningful conversations. It also helps students think critically, develop evidence-based reasoning, and understand how mathematics and science are interconnected. Read our March Spotlight on argumentation in STEM to learn about current DRK-12 research in this area.
For those interested in the 2024 budget request for NSF's DRK-12 program, it mentions the goal of reaching the "Missing Millions" in STEM, as well as emerging fields such as data science, quantum information science, artificial intelligence, microelectronics, and remote/online learning environments.
Best,
The CADRE Team
Argumentation in STEM | Spotlight
The ability to support an argument from evidence crosses STEM disciplines. This Spotlight highlights DRK-12 research and products that support the STEM practice of argumentation in math and science classrooms. In his blog post, Jonathan Osborne makes the case why argumentation is a powerful tool for student learning in science classrooms.
In this Spotlight...
- Argument in Science Education | Blog by Jonathan Osborne
- Featured Projects
- A Partnership to Adapt, Implement and Study a Professional Learning Model and Build District Capacity to Improve Science Instruction and Student Understanding (PIs: Hilda Borko and Emily Weiss)
- CAREER: Designing Meaningful Learning Experiences for Statistical Literacy in Secondary Mathematics (PI: Travis Weiland)
- Developing a Generalized Storyline that Organizes the Supports for Evidence-based Modeling of Long-Term Impacts of Disturbances in Complex Systems (PI: Steven McGee)
- Online Practice Suite: Practice Spaces, Simulations and Virtual Reality Environments for Preservice Teachers to Learn to Facilitate Argumentation Discussions in Math and Science (PI: Jamie Mikeska)
- Related Resources
CADRE Learning Series: Partnerships in Research | Resources & Upcoming Opportunity
During the March 7 webinar (Part 1), panelists Ilana Horn, Angelina Castagno, William McHenry and Emily Weiss shared how they approach partnerships with teachers, schools, districts, and others. View the webinar recording, slides (Intro | Emily Weiss | William McHenry | Angelina Castagno | Ilana Horn), and resource list for advice on developing and maintaining partnerships.
In today's March 28 webinar (Part 2), panelists Ilana Horn, Angelina Castagno, Carrie Tzou, and Emily Weiss will offer small group consultations on the following topics: partnerships focused on community values, partnerships focused on youth, multisite partnerships (e.g., schools, universities, non-profit institutions), and teacher-centered partnerships. There is still time to register.
Classroom-based STEM Assessment: Current Status and Future Directions | AERA Session
CADRE convened a working group—led by Christopher Harris, Eric Wiebe, James Pellegrino, and Shuchi Grover—to write a synthesis report on classroom-based assessment in STEM. Authors include Leanne Ketterlin-Geller, Arthur Baroody, Okhee Lee, Erin Furtak, Ryan Seth Jones, Eric Banilower, and Xiaoming Zhai. The report will be finalized this spring/summer.
Get a sneak preview at an upcoming AERA session in Chicago on Thursday, April 13, 9:50 to 11:20 am CDT (10:50am to 12:20 pm EDT). Themes discussed in the report include (1) Assessment for Learning; (2) Connecting Assessment to Curriculum and Instruction; (3) Centering Diversity, Equity, and Inclusion in Assessment; (4) Teachers’ Knowledge and Practices for Assessment; and (5) Technology-based Assessment in STEM+C.
Upcoming DRK-12 Presentations and Annual Survey Reminder | Sharing Your Work
Find out which DRK-12 colleagues will be presenting at upcoming conferences such as AERA and NARST!
PIs of active DRK-12 awards can share upcoming presentations, recent publications, and new products by completing the annual DRK-12 portfolio survey. You should have received a survey link from cadre@edc.org (be sure to check Spam folders). Email CADRE if you cannot find your link or have questions.
Project Tip: Networking at Upcoming ConferencesWhether you'll be participating in person or virtually this conference season, see CADRE's Tips for Building Professional Networks for advice on making connections and maintaining professional relationships. |
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Newsbites
News from NSF
- NSF seeks to hire temporary program directors with education research or development expertise in one or more of the following areas: (1) equity in STEM: diversity, equity, inclusion and access in preK-12 and informal settings; (2) advanced and emerging technologies in education such as AI, quantum, data science, and semiconductors; (3) science education research or development in preK-12 formal or informal settings.
- NSF is offering a virtual workshop on Thursday, May 11, for prospective CAREER applicants to the NSF Directorate for STEM Education. You must register to attend.
- CIRCL is offering mock review panels that will include professional development, networking, and opportunities for sharing interdisciplinary ideas related to artificial intelligence. Applications are due April 5.
- If you missed the February 28 REVISE-ing the Conversation Webinar hosted by the new AISL resource center, a recording is now available.
- NSF INCLUDES hosted a virtual discussion around the NASEM’s Advancing Antiracism, Diversity, Equity, and Inclusion in STEMM Organizations report.
- STELAR has updated its website and now has information portals for ITEST members, educators, and proposal writers.
- Slides and resources are available from EQR Hub's community of practice sessions on developing a conceptual framework centered on diversity, equity, and inclusion (DEI).
Awards & Recognition
- Marta Civil, Ou Lydia Liu, Julie A. Luft, and Heidi A. Schweingruber were selected as 2023 AERA Fellows.
- Okhee Lee received the NARST 2023 Distinguished Contributions to Science Education Through Research Award, NARST’s highest award.
Publications
- A Comparison of Elementary Teachers' Verbal Supports for Students in Inclusive and General Classroom Contexts During an NGSS-aligned Science, Engineering, and Computer Science Unit | Science Education
Authors: Sarah Lilly, Anne M. McAlister, Sarah J. Fick, and Jennifer L. Chiu - Algebra-focused Features of Instruction: An Integrated Investigation of Curricular Guidance and Instructional Enactment | Journal of Mathematics Teacher Education
Authors: Erica Litke, Julien Corven, and Kateri A. Sternberg - Analysis of Elementary Pre-service Teachers’ Written Mathematical Reasoning | Mathematics Teacher Education and Development
Authors: Madelyn W. Colonnese and Amanda R. Casto - Beliefs Versus Resources: A Tale of Two Models of Epistemology | Chemistry Education Research and Practice
Authors: Kimberly S. DeGlopper, Rosemary S. Russ, Prayas K. Sutar, and Ryan L. Stowe - Chemical Cargo Carrier: An Engineering Design Challenge Using Newton’s Laws | The Science Teacher
Authors: Marta Stoeckel, Angela Peterson, Lisa Ortmann, and Gillian Roehrig - Enacting Co-Craft Questions Using Flexible Teaching Platforms | Mathematics Teacher: Learning and Teaching PK-12
Authors: T. Royce Olarte and Sarah A. Roberts - Exploring STEM Teacher Learning in Out-of-School Settings: Sites for Learning About Relevance | Education Sciences
Authors: Ti’Era Worsley (2019-20 CADRE Fellow) and Sara Heredia - High School Mathematics Teachers' Noticing of Inequitable Talk | Journal of Mathematics Teacher Education
Authors: Jessica Lee Stovall, Daniel R. Pimentel, Janet Carlson, and Sarah R. Levine - How Do Students’ Achievement Goals Relate to Learning from Well-Designed Instructional Videos and Subsequent Exam Performance? | Contemporary Educational Psychology
Authors: Shelbi L. Kuhlmann, Matthew L. Bernacki, Jeffrey A. Greene, Kelly A. Hogan, Mara Evans, Robert Plumley, Kathleen Gates, and Abigail Panter - How Teachers’ Knowledge of Curriculum Supports Partnering with Students in Their Science Learning | Journal of Science Teacher Education
Authors: William R. Penuel, Anna-Ruth Allen, Clarissa Deverel-Rico, Corinne Singleton, and Carol Pazera - “I Will Fight. I Will Advocate. I Will Tell Others”: The Impacts of the Deliberate Attention to Caring about Effective Elementary Science Instruction in a Methods Course | Journal of Science Teacher Education
Authors: Julianne A. Wenner and Michele Carney - Learning to Teach Responsively Through Asynchronous Collaborative Discourse Around Video Records of Practice | Journal of Teacher Education
Authors: Caroline B. Ebby, Janine T. Remillard, and Lindsay T. Goldsmith-Markey - Legitimation Code Theory as an Analytical Framework for Integrated STEM Curriculum and Its Enactment | Research in Science Education
Authors: Chelsey A. Dankenbring, S. Selcen Guzey, and Lynn A. Bryan - Investigating the Mangle of Teaching Oxidation–Reduction with the VisChem Approach: Problematising Symbolic Traditions that Undermine Chemistry Concept Development | Chemistry Education Research and Practice
Authors: Meng-Yang M. Wu (2022 CADRE Fellow) and Ellen J. Yezierski - Making it in Undergraduate STEM Education: The Role of a Maker Course in Fostering STEM Identities | International Journal of Science Education
Authors: Edward G. Lyon, R. Kochevar, and J. Gould - Making Stone Soup: A Collaborative Approach to Integrated STEM | Science & Children
Authors: Laura Robertson, Alissa Lange, Jamie Price, Andrea Lowery, Holly McAvoy Scott, Qiuju Tian, and Ryan Nivens - Measuring a Cross-Sectional Sample of Students’ Intentions to Engage with Science and Modelling Associations According to Two Theoretical Perspectives | International Journal of Science Education
Authors: Ryan Summers and Shuai Wang - Modeling Actions Foregrounded in Whole-Class Modeling Discourse: A Case Study of a Model-Eliciting Activity and a Three-Act Task | Mathematical Thinking and Learning
Authors: Hyunyi Jung and Corey Brady - NGSS for Our Youngest Learners: Explorations in Coding | Science & Children
Author: Alissa A. Lange - Passive, Active, and Constructive Engagement with Peer Feedback: A Revised Model of Learning from Peer Feedback | Contemporary Educational Psychology
Authors: Yong Wu and Christian D. Schunn - Perceived Network Bridging Influences the Career Commitment Decisions of Early Career Teachers | International Journal of STEM Education
Authors: Joshua W. Reid, Samuel J. Polizzi, Yicong Zhu, Siying Jiang, Brandon Ofem, Sara Salisbury (2022 CADRE Fellow), Michael Beeth, Margaret Mohr-Schroeder, Keith Sheppard, Gillian Roehrig, and Gregory T. Rushton - Reflecting on Freire: A Praxis of Radical Love and Critical Hope for Science Education | Cultural Studies of Science Education
Authors: Betzabé Torres Olave, Sara Tolbert, and Alejandra Frausto Aceves - Relationships Between Undergraduate Instructors' Conceptions of How Students Learn and Their Instructional Practices | Journal of Research in Science Teaching
Authors: Robert C. Idsardi, Julie A. Luft, Jenna L. Wingfield, Blake Whitt, Paola A. Barriga, and Jason D. Lang - Rethinking STEM in the Elementary Grades: Honoring the Special Role of Math in Cognitive Development | American Educator
Authors: Douglas H. Clements and Julie Sarama - Science Education in an Age of Misinformation | Science Education
Authors: Jonathan Osborne and Daniel Pimentel - Science Education with Multilingual Learners: Equity as Access and Equity as Transformation | Science Education
Authors: Scott E. Grapin, Ashlyn Pierson, María González-Howard (2015-16 CADRE Fellow), Minjung Ryu, Caitlin Fine, and Sara Vogel - Serious Game Analytics by Design: Feature Generation and Selection Using Game Telemetry and Game Metrics Toward Predictive Model Construction | Journal of Learning Analytics
Authors: Wenyi Lu, Joe Griffin, Troy D. Sadler, James Laffey, and Sean P. Goggins - Students Need More Practice with Spatial Thinking in Geoscience Education: A Systematic Review of the Literature | Studies in Science Education
Authors: Jessica A. McLaughlin and Janelle M. Bailey - Teaching Health Justice and Reimagining Narratives of Place Through Community-Driven Science Practices | Journal of Research in Science Teaching
Author: Tammie Visintainer - The Power of Teachers’ Perceptions | Phi Delta Kappan
Author: Jeanne Century - Toward Equity for Multilingual Learners | Science & Children
Authors: Emily Reigh (2019-20 CADRE Fellow), Emily Adah Miller, Maria Chiara Simani, and Alice Severson - Unpacking Readiness for Elementary Science Teaching: What Preservice Teachers Bring and How That Can Be Shaped Through Teacher Education | Studies in Science Education
Authors: Christa Haverly (2018-19 CADRE Fellow) and Elizabeth A. Davis
Do you have news to share? Email cadre@edc.org.
Upcoming Opportunities
The following funding and publication opportunities, listed by deadline, may be of interest to you and your DRK-12 project members.
Funding
- April 3, 2023 – NSF | Tribal Colleges and Universities Program (TCUP)
- April 11, 2023 – NSF | EPSCoR Research Infrastructure Improvement Track-4: EPSCoR Research Fellows
- April 11, 2023 – NSF | Science, Technology, Engineering and Mathematics Education Individual Postdoctoral Research Fellowships (STEMEdIPRF)
- April 27, 2023 – NSF | ADVANCE: Organizational Change for Gender Equity in STEM Academic Professions (ADVANCE) (Preliminary Proposal)
- May 1, 2023 – NSF | Advancing Innovation and Impact in Undergraduate STEM Education at Two-year Institutions of Higher Education
- June 26, 2023 – NSF | Expanding AI Innovation Through Capacity Building and Partnerships (ExpandAI)
- July 25, 2023 – NSF | Historically Black Colleges and Universities - Undergraduate Program (HBCU-UP) (Letter of Intent)
- July 26, 2023 – NSF | Faculty Early Career Development Program (CAREER)
- July 27, 2023 – NSF | Historically Black Colleges and Universities - Excellence in Research (HBCU - EiR) (Letter of Intent)
- August 11, 2023 – NSF | Innovative Technology Experiences for Students and Teachers (ITEST)
- August 30, 2023 – NSF | Improving Undergraduate STEM Education: Hispanic-Serving Institutions (HSI Program)
Publications
- March 30, 2023 – Connected Science Learning | Get Out! Connected Learning Experiences Without Walls
- March 31, 2023 – International Journal of Science Education | The Science Curriculum: Issues, Tensions and Future Prospects (Abstract Deadline)
- NEW! April 1, 2023 – Computers in the Schools | Inclusive Digital Education: Contexts, Practices and Perspectives (Abstract Deadline)
- April 1, 2023 – Science & Children | Crosscutting Concepts
- April 1, 2023 – Science Scope | Differentiation for All Environments
- April 1, 2023 – The Science Teacher | Engaging ALL Students in Our Science Classes
- NEW! May 15, 2023 – Journal of Science Education and Technology | Leveraging Technology for Teaching and Learning About Environmental Science and Geohazards (Extended Abstract Deadline)
- May 20, 2023 – Educational Technology & Society | Educational Design Research for Human Beings’ Learning Access – Centering Accessibility, Equity, and Inclusion
- May 31, 2023 (Extended) – Multi-Journal Special Issue | Gender Equality in Education
- June 1, 2023 – Mathematics Teacher: Learning and Teaching PK-12 | 2024 Collaborative Issue
- June 1, 2023 – Science & Children | Climate Justice
- June 1, 2023 – Science & Children | Connecting Mathematics and Science
- June 1, 2023 – Science Scope | Eliciting Student Thinking
- June 1, 2023 – The Science Teacher | Crosscutting Concepts for All
- NEW! June 30, 2023 – School Science and Mathematics | Making STEM Accessible for Individuals with Divergent Learning Needs (Proposal Deadline)
- NEW! July 1, 2023 – School Science and Mathematics | STEM Teacher Leadership (Extended Abstract Deadline)
- NEW! August 1, 2023 – Educational Measurement | Leveraging Measurement for Better Decisions
- August 1, 2023 – Science Scope | Assessment
- NEW! September 30, 2023 – Learning, Media and Technology | Theorizing the Future of Generative AI in Education (Abstract Deadline)
- NEW! October 1, 2023 – Science Scope | Climate Change
- NEW! November 30, 2023 – Connected Science Learning | Celebrating the Eclipse Through Collaboration
- NEW! December 1, 2023 – Science Scope | Using Phenomena
- NEW! April 1, 2023 – 2023 NABT Professional Development Conference (Call for Sessions)
- NEW! April 3, 2023 – 2023 SREE Conference (Call for Abstracts)
- April 14, 2023 – 2023 AAPT Summer Meeting (Call for Presentations)
- NEW! May 4, 2023 – 2024 AAAS Annual Meeting (Call for Proposals)
- NEW! May 15, 2023 – 2024 AMTE Conference (Call for Proposals)
Career & Professional Development
- March 31, 2023 – University of North Dakota: Teaching, Leadership, and Professional Practice Department Chair; Associate or Full Professor
- April 3, 2023 – Digital Promise, Learning Sciences Research: Postdoctoral Scholar (2 positions for scholars who identify as BIPOC)
- NEW! April 30, 2023 – University of California, Irvine, School of Education: Postdoctoral Scholar for NSF CAREER Project (Application review begins April 7, 2023)
- NEW! May 2, 2023 – U.S. Department of Education, Institute of Education Sciences: Associate Education Research Scientist
- NEW! May 12, 2023 – U.S. Department of Education, Institute of Education Sciences: Education Research Scientist
- NEW! Until filled – Columbia University, Teachers College: Lecturer - Communication, Media, and Learning Technologies Design
- Until filled – Michigan State University: Assistant Professor of Elementary Education and Educational Justice (Application review began November 15, 2022)
- Until filled – Michigan State University: Assistant Professor of Secondary Science Education (Application review began November 1, 2022)
- Until filled – Michigan State University: Research Associate, Department of Counseling, Educational Psychology, and Special Education (Application review began May 2, 2022)
- Until filled – Michigan State University, College of Education: Postdoctoral Researcher (Application review began November 16, 2022)
- Until filled – North Carolina Agricultural and Technological State University: Assistant Professor of Science Education
- Until filled – The University of Texas at Arlington: Assistant Professor in Bilingual Education (Application review began September 8, 2022)
- Until filled – The University of Texas at Arlington: Assistant/Associate Professor of Science Education
- Until filled – University of Georgia, Owens Institute for Behavioral Research: Post Doctoral Research Associate (Application review began March 1, 2023)
- Until filled – University of Missouri, Department of Learning, Teaching & Curriculum: Richard G. Miller Endowed Chair in Mathematics Education; Lucy Fields-Gallup and Jeffrey Gallup Chair in Mathematics Education
- Until filled – University of North Carolina at Chapel Hill, School of Education: Faculty Position in School Psychology (Application review began January 31, 2023)
- Until filled – University of Tennessee - Knoxville, Department of Educational Leadership and Policy Studies: Assistant/Associate/Full Professor of Evaluation, Statistics, and Methodology (Application review began September 19, 2022)
- Until filled – University of Utah: Director of the Genetic Science Learning Center; Assistant/Associate Professor (Application review began May 1, 2022)
In Case You Missed It
Highlights from recent newsletters and announcements: