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.

CRIS 7e Lesson Plan Template

The CRIS “7e” lesson plan template, adapted from the Next Generation Science “5e”, centers the importance of including Elders and Environment in Indigenous STEM teaching and learning. The template is a way for teachers to weave Traditional Ecological Knowledge (TEK) and Western Science into lessons, and has been formative in helping team members integrate community knowledge and land-based education into science learning experiences. 

Author/Presenter: 
CRIS Project Team
Lead Organization(s): 
Year: 
2019
Short Description: 
This lesson plan template centers the importance of including Elders and Environment in Indigenous STEM teaching and learning, and is a way for teachers to weave Traditional Ecological Knowledge (TEK) and Western Science into lessons.

Gina’s mathematics: Thinking, tricks, or “teaching”?

Students with learning disabilities display a diverse array of factors that interplay with their mathematical understanding. Our aim in this paper is to discuss the extent to which one case study elementary school child with identified learning disabilities (LDs) made sense of composite units and unit fractions. We present analysis and results from multiple sessions conducted during a teaching experiment cast as one-on-one intervention.

Author/Presenter: 
Jessica H.Hunt
Beth L.MacDonald
JuanitaSilva
Year: 
2019
Short Description: 
This paper discusses the extent to which one case study elementary school child with identified learning disabilities (LDs) made sense of composite units and unit fractions.

Understanding Science and Language Connections: New Approaches to Assessment with Bilingual Learners

We report on the use of bilingual constructed response science assessments in the context of a research and development partnership with secondary school science teachers. Given the power that assessments have in today’s education systems, our project provided a series of workshops for teachers where they explored students’ emergent reform-oriented science meaning-making in our project-designed assessments.

Author/Presenter: 
Cory Buxton
Ruth Harman
Lourdes Cardozo-Gaibisso
Lei Jiang
Khanh Bui
Martha Allexsaht-Snider
Lead Organization(s): 
Year: 
2019
Short Description: 
Authors report on the use of bilingual constructed response science assessments in the context of a research and development partnership with secondary school science teachers.

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.

Theorizing reciprocal noticing with non-dominant students in mathematics

In this paper, I theorize reciprocal noticing as a relational practice through which teachers and students exchange roles as knowers by reciprocating each other’s noticing as they study mathematics concepts. Findings from a unit on measuring time implemented in two classrooms with non-dominant students illustrate how teachers and students—through their reciprocal noticing—mobilize concepts back to previous understandings and forward to possible new meanings.

Author/Presenter: 
Higinio Dominguez
Lead Organization(s): 
Year: 
2019
Short Description: 
In this paper, the author theorizes reciprocal noticing as a relational practice through which teachers and students exchange roles as knowers by reciprocating each other’s noticing as they study mathematics concepts.

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): 

What Matters for Urban Adolescents’ Engagement and Disengagement in School: A Mixed-Methods Study

This study uses a mixed-method sequential exploratory design to examine influences on urban adolescents’ engagement and disengagement in school. First, we interviewed 22 middle and high school students who varied in their level of engagement and disengagement. Support from adults and peers, opportunities to make choices, and external incentives aligned with greater engagement. In contrast, a strict disciplinary structure, an irrelevant and boring curriculum, disengaged peers, and lack of respect by adults coincided with greater disengagement.

Author/Presenter: 
Jennifer A. Fredricks
Alyssa K. Parr
Jamie L. Amemiya
Ming-Te Wang
Scott Brauer
Lead Organization(s): 
Year: 
2019
Short Description: 
This study uses a mixed-method sequential exploratory design to examine influences on urban adolescents’ engagement and disengagement in school.

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