Equity

Framing, Adapting, and Applying: Learning to Contextualize Science Activity in Multilingual Science Classrooms

In this article, we turn our attention to context-based approaches to science instruction. We studied the effects of changes to a set of secondary science teacher education programs, all of which were redesigned with attention to the Secondary Science Teaching with English Language and Literacy Acquisition (SSTELLA) instructional framework, a framework for responsive and contextualized instruction in multilingual science classrooms. Contextualizing science activity is one of the key dimensions of the SSTELLA instructional framework.

Author/Presenter: 
Sara Tolbert
Corey Knox
Ivan Salinas
Lead Organization(s): 
Year: 
2019
Short Description: 
This article looks at context-based approaches to science instruction. Authors studied the effects of changes to a set of secondary science teacher education programs, all of which were redesigned with attention to the Secondary Science Teaching with English Language and Literacy Acquisition (SSTELLA) instructional framework, a framework for responsive and contextualized instruction in multilingual science classrooms.

What Can We Learn from Correct Answers?

Dig deeper into classroom artifacts using research-based learning progressions to enhance your analysis and response to student work, even when most students solve a problem correctly.

Ebby, C. B., Hulbert, E. T., and Fletcher, N. (2019). What can we learn from correct answers? Teaching Children Mathematics, 25(6), 346-353.

Author/Presenter: 
Caroline B. Ebby
Elizabeth T. Hulbert
Nicole Fletcher
Lead Organization(s): 
Year: 
2019
Short Description: 
This article describes how research-based learning progressions can be used to enhance the analysis and response to student work.

Engineering for sustainable communities: Epistemic tools in support of equitable and consequential middle school engineering

This study is focused on engineering for sustainable communities (EfSC) in three middle school classrooms. Three in‐depth case studies are presented that explore how two related EfSC epistemic toolsets—(a) community engineering and ethnography tools for defining problems, and (b) integrating perspectives in design specification and optimization through iterative design sketch‐up and prototyping—work to support the following: (a) Students' recruitment of multiple epistemologies; (b) Navigation of multiple epistemologies; and (c) students' onto‐epistemological developments in engineering.

Author/Presenter: 
Edna Tan
Angela Calabrese Barton
Aerin Benavides
Year: 
2019
Short Description: 
This study is focused on engineering for sustainable communities (EfSC) in three middle school classrooms.
Resource(s): 

Opportunities to Participate (OtP) in Science: Examining Differences Longitudinally and Across Socioeconomically Diverse Schools

The purpose of this study was to develop and validate a survey of opportunities to participate (OtP) in science that will allow educators and researchers to closely approximate the types of learning opportunities students have in science classrooms. Additionally, we examined whether and how opportunity gaps in science learning may exist across schools with different socioeconomic levels. The OtP in science survey consists of four dimensions that include acquiring foundational knowledge, planning an investigation, conducting an investigation, and using evidence to communicate findings.

Author/Presenter: 
Christine L. Bae
Morgan DeBusk-Lane
Kathryn N. Hayes
Fa Zhang
Year: 
2018
Short Description: 
The purpose of this study was to develop and validate a survey of opportunities to participate (OtP) in science that will allow educators and researchers to closely approximate the types of learning opportunities students have in science classrooms.

How to envision equitable mathematics instruction: Views of U.S. and Korean preservice teachers

Lee, J., Kim, J-H., Kim, S-M., & Lim, W. (2018). How to envision equitable mathematics instruction: Views of U.S. and Korean preservice teachers. Teaching and Teacher Education, 69, 275–288. doi: 10.1016/j.tate.2017.10.010

Author/Presenter: 
Ji-Eun Lee
Jinho Kim
Sangmee Kim
Woong Lim
Lead Organization(s): 
Year: 
2018
Short Description: 
This article focused on equitable mathematics instruction for U.S. and Korean preservice teachers.

Learning With EarSketch

EarSketch is a STEAM learning intervention that combines a programming environment and API for Python and JavaScript, a digital audio workstation, an audio loop library, and a standards-aligned curriculum to teach introductory computer science together with music technology and composition. The creation of EarSketch was driven by three primary motivations: broadening participation in computing, increasing access to music technology education, and evangelizing music-making with technology.
Author/Presenter: 
Jason Freeman
Brian Magerko
Doug Edwards
Morgan Miller
Shelly Engelman
Roxanne Moore
Anna Xambó
Tom McKlin
Year: 
2017
Short Description: 
This article features EarSketch -a STEAM learning intervention that combines a programming environment and API for Python and JavaScript, a digital audio workstation, an audio loop library, and a standards-aligned curriculum to teach introductory computer science together with music technology and composition.

Culturally Responsive Education

STEM Categorization: 
Day: 
Thu

Review themes related to culturally responsive STEM instruction, and generate ideas for advancing research and practice in this area.

Date/Time: 
11:15 am to 12:00 pm
Facilitators: 
Session Materials: 

Professional Development Approaches to Strengthen Collaboration among Educators with Different Roles to Improve Student Math Learning

STEM Categorization: 
Day: 
Thu

Discuss the benefits and challenges of creating mathematics professional development that brings together educators with different roles to build knowledge, practices, and collaboration for teaching students with diverse needs.

Date/Time: 
9:30 am to 11:00 am
Session Materials: 

In order to broaden the participation of underrepresented student groups, such as students with disabilities and English Language Learners (ELL), mathematics professional development (PD) programs need to include educators with different areas of expertise, not just mathematics teachers. This session will focus on the benefits and challenges of creating effective PD programs that bring together educators with different roles to build knowledge, practices, and collaboration for improving the mathematics learning of all students.

Session Types: 

Partnership Building as a Broadening-Participation Strategy: Helping Researchers and Developers Bridge the Gaps in STEM Education

Author/Presenter: 
CADRE
Year: 
2016
Short Description: 
This brief examines the continued underrepresentation of African Americans, Latinos, Native Americans, and women of all racial and ethnic backgrounds in STEM fields; explains the benefits of collaboration around broadening participation; and offers guidance on building partnerships as a strategy for bridging the gaps in STEM education.

Broadening Participation — Making STEM Learning Relevant and Rigorous for All Students

Author/Presenter: 
CADRE
Year: 
2015
Short Description: 
This brief explores factors that contribute to opportunity gaps in STEM education based on race, ethnicity, gender, ability, and socioeconomic status. It showcases the work of several DR K-12 projects and describes promising approaches for removing barriers for underrepresented groups and enhancing the STEM learning of all students.

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