My Best Science Teacher: The Views of Black Students and Implications for Science Education Reform
Eileen C. Parsons and Terrell R. Morton (CADRE co-PI and 2018 CADRE Postdoc) co-authored this publication for Cultural Studies of Science Education.
Going Beyond #RetireELL: A Call for Anti-colonial Approaches to Languages in STEM Education
Miwa A. Takeuchi, Shakhnoza Kayumova (CAREER Awardee), Zandra de Araujo, and Tia C. Madkins published this Journal of Research in Science Teaching article.
Emancipating STEM Education through Abolitionist Teaching: A Research-Practice Partnership to Support Virtual Microteaching Experiences
Vanessa N. Louis (2022 CADRE Fellow) and Natalie S. King published this article in the Journal of Science Teacher Education.
An Alternative to STEBI-A: Validation of the T-STEM Science Scale
Alana Unfried, Arif Rachmatullah, Alonzo Alexander (2022 CADRE Fellow), and Eric Wiebe (CADRE co-PI) co-authored this article published in the International Journal of STEM Education.
“All we Wanna do is be Free”: Advocating for Black Liberation in and through K-12 Science Education
Terrell R. Morton (CADRE co-PI and 2018 CADRE Postdoc), Monica L. Miles, ReAnna S. Roby (2018 CADRE Postdoc), and Nickolaus A. Ortiz published this Journal of Science Teacher Education article.
A Troubling Lack of Diversity in Educational Materials
Amanda Armstrong (2020-21 CADRE Fellow) published this Edutopia article.
Nurturing Students Through Social Interactions
Tiffini Pruitt-Britton, Anne Garrison Wilhelm, and Jonee Wilson (2013-14 CADRE Fellow) published this article in Phi Delta Kappan.
Creating Inclusive STEM Opportunities for Students with Disabilities: Informal Settings
Event Date
-
Event Type
Creating Inclusive STEM Opportunities for Students with Disabilities: Formal Settings
Event Date
-
Event Type
Annual Survey of the DRK-12 Portfolio
CADRE, the NSF resource network for the DRK-12 program, is conducting an annual survey of active awards to: