Broadening Participation

Creating Inclusive PreK–12 STEM Learning Environments

Broadening Participation

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
Lead Organization(s): 
Education Development Center, Inc. (EDC)
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

Earth Science
Environmental Science
Science
Technology
Broadening Participation
Curriculum
Equity

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. 

Access Link: 
Author/Presenter: 
CRIS Project Team
Lead Organization(s): 
Washington State University
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.
Resource(s): 
PDF icon CADRE_NSF CRIS 7E Model Unit Planning Template.pdf

Inclusion Across the Nation of Communities of Learners of Underrepresented Discoverers in Engineering and Science (NSF INCLUDES) Full Proposal Deadline

Submitted by cadre-admin on

Event Date: 
Mon, 07/13/2020 - 5:00pm
Sponsoring Organization: 
National Science Foundation (NSF)

Learn more at https://www.nsf.gov/funding/pgm_summ.jsp?pims_id=505679&org=DRL&sel_org=...

Event Type: 
Funding Opportunity
Discipline / Topic: 
Engineering
Mathematics
Science
Technology
Broadening Participation

ADVANCE: Organizational Change for Gender Equity in STEM Academic Professions Full Proposal Deadline

Submitted by cadre-admin on

Event Date: 
Wed, 01/15/2020 - 5:00pm
Sponsoring Organization: 
National Science Foundation (NSF)

Learn more at https://www.nsf.gov/funding/pgm_summ.jsp?pims_id=5383&org=DRL&sel_org=DR...

Full proposal deadline for: Adaptation and Partnership (FY 2020 competition)

Event Type: 
Funding Opportunity
Discipline / Topic: 
Engineering
Mathematics
Science
Technology
Broadening Participation

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

Mathematics
Broadening Participation
Cognitive Science
Learning Progression
Special Education

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.

Access Link: 
https://www.sciencedirect.com/science/article/pii/S0732312318301299
Author/Presenter: 
Jessica H.Hunt
Beth L.MacDonald
JuanitaSilva
Lead Organization(s): 
North Carolina State University (NCSU)
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

Science
Assessment
Broadening Participation
Curriculum
ELL
Equity
Pedagogical Content Knowledge
Professional Development

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.

Access Link: 
https://link.springer.com/article/10.1007/s11165-019-9846-8
Author/Presenter: 
Cory Buxton
Ruth Harman
Lourdes Cardozo-Gaibisso
Lei Jiang
Khanh Bui
Martha Allexsaht-Snider
Lead Organization(s): 
Oregon State University (OSU)
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

Science
Broadening Participation
ELL
Equity
Teacher Attitudes/Beliefs
Teacher Practice

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.

Access Link: 
https://link.springer.com/article/10.1007/s11165-019-9854-8
Author/Presenter: 
Sara Tolbert
Corey Knox
Ivan Salinas
Lead Organization(s): 
University of Arizona (U of A)
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

Mathematics
Broadening Participation
Classroom Practice

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.

Access Link: 
https://link.springer.com/article/10.1007/s10649-019-09896-5
Author/Presenter: 
Higinio Dominguez
Lead Organization(s): 
Michigan State University (MSU)
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

Engineering
Broadening Participation
Equity

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.

Access Link: 
Author/Presenter: 
Edna Tan
Angela Calabrese Barton
Aerin Benavides
Lead Organization(s): 
University of North Carolina at Greensboro (UNC Greensboro)
Michigan State University (MSU)
Year: 
2019
Short Description: 
This study is focused on engineering for sustainable communities (EfSC) in three middle school classrooms.
Resource(s): 
PDF icon Tan EfSC.pdf

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

Science
Broadening Participation
Classroom Practice
Student Attitudes/Beliefs

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.

Access Link: 
https://journals.sagepub.com/doi/full/10.1177/0743558419830638
Author/Presenter: 
Jennifer A. Fredricks
Alyssa K. Parr
Jamie L. Amemiya
Ming-Te Wang
Scott Brauer
Lead Organization(s): 
University of Pittsburgh (Pitt)
Year: 
2019
Short Description: 
This study uses a mixed-method sequential exploratory design to examine influences on urban adolescents’ engagement and disengagement in school.
Resource(s): 
PDF icon What matters for urban adolescents' engagement and disengagement in school.pdf

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