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Early Career News
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CADRE Fellows
Awards & Recognition
Rachel Juergensen (2020-21 CADRE Fellow) was awarded a five-year, $1.06 million U.S. Department of…
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This counterstory (Delgado, 1989; Martinez, 2020) is based on field notes (Oct. 19 & Nov. 1, 2022) from our collective’s ethnographic project working with upper elementary Latiné learners and their transition to middle…
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Despite interest in how students’ implicit theories—their growth and fixed mindsets about their own learning—affect students as learners, relatively little research on mindset has looked at teachers as learners. This study…
Can Generative AI and ChatGPT Outperform Humans on Cognitive-Demanding Problem-Solving Tasks in Science?
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This study aimed to examine an assumption regarding whether generative artificial intelligence (GAI) tools can overcome the cognitive intensity that humans suffer when solving problems. We examine the performance of…
STEM Role Models for Students with Disabilities: A Systematic Review Highlighting Recommendations for the Classroom and Future Research
Early Career News
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CAREER Awardees
Publication
Shannon Locke, Jessica Rodrigues (CAREER Awardee), and Lindsey G. Mirielli published this article in School Science…
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Teacher-facilitated whole-class conversations can help elementary students apply the full power of the NGSS science and engineering practices to an engineering design process. In this article we describe and provide…
Elementary Teachers’ Knowledge of Using Language as an Epistemic Tool in Science Classrooms: A Case Study
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Language is a fundamental tool for learning science. This study highlights the importance of teacher knowledge in utilising language as a tool for knowledge generation in the classrooms. This case study examines elementary…
Embodied, Dramatizing Performances in Science Class: Multimodal Spaces and Places of Knowledge and Identity Construction
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We explored the semiotic choices children in grades 1–6 made that nurtured embodied, dramatizing performances in science classes at urban public schools, serving predominantly students of color in a large US city. We…
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In this paper, we describe three challenges (conflict between multiple dimensions of science proficiency, authentic data, and grade-appropriate graphing tools) that we faced when designing for a specific Next Generation…
Reasoning About Data in Elementary School: Student Strategies and Strengths when Reasoning with Multiple Variables
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The need for data literacy is an increasingly pressing priority in society, but most of the work in data-centred education has focused on developing skills at the middle school, secondary, and post-secondary levels, with…
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This study examines secondary mathematics teachers’ anticipations of student responses related to a series of cognitively demanding mathematics tasks from multiple mathematical domains presented in the context of voluntary…
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The authors are developing a model for rural science teacher professional development, building teacher expertise and collaboration and creating high-quality science lessons: technology-mediated lesson study (TMLS…
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This study applied the many-facet Rasch measurement (MFRM) to assess students’ knowledge-in-use in middle school physical science.
This study applied the many-facet Rasch measurement (MFRM) to assess…
Investigating Teacher–Teacher Feedback: Uncovering Useful Socio-pedagogical Norms for Reform-based Chemistry Instruction
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Teacher–teacher feedback is an important feature of professional learning. However, deeply ingrained socio-pedagogical norms may affect both the nature and content of feedback, constraining its effectiveness. Prior studies…
Elementary Science Teacher Educators Learning Together: Catalyzing Change With Educative Curriculum Materials and Vignette Writing
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In this article, we describe a professional learning community (PLC) for science teacher educators that supported changes in pedagogy through educative curriculum materials and vignette writing.
In this…
Related Paper Set: Designing, Supporting, and Enacting Elementary Science Units for Teacher Phenomenon Adaptation
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Paper set on designing, supporting, and enacting elementary science units for teacher phenomenon adaptation from 2023 NARST conference.
Cook Whitt, K., Harris, E., Kenyon, L., Kenyon, F. L., Hanson, A…
How It All Happened: Cause and Effect as a Lens and Thinking Tool to Observe and Make Sense of Two Puzzling Phenomena
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This article uses cause and effect as a lens and thinking tool to observe and make sense of phenomena in elementary science.
Mohan, L., Harris, E., & Guy-Gaytan, C. (2023). How it all happened:…
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In this article we introduce a National Science Foundation-funded research project called TecRocks that has developed new interactive simulations and an innovative online curriculum module that weaves rock formation and…
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The Innovate to Mitigate (I2M) project poses challenges for secondary-school students to design feasible, innovative strategies that mitigate CO2 emissions and thus global warming. Design is informed by research on problem…
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Open innovation challenge to mitigate global warming.
Puttick, G., Drayton, B., & Gasca, S. (2023). Open innovation challenge to mitigate global warming. Connected Science Learning, 5(5…
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CADRE has compiled tips from DRK-12 awardees on building partnerships, acknowledging context and history, nurturing relationships and the work, and adapting to change.
CADRE has compiled tips from DRK-…
Navigating Socio-emotional Risk Through Comfort-Building in a Physics Teaching Community of Practice: A Case Study
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This descriptive case study examines the process of productively navigating socio-emotional risks and interpersonal tensions encountered by a veteran and pre-service physics teacher during one episode of discussing physics…
Responsive Professional Development: A Facilitation Approach for Teachers' Development in a Physics Teaching Community of Practice
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Providing high-quality professional development for teachers with diverse backgrounds and classroom experience is a challenging task. In this work, we investigate the Illinois Physics and Secondary Schools (IPaSS)…