DRK-12 Research and Products
Publication | Prior research has explored innovative ways to introduce data science to young learners, emphasizing not only the development of data skills but also the connection of data science to students’ authentic inquiries and critical actions. Building…
Publication | The Language, Culture, and Knowledge-building through Science (LaCuKnoS) project tests and refines a model of science teaching and learning that brings together current research on the role of language in science communication, the role of…
Publication | The Exploring Coasts and Coastal Change in Hawai‘i unit supports middle school haumana (students) in developing multi-perspective understanding and personal stances about coastal change in their community. The unit was collaboratively developed…
Publication | As educators, we recognize that commercially prepared curricula advertised as “NGSS aligned” do not necessarily emphasize student sensemaking. In this article, we describe our process of modifying such curricula by reflecting on previous…
Publication | Fostering student engagement with mathematical reasoning and proving requires a special kind of teacher knowledge – Mathematical Knowledge for Teaching Proof (MKT-P). One important component of MKT-P is Knowledge of Content and Teaching specific…
Publication | This study is part of a larger project on culturally and linguistically responsive instruction for multilingual learners (MLs) in biology (CLIMB), aimed at enhancing MLs’ engagement in science practices, biology content, and language development…
Publication | This study practically addresses some key challenges teachers face in enacting reform-oriented science teaching and offers suggestions for how continued research regarding norms and uncertainty can continue to further science reform efforts.…
Publication | Grounded in a vision of teaching that is responsive to children’s mathematical thinking, we investigated connections between teachers’ expertise in noticing children’s thinking and their centering of children’s thinking in whole-class…
Publication | We present findings from an analysis of tests of teacher mathematical knowledge identified over a 20-year period of mathematics education literature, and report on how these tests are discussed in the literature, with a focus on validity…
Publication | In this mixed-methods study, we introduce an activity-based perspective on mathematical authority that considers who leads mathematical activities in a classroom. Our framework for mathematical authority extends existing research that focuses…
Publication | This resource shares insights and actionable guidance from CADRE's 2024 Community Partners on how to foster authentic partnerships with schools, districts, and out-of-school learning organizations. Designed for K–12 STEM education researchers,…
Publication | This study examined parents’ and teachers’ perspectives about the barriers and pathways to the development of home–school mathematics partnerships and how to move from barriers to pathways.
Publication | Situated learning has been widely promoted in educational practice, where students are encouraged to learn by exploring real-world problems in authentic contexts. To expand the opportunities for situated learning, immersive virtual environments…
Publication | General educators rarely receive adequate training for supporting students with disabilities (SWDs). We suggest a key contributing factor is the longstanding gap between special and general education researchers, which is especially pronounced…
Publication | The Next Generation Science Standards (NGSS) provide guidance for climate education and scientific epistemology in secondary schools. This includes tools like climate models and observational data to help students understand global…
Publication | This article emphasizes the critical role of play in early childhood science education, arguing that natural, child-led play fosters important opportunities for children to explore scientific ideas and practices. Drawing on Vygotsky’s theories…
Publication | As use of artificial intelligence (AI) has increased, concerns about AI bias and discrimination have been growing. This paper discusses an application called PyrEval in which natural language processing (NLP) was used to automate assessment and…
Publication | Research has affirmed the importance of asset-based family partnerships, yet it does not often recognize the complementary roles of multilingual caregivers and teachers to enact culturally sustaining mathematics education. Our theoretical…
Publication | Engineering has emerged as a promising context for STEM integration in K-12 schools. In the previous decade, the field has seen an increase in curricular resources and pedagogical approaches that invite students to utilize mathematics and…
Publication | Our study investigates the first year of a two-year place-based education (PBE) professional development model that focuses on career development in rural middle schools through project-based learning (PBL) units. Rural science, technology,…
Publication | We describe the development of a visual model to represent the implementation of an ambitious mathematics program, which serves as an example of a complex educational reform.
Publication | There is a need for research on effective classroom strategies available for teachers that promote equitable school-family collaborations. Such effective strategies are needed in general but also specifically in the area of content, skill…
Publication | In the United States, reforms put forth by Next Generation Science Standards have increased the demand for K-12 teacher professional development in science instruction. This study investigates a new professional development model, entitled…
Publication | Testing is a part of education around the world; however, there are concerns that consequences of testing is underexplored within current educational scholarship. Moreover, usability studies are rare within education. One aim of the present…
Publication | Research has shown that teaching mathematics through problem posing, or problem-posing based learning (P-PBL), is a student-centered instructional approach that can improve students’ cognitive and affective aspects of learning. However, since…