Thank you for participating in the CADRE Learning Series on Instructional Observation! Your feedback is essential to us as we strive to create valuable and engaging webinars. Please take a few minutes to provide your feedback on the event in the survey below. Your input is valuable to us and will help enhance the quality of our webinars.
November 9, 2023, 3 - 4 PM ET
In Part 1 of this Learning Series, we heard from researchers who have used or designed observational tools in their DRK-12 research. Participants learned about a range of tools, their various uses and limitations, in the hopes of generating ideas for other project designs.
In Part 2, participants will have the opportunity to consult with the presenting researchers to get feedback on their own research designs.
Community of Practice: Considerations for Centering Diversity, Equity, and Inclusion in Research Syntheses | October 26, 2023, November 9, 2023, and November 30, 2023, 4-5:30pm EST
Community of Practice: Considerations for Centering Diversity, Equity, and Inclusion in Research Syntheses | October 26, 2023, November 9, 2023, and November 30, 2023, 4-5:30pm EST
Community of Practice: Considerations for Centering Diversity, Equity, and Inclusion in Research Syntheses | October 26, 2023, November 9, 2023, and November 30, 2023, 4-5:30pm EST
Patricia Buenrostro (2018-19 CADRE Fellow) and Nadav Ehrenfeld published this article in Educational Studies in Mathematics.
Erin E. Peters-Burton, Hong H. Tran, and Brittany Miller (2023 CADRE Fellow) published this article in the Journal of Science Teacher Education.
Brette Garner, Jen Munson, Gladys Krause (2016-17 CADRE Fellow), Claudia Bertolone-Smith, Evthokia Stephanie Saclarides, Amy Vo, and Han Sol Lee co-authored this Journal of Mathematics Teacher Education article.
Christina M. Swords, Jerlym S. Porter, Amy J. Hawkins (2018 CADRE Postdoc), Edwin Li, Melissa Rowland-Goldsmith, Matthew D. Koci, John T. Tansey, and Nicole C. Woitowich published this article in the Journal of Microbiology & Biology Education.
Gillian M. Puttick, Brian Drayton, and Santiago Gasca (2017-18 CADRE Fellow) published this article in Connected Science Learning.
