Broadening Participation

Science in the LearningGardens: A study of motivation, achievement, and science identity in low-income middle schools

Science in the Learning Gardens (henceforth, SciLG) program was designed to address two well-documented, inter-related educational problems: under-representation in science of students from racial and ethnic minority groups and inadequacies of curriculum and pedagogy to address their cultural and motivational needs. Funded by the National Science Foundation, SciLG is a partnership between Portland Public Schools and Portland State University.

Author/Presenter: 
Dilafruz R. Williams
Heather Brule
Sybil S. Kelley
Ellen A. Skinner
Lead Organization(s): 
Year: 
2018
Short Description: 

This study reports results from 113 students and three science teachers from two low-income urban middle schools participating in SciLG. It highlights the role of students’ views of themselves as competent, related, and autonomous in the garden, as well as their engagement and re-engagement in the garden, as potential pathways by which garden-based science activities can shape science motivation, learning, and academic identity in science.

Navigating “Disability”: Complexity and Small Environments

Author/Presenter: 
Jessica Hunt
Year: 
2018
Short Description: 

Exploring how children’s conceptions might advance through their implicit knowledge provides a fundamental view into children’s mathematics and elucidates possible alternative definitions of “learning difference (LD)”. I present an evolving theoretical framework that depict children with LD’s knowing and learning as nascent understandings that emerge from a real-time negotiation of meaning within “small environments” of instructional intervention. These negotiations are supported, or not, by the teacher’s propensity to engage in the knowledge of children and use teaching to construct shared goals for learning. Implications of the work include new ways educators might define LDs as a complex phenomenon that reflects how children’s knowledge of mathematics advances, or not, through a shared cognition grounded in children’s unique knowing and learning.

From Trajectories, Deficit, and Differences to Neurodiversity: The Case of Jim

Author/Presenter: 
Jessica Hunt
Juanita Silva
Rachel Lambert
Year: 
2017
Short Description: 

Cognitive differences intrinsic to children with learning disabilities (LDs) have historically led to deficit assumptions concerning the mathematical experiences these children “need” or can access. We argue that the problem can be located not within children but instead as a mismatch between instruction and children’s unique abilities. To illustrate this possibility, we present the case of “Jim,” a fifth-grader with perceptual-motor LDs. Our ongoing analysis of Jim’s fractional reasoning in seven equal sharing based tutoring sessions suggests that Jim leveraged his knowledge of number facts and alternative representations to advance his reasoning.

Where is Difference? Processes of Mathematical Remediation through a Constructivist Lens

Author/Presenter: 
Jessica Hunt
Ron Tzur
Year: 
2017
Short Description: 

In this study, we challenge the deficit perspective on mathematical knowing and learning for children labeled as LD, focusing on their struggles not as a within student attribute, but rather as within teacher-learner interactions. We present two cases of fifth-grade students labeled LD as they interacted with a researcher-teacher during two constructivist-oriented teaching experiments designed to foster a concept of unit fraction. Data analysis revealed three main types of interactions, and how they changed over time, which seemed to support the students’ learning: Assess, Cause and Effect Reflection, and Comparison/Prediction Reflection. We thus argue for an intervention in interaction that occurs in the instructional process for students with LD, which should replace attempts to “fix” ‘deficiencies’ that we claim to contribute to disabling such students.

Dissemination Toolkit: Accessible Products & Communications

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Background

Section 508 of the Rehabilitation Act of 1973 was amended in 1988 to require federal agencies to make their electronic and information technology (EIT) accessible to people with disabilities. Projects funded by the National Science Foundation should be 508 compliant to increase equal access to materials.

Author/Presenter: 
CADRE
Year: 
2019
Short Description: 

A compilation of resources for making your products and communications more accessible.

Resource Type: 
Tool

The Question of Dissemination: Using Video to Draw Broader Audiences to NSF Research

STEM Categorization: 
Day: 
Thu

Consider the role project videos can play in dissemination of research with OSPrI describing their video experience, and NSF situating the work within their efforts to improve policymakers’ understanding of DR K–12 research and development.

Date/Time: 
2:15 pm to 3:45 pm
Session Materials: 

A challenge for researchers and federal research funding institutions in the 21st century is how to get the word out on how research is pertinent and being used in by the field. According to Neild (2016, p1):

Session Types: 

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: 

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