| CADRE

Promoting Students’ Informal Inferential Reasoning Through Arts-Integrated Data Literacy Education

Camillia Matuk (2010-11 CADRE Fellow) published this article in Information and Learning Sciences with co-authors Ralph Vacca, Anna Amato, Megan Silander, Kayla DesPortes, Peter J. Woods, and Marian Tes.

Read more about Promoting Students’ Informal Inferential Reasoning Through Arts-Integrated Data Literacy Education

Interest and Effort: Exploring the Relationship Between Students COVID-19 Interest and Information-Seeking Behavior

Eric A. Kirk (2023 CADRE Fellow) published this article in the International Journal of Science Education, Part B with co-authors William. L. Romine, Troy D. Sadler, Jamie N. Elsner, Laura A. Zangori, and Li Ke.

Read more about Interest and Effort: Exploring the Relationship Between Students COVID-19 Interest and Information-Seeking Behavior

Under Pressure: How Do Science Teachers Use Capital to Achieve Agency During Turbulent Times?

Elizabeth D. Diaz-Clark, Josie L. Otto, Diane S. Wright, Danielle E. Lin Hunter, Laura B. Sample McMeeking, Andrea E. Weinberg (2011-12 CADRE Fellow), and Meena M. Balgopal published this Science Education article.

Read more about Under Pressure: How Do Science Teachers Use Capital to Achieve Agency During Turbulent Times?

Transforming Computer Science Education: Exploration of Computer Science Interest and Identity of Historically Underrepresented Youth

Cassie F. Quigley, Danielle Herro, Holly Plank (2023 CADRE Fellow), Aileen Owens, and Oluwadara Abimbade published this article in Computer Science Education.

Read more about Transforming Computer Science Education: Exploration of Computer Science Interest and Identity of Historically Underrepresented Youth

Teachers’ Use and Adaptation of a Model-based Climate Curriculum: A Three-Year Longitudinal Study

Kimberly Carroll Steward, David Gosselin, Devarati Bhattacharya (2020 CADRE Postdoc), Mark Chandler, and Cory T. Forbes co-authored this Journal of Geoscience Education article.

Read more about Teachers’ Use and Adaptation of a Model-based Climate Curriculum: A Three-Year Longitudinal Study

How it All Happened: Cause and Effect as a Lens and Thinking Tool to Observe and Make Sense of Two Puzzling Phenomena

Lindsey Mohan, Emily Harris, and Candice Guy-Gaytán (2015-16 CADRE Fellow) co-authored this article in Science & Children.

Read more about How it All Happened: Cause and Effect as a Lens and Thinking Tool to Observe and Make Sense of Two Puzzling Phenomena

Hearing All Voices to Promote Learning Orientation and Effective Collaboration

Pei Pei Liu, Sharon Taylor, Ann Colwell-Johnson, Alexandra Lee, David McKinney (2019-20 CADRE Fellow), Christopher J. Harris, Lisa Linnenbrink-Garcia, Gwen C. Marchand, and Jennifer A. Schmidt published this Science Scope article.

Read more about Hearing All Voices to Promote Learning Orientation and Effective Collaboration

New Proposal & Award Policies & Procedures Guide (PAPPG)

NSF recently released a revised version of the Proposal & Award Policies & Procedures Guide (PAPPG) (NSF 24-1). The new PAPPG will be effective for proposals submitted or due on or after May 20, 2024.

Read more about New Proposal & Award Policies & Procedures Guide (PAPPG)

Coaching and Mentoring STEM Educators

two adults talking This Spotlight features research on coaching and mentoring STEM educators. Three projects share their approaches to supporting mathematics educators through a combination of professional learning, ongoing support, innovative tools, and relationship-building.