A Model-based Instructional Approach in a Socio-ecological Course-based Undergraduate Research Experience (CURE)
Amanda E. Sorensen, Ashley Alred, Joseph J. Fontaine, and Jenny M. Dauer (2012-13 CADRE Fellow) published this Ecosphere article.
Algebra Education in DRK-12
2019 Spotlight
Beginning in the earliest grades, DRK-12 projects are promoting access to and success in Algebra for all students, through pre-service training and professional learning opportunities for teachers, instructional materials, assessments, learning technologies, interventions for at-risk students, and other innovations.
In this Spotlight...
Solicitation for the Discovery Research PreK-12 Program Resource Center on Transformative Education Research and Translation (DRK-12 RC)
This solicitation seeks proposals for the Discovery Research PreK-12 program's Resource Center (DRK-12 RC) on Transformative Education Research and Translation.
NSF Webinar on Changes to NSF Award Terms and Conditions
The NSF Award Terms and Conditions have been updated
Former Fellows Awarded NEA Research Grants
Salvador Huitzilopochtli (2017-18 CADRE Fellow) and Sandra Zuñiga Ruiz (2022 CADRE Fellow) received Equity in Math Education grants from the National Academy of Education.
Fellows Alumni Receive NSF Awards
Jenny M. Dauer (2012-13 CADRE Fellow) and Joel Alejandro Mejia (2013-14 CADRE Fellow) received NSF DUE awards.
A Scoping Review of the Intersection of Environmental and Science Identity
Susan Caplow and Roberta Hunter (2020 CADRE Postdoc) co-authored this article for the Interdisciplinary Journal of Environmental and Science Education.
Teacher Curricular Sensemaking: Revealing Salient Moments of a Science Teacher's (Un)certainty in Relation to Opportunities for Students' Scientific Sensemaking
Sage Andersen, María González-Howard (CAREER Awardee; 2015-16 CADRE Fellow), and Karina Méndez Pérez published this article in the Journal of Research in Science Teaching.
Leading Elementary School Science: Taking a Multilevel Distributed Perspective to Explore Leadership Practice
Angela M. Lyle, James P. Spillane, and Christa Haverly (2018-19 CADRE Fellow) published this article in Educational Administration Quarterly.