Assessing Teaching Practice
This Spotlight features expertise, tools, and examples from DRK-12 projects related to assessing aspects of teaching practice in STEM education.
Communities of Practice and the Elevation of Urban Elementary Teacher Discourse About Critical Pedagogy of Place
Gail Richmond, Roberta Hunter (2020 CADRE Postdoc), Tali Tal, and Grace Tukurah co-authored this article in Cultural Studies of Science Education.
“Navigating and Applying Epistemic Integrity” as a Missing Science Practice: Re-envisioning Ethics for Both Undergraduate Chemistry Students and Instructors
Meng-Yang Matthew Wu (2022 CADRE Fellow) and Jon-Marc G. Rodriguez published this article in the Journal of Chemical Education.
Not Honors Material: The High Stakes of Educational Triage for Science Education
Melissa Braaten (2009-10 CADRE Fellow) published this American Journal of Education article.
Engaging Elementary Mathematics Specialists: Strengthening the Connections Between University Coursework and Practice
Susan O. Cannon (CAREER Awardee) co-authored this School Science and Mathematics article with Brittney Castanheira, Jeffrey Keese, and Shaffiq Welji.
The Making of an Outdoor Educator: A Mixed Methods Study of Identity Through Voice and Discourse
Aimee Fraulo, Sarah J. Carrier, and K. C. Busch (2013-14 CADRE Fellow) published this article in the International Journal of Science Education, Part B.
“I Really Got to Think About My Background, Their Background, and How Do We Come Together on Something?”: One Emergent Mathematics Teacher Leader's Reflexive Journey with Social Justice Mathematics
Kari Kokka (CAREER Awardee) published this article in School Science and Mathematics.
Incorporating Design Based Implementation Research with a Randomized Controlled Trial to Develop and Evaluate the Efficacy of Playful Rational Number Learning
Kreshnik N. Begolli (2013-14 CADRE Fellow), Vanessa N. Bermudez, LuEttaMae Lawrence, Lourdes M. Acevedo-Farag, Sabrina V. Valdez, Evelyn Santana, Daniela Alvarez-Vargas, June Ahn, Drew Bailey, Katherine Rhodes, Lindsey E. Richland, and Andres S. Bustamante published this Contemporary Educational Psychology article.
“This Isn't School, You Know”: Designing for Science Teachers’ Sensemaking of STEM Ecosystems
Sara C. Porter and Carrie D. Allen (2014-15 CADRE Fellow) co-authored this article for Science Education.
Political Conocimiento in Teaching Mathematics: Mathematics Teacher Candidates Enacting Their Ethical Identities
Rochelle Gutiérrez, Kari Kokka (CAREER Awardee), and Marrielle Myers published this article in the Journal of Mathematics Teacher Education.