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STEM Role Models for Students with Disabilities: A Systematic Review Highlighting Recommendations for the Classroom and Future Research

Shannon Locke, Jessica Rodrigues (CAREER Awardee), and Lindsey G. Mirielli published this article in School Science and Mathematics.

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2020-21 CADRE Fellow awarded U.S. Department of Education grant

Rachel Juergensen (2020-21 CADRE Fellow) was awarded a five-year, $1.06 million U.S. Department of Education grant to develop a Delaware Special Educator Certificate Program (Project DE-SPEC). Project DE-SPEC is designed offer master degree-level courses that will enable more teachers to obtain Special Education Certification and reduce the shortage of special education teachers in the state.

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A Magical Moment Counting Tires: A Counterstory About Missed Opportunities

Carlos Nicolas Gómez Marchant (2014-15 CADRE Fellow; CAREER Awardee), Alexandra R. Aguilar, Amy Rae Johnson, Gerardo Sánchez Gutiérrez, and Mona Baniahmadi published this Teaching for Excellence and Equity in Mathematics article.

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Balancing Teachers’ Needs in Times of Crisis: Investigating How Computer Science Instructional Coaches and Teachers Navigated Remote Professional Development During COVID-19

Naomi Blaushild (2023 CADRE Fellow), Raisa Blazquez, Steven McGee, and Randi McGee-Tekula co-authored this article in Computer Science Education.

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Considering the 5 Practices Through a Statistical Lens

Karoline Smucker, Francisco Sepúlveda, Travis Weiland (CAREER Awardee) Susan Cannon (CAREER Awardee), Stephanie Casey, and Sunghwan Byun published this article in Mathematics Teacher: Learning and Teaching PK-12.

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Using Videos as a Tool for Self-Reflection: The Nature of In-Service Elementary Teachers’ Reflections on Their Ability to Facilitate Argumentation-Focused Discussions in a Simulated Classroom

Jamie N. Mikeska (2010-11 CADRE Fellow) published this Journal of Science Education and Technology article with co-authors Pamela S. Lottero-Perdue and Devon Kinsey.