Special Educators’ Knowledge of Student Mathematical Thinking
Jessica H. Hunt (CAREER Awardee) published this Journal of Mathematics Teacher Education article with co-authors Kristi Martin, Blain Patterson, and Andy Khounmeuang.
Harmonious or Disjointed?: Epistemological Framing and its Role in an Integrated Science and Engineering Activity
Jennifer Schellinger (2019-20 CADRE Fellow), Lama Z. Jaber (CAREER Awardee), and Sherry A. Southerland published this article in the Journal of Research in Science Teaching.
Formatively Assessing Prospective Teachers’ Skills in Leading Mathematics Discussions
Meghan Shaughnessy, Nicole M. Garcia, Michaela Krug O’Neill, Sarah Kate Selling, Amber T. Willis (2021 CADRE Postdoc), Charles E. Wilkes II, Sabrina Bobsin Salazar, and Deborah Loewenberg Ball published this article in Educational Studies in Mathematics.
“Courageous Self‐Examination and Radical STEM Overhaul”: Fostering a Racially Just STEM Education through Black, Brown, Bruised
Terrell R. Morton (2018 CADRE Postdoc) recently published this Science Education article.
An Engineering Funds of Knowledge Framework
Kathleen Schenkel (2016-17 CADRE Fellow) recently published this Science & Children article with co-authors Angela Calabrese Barton, Chelsey Wiersma, Olivia Eiden, Edna Tan, and Scott Calabrese Barton.
Understanding the Role of Lesson Study in K-12 Mathematics and Science Teacher Education
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This working conference brought together 34 science and mathematics teacher educators from 25 institutions across 17 states and territories. Our purpose was to collaboratively build knowledge about utilizing lesson study as a mechanism to support pre-service teacher learning. We discussed essential features of lesson study, design features of teacher education programs that enhance or inhibit lesson study practice, and the implications of lesson study for partnership with schools and colleagues.
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Developing and Validating Assessments to Measure and Build Elementary Teachers' Content Knowledge for Teaching about Matter and Its Interactions within Teacher Education Settings (Collaborative Research: Hanuscin)
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This is an NSF-funded collaborative Early-Stage Design and Development project of the Educational Testing Service and Western Washington University. Our focus is on developing assessment measures and instructional materials related to content knowledge for teaching (CKT) about matter and its interactions. In this poster, we'll share development work on educative curriculum materials for teacher educators that have been designed to support the development of pre-service elementary teachers' CKT.
Co-PI(s): Emily Borda and Dan Hanley, Western Washington University
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Design and Development of Transmedia Narrative-based Curricula to Engage Children in Scientific Thinking and Engineering Design (Collaborative Research: Ellis and McGinnis-Cavanaugh)
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Transforming Engineering Education in Middle Schools (TEEMS) is an NGSS-aligned middle school curriculum that utilizes heroic stories to engage students in learning engineering and science concepts.
Our curriculum consists of multiweek units covering Principles of Engineering Design and Materials, Tools, and Manufacturing, as well as six shorter integrated engineering/science lessons.
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Design and Development of Transmedia Narrative-based Curricula to Engage Children in Scientific Thinking and Engineering Design (Collaborative Research: Ellis and McGinnis-Cavanaugh)
Principal Investigator:
Transforming Engineering Education in Middle Schools (TEEMS) is an NGSS-aligned middle school curriculum that utilizes heroic stories to engage students in learning engineering and science concepts.
Our curriculum consists of multiweek units covering Principles of Engineering Design and Materials, Tools, and Manufacturing, as well as six shorter integrated engineering/science lessons.
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STEM Sea, Air, and Land Remotely Operated Vehicle Design Challenges for Rural, Middle School Youth
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STEM SEALs builds collaborative partnerships between North Florida College and local middle schools to bolster STEM pathways for students in this region. It involves the development of inexpensive, rigorous, and versatile design challenges to expose rural middle school students to high quality STEM experiences. Researchers study the feasibility and efficacy of these experiences to promote greater awareness of STEM pathways, increase readiness for STEM study; and generate student identity as STEM-able, STEM-skilled, and STEM-belonging.
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