Broadening Participation

Creating Inclusive PreK–12 STEM Learning Environments

Brief CoverBroadening participation in PreK–12 STEM provides ALL students with STEM learning experiences that can prepare them for civic life and the workforce.

Author/Presenter: 
Malcom Butler
Cory Buxton
Odis Johnson Jr.
Leanne Ketterlin-Geller
Catherine McCulloch
Natalie Nielsen
Arthur Powell
Year: 
2018
Short Description: 

This brief offers insights from National Science Foundation-supported research for education leaders and policymakers who are broadening participation in science, technology, engineering, and/or mathematics (STEM). Many of these insights confirm knowledge that has been reported in research literature; however, some offer a different perspective on familiar challenges.

The Price of Nice: How Good Intentions Maintain Educational Inequity

Being nice is difficult to critique. Niceness is almost always portrayed and felt as a positive quality. In schools, nice teachers are popular among students, parents, and administrators. And yet Niceness, as a distinct set of practices and discourses, is not actually good for individuals, institutions, or communities because of the way it maintains and reinforces educational inequity.

Author/Presenter: 
Angelina E. Castagno, Editor
Lead Organization(s): 
Year: 
2019
Short Description: 

In The Price of Nice, an interdisciplinary group of scholars explores Niceness in educational spaces from elementary schools through higher education to highlight how this seemingly benign quality reinforces structural inequalities.

The Anthropology of Educational Policy: Ethnographic Inquiries into Policy as Sociocultural Practice

Author/Presenter: 
Angelina E. Castagno
Teresa McCarty
Lead Organization(s): 
Year: 
2018
Short Description: 

This book provides a single "go to" source on the disciplinary history, theoretical framework, methodology, and empirical applications of the anthropology of education policy across a range of education topics, policy debates, and settings.

Families’ Capacity to Engage in Science Inquiry at Home Through Structured Activities

The role that caregivers can play in their child’s science education is often overlooked within science education research. Few studies have focused on the capacity and abilities of caregivers to guide science activities. The purpose of this study was to describe how families utilize science activity packs at home. Data indicate that the adults encouraged their children to observe, predict, compare and contrast, draw conclusions, and articulate explanations (inquiry behaviors). Families were also observed utilizing provided questions and talk moves (techniques to encourage conversation).

Author/Presenter: 
Lacey Strickler-Eppard
Charlene M. Czerniak
Joan Kaderavek
Lead Organization(s): 
Year: 
2019
Short Description: 

The purpose of this study was to describe how families utilize science activity packs at home.

Making Mathematical Thinking Visible

For English language learners, diagrams can be a powerful tool to develop and communicate mathematical understanding. Imagine being a 6th grade student who is still learning English, sitting in a mathematics classroom and trying to navigate the lesson. You might wonder: What is the teacher saying I should do? Did my classmates solve it the way I did? Will the other students laugh at me when I try to explain how I solved the problem?

Author/Presenter: 
Johannah Nikula
Jill Neumayer DePiper
Mark Driscoll
Year: 
2019
Short Description: 

This article describes how diagrams can be a powerful tool to develop and communicate mathematical understanding for English language learners.

Developing Student 21st Century Skills in Selected Exemplary Inclusive STEM High Schools

There is a need to arm students with noncognitive, or 21st Century, skills to prepare them for a more STEM-based job market. As STEM schools are created in a response to this call to action, research is needed to better understand how exemplary STEM schools successfully accomplish this goal. This conversion mixed method study analyzed student work samples and teacher lesson plans from seven exemplary inclusive STEM high schools to better understand at what level teachers at these schools are engaging and developing student 21st Century skills.

Author/Presenter: 
Stephanie M. Stehle
Erin E. Peters-Burton
Lead Organization(s): 
Year: 
2019
Short Description: 

This conversion mixed method study analyzed student work samples and teacher lesson plans from seven exemplary inclusive STEM high schools to better understand at what level teachers at these schools are engaging and developing student 21st Century skills.

Empowering Students with Specific Learning Disabilities: Jim’s Concept of Unit Fraction

Cognitive differences have historically led to deficit assumptions concerning the mathematical experiences that children with learning disabilities (LD) can access. We argue that the problem can be located not within children but instead as a mismatch between features of instruction and children’s unique learning abilities. In this paper, we investigate how one elementary school child, Jim, with specific visual motor integration differences constructed a unit fraction concept.

Author/Presenter: 
Jessica H. Hunt
Juanita Silva
Rachel Lambert
Year: 
2019
Short Description: 

This paper investigates how one elementary school child with specific visual motor integration differences constructed a unit fraction concept.

Teachers’ Views of Students’ Mathematical Capabilities: Challenges and Possibilities for Ambitious Reform

Background: Research suggests that teachers’ views of their students’ capabilities matter when attempting to accomplish instructional reform, particularly in settings serving historically marginalized groups of students. However, to date, this issue has received minimal attention in the scholarship and practice of mathematics instructional reform.

Author/Presenter: 
Kara Jackson
Lynsey Gibbons
Charlotte J. Sharpe
Lead Organization(s): 
Year: 
2017
Short Description: 

This study offers a large-scale snapshot of middle-grades teachers’ views of their students’ mathematical capabilities in the context of instructional reform.

How Place-based Science Education Strategies can Support Equity for Students, Teachers, and Communities

This brief describes how to support equity for students, teachers, and communities through place-based science education strategies.

Coleman, S., Chinn, P., Morrison, D., & Kaupp, L. (2019). How place-based science education strategies can support equity for students, teachers, and communities. STEM Teaching Tools.

Author/Presenter: 
Sarah Coleman, Pauline Chinn, Deb Morrison, and Laruen Kaupp
Lead Organization(s): 
Year: 
2019
Short Description: 

This brief describes how to support equity for students, teachers, and communities through place-based science education strategies.

Rhizome and Seasonal Storyline for Field-based Science

This tool, Rhizome, contains three foundational pillars: complex socio-ecological systems, nature-culture relations, and field-based science learning, with student learning and sense making made central. The Seasonal Storyline engages learners and their families in field-based science that connects family knowledge and place-based, student-led investigations.

Author/Presenter: 
Learning in Places
Lead Organization(s): 
Year: 
2019
Short Description: 

This resource focuses on engaging learners and their families in field-based science that connects family knowledge and place-based, student-led investigations.

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