Inclusion across the Nation of Communities of Learners of Underrepresented Discoveries in Engineering and Science (NSF INCLUDES) Letter of Intent Deadline
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Acting with Epistemic Agency: Characterizing Student Critique During Argumentation Discussions
María González‐Howard (CAREER Awardee; 2015-16 CADRE Fellow) published this Science Education article with co-author Katherine L. McNeill.
The Role of Balance Scales in Supporting Productive Thinking about Equations Among Diverse Learners
Ana Stephens, Yewon Sung, Susanne Strachota, Ranza Veltri Torres, Karisma Morton (2018 CADRE Postdoc), Angela Murphy Gardiner, Maria Blanton, Eric Knuth, and Rena Stroud published this article in Mathematical Thinking and Learning.
Complex Influences of Mechanistic Knowledge, Worldview, and Quantitative Reasoning on Climate Change Discourse: Evidence for Ideologically Motivated Reasoning Among Youth
Lynne Zummo, Brian Donovan, and K. C. Busch (2013-14 CADRE Fellow) published this article in the Journal of Research in Science Teaching.
Reframing Organizational Contexts from Barriers to Levers for Teacher Learning in Science Education Reform
Carrie D. Allen (2014-15 CADRE Fellow) published this Journal of Science Teacher Education article with co-author Sara C. Heredia.
Sustainability: Partnering to Implement Systems Change
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The NSF INCLUDES Coordination Hub is excited to have presenters Kerstin Tebbe, Founder of Collective Mind and Terri Akey, Director of ORS Impact talk about Sustainability: Partnering to Imple
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Webinar 2: An Introduction to Meta-Analytic Techniques
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This webinar is part of a 2-part series.
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Webinar 1: An Introduction to Systematic Literature Reviews
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This webinar is part of a 2-part series.
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AIR Webinar Series: Systematic Literature Reviews and Meta-Analytic Techniques
In recent years, science, technology, engineering, and mathematics (STEM) education researchers have used systematic review and meta-analysis methods to synthesize research evidence, identify gaps in the literature, develop instructional design guidelines, and inform teaching practice. Systematic literature reviews, however, are often confused with standard literature reviews.