Equity

Transforming Science Learning Framework: Translating an Equity Commitment into Action through Co-Design

In this study, we present a conceptual tool for guiding teachers’ principled pedagogical actions toward equitable instruction, referred to as the Transforming Science Learning (TSL) framework. The TSL framework was developed to address the challenges of enacting an ideological commitment in local contexts–promoting equity and justice through culturally relevant pedagogy (CRP) in K-12 science classrooms. TSL consists of five design principles that articulate the goals (the ‘why” of practice), instead of prescribing pedagogical activities (the “what” of practice).

Author/Presenter

Hosun Kang

Jasmine McBeath Nation

Year
2022
Short Description

In this study, we present a conceptual tool for guiding teachers’ principled pedagogical actions toward equitable instruction, referred to as the Transforming Science Learning (TSL) framework. The TSL framework was developed to address the challenges of enacting an ideological commitment in local contexts–promoting equity and justice through culturally relevant pedagogy (CRP) in K-12 science classrooms.

Invisible Multilingual Black and Brown Girls: Raciolinguistic Narratives of Identity in Science Education

Black and Brown girls are underrepresented in science, technology, engineering, and math (STEM) fields. Although studies have examined the reasons for this by exploring Black and Brown girls' experiences based on culture, gender, and race, there is a need for specifically understanding how language contributes to racialized experiences in science education. This study fills this critical gap by presenting narratives of three academically talented multilingual girls from Black and Brown communities.

Author/Presenter

Akira Harper

Shakhnoza Kayumova

Year
2022
Short Description

Black and Brown girls are underrepresented in science, technology, engineering, and math (STEM) fields. Although studies have examined the reasons for this by exploring Black and Brown girls' experiences based on culture, gender, and race, there is a need for specifically understanding how language contributes to racialized experiences in science education. This study fills this critical gap by presenting narratives of three academically talented multilingual girls from Black and Brown communities.

Inclusive Mathematics Classrooms: Advocating for Policies, Practices, and Resources

Event Date
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This month’s theme and expert panel webinar will explore and share different ways to support equitable instructional practice in mathematics classrooms for students and groups minoritized in the study of mathematics. Learn more in the introductory blog and please join us for this upcoming webinar. This Theme of the Month is a collaboration between the STEM for All Multiplex and the CADRE Resource Center. Learn more: https://multiplex.videohall.com/month_themes/21

Discipline/Topic
Event Type

The Value of Cultural and Linguistic Competence in Research

Event Date
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EQR will offer a free webinar on the value and importance of integrating cultural and linguistic competence (CLC) into research. Experts, Yan Wang and Robyn Madison, will facilitate a discussion on how one’s culture worldview affects research, share the implications of not attending to CLC in research and provide examples of how to incorporate culturally and linguistically appropriate standards and approaches in research. 

Discipline/Topic
Event Type

“Well That's How the Kids Feel!”—Epistemic Empathy as a Driver of Responsive Teaching

While research shows that responsive teaching fosters students' disciplinary learning and equitable opportunities for participation, there is yet much to know about how teachers come to be responsive to their students' experiences in the science classroom. In this work, we set out to examine whether and how engaging teachers as learners in doing science may support responsive instructional practices.

Author/Presenter

Lama Z. Jaber

Vesal Dini

David Hammer

Lead Organization(s)
Year
2021
Short Description

In this article, the authors present evidence from teachers' reflections that this stability was supported by the teachers' intellectual and emotional experiences as learners. Specifically, they argue that engaging in extended scientific inquiry provided a basis for the teachers having epistemic empathy for their students—their tuning into and appreciating their students' intellectual and emotional experiences in science, which in turn supported teachers' responsiveness in the classroom.

The Quest for Sustainable Futures: Designing Transformative Learning Spaces with Multilingual Black, Brown, and Latinx Young People Through Critical Response-ability

In an era of global climate change, intertwined with social and ecological predation, there is growing recognition of the importance of building socially, environmentally, culturally pluralistic, just and sustainable futures. Yet many of the calls for reform and discourses around sustainability are authored and defined through top-down approaches, by those who have power, privilege, and cognitive authority, and excludes the voices, identities, and epistemologies of those in the margins.

Author/Presenter

Shakhnoza Kayumova

Deborah J. Tippins

Year
2021
Short Description

In this paper we argue for the need to design and develop transformative learning ecologies that explicitly position the diverse voices of youth from nondominant communities as central to re-defining and re-envisioning relationally just, pluralistic, and sustainable futures. To this end, we seek to provide examples from participatory design-based learning ecologies to illustrate the centering of middle school youth voices and agencies from multilingual Black, Brown, and Latinx communities through critical response-ability.

Developing Transmedia Engineering Curricula Using Cognitive Tools to Impact Learning and the Development of STEM Identity

This paper examines the use of Imaginative Education (IE) to create an NGSS-aligned middle school engineering curriculum that supports transfer and the development of STEM identity. In IE, cognitive tools—such as developmentally appropriate narratives, mysteries and fantasies—are used to design learning environments that both engage learners and help them organize knowledge productively. We have combined IE with transmedia storytelling to develop two multi-week engineering units and six shorter engineering lessons.

Author/Presenter

Glenn W. Ellis

Jeremiah Pina

Rebecca Mazur

Al Rudnitsky

Beth McGinnis-Cavanaugh

Isabel Huff

Sonia Ellis

Crystal M. Ford

Kate Lytton

Kaia Claire Cormier

Year
2020
Short Description

This paper examines the use of Imaginative Education (IE) to create an NGSS-aligned middle school engineering curriculum that supports transfer and the development of STEM identity.

Resource(s)

Developing Transmedia Engineering Curricula Using Cognitive Tools to Impact Learning and the Development of STEM Identity

This paper examines the use of Imaginative Education (IE) to create an NGSS-aligned middle school engineering curriculum that supports transfer and the development of STEM identity. In IE, cognitive tools—such as developmentally appropriate narratives, mysteries and fantasies—are used to design learning environments that both engage learners and help them organize knowledge productively. We have combined IE with transmedia storytelling to develop two multi-week engineering units and six shorter engineering lessons.

Author/Presenter

Glenn W. Ellis

Jeremiah Pina

Rebecca Mazur

Al Rudnitsky

Beth McGinnis-Cavanaugh

Isabel Huff

Sonia Ellis

Crystal M. Ford

Kate Lytton

Kaia Claire Cormier

Year
2020
Short Description

This paper examines the use of Imaginative Education (IE) to create an NGSS-aligned middle school engineering curriculum that supports transfer and the development of STEM identity.

Resource(s)

Justice in Science Education: How to Honor Student Epistemologies While Supporting 3-Dimensional Science Teaching

Hayes, K. (2019). Justice in Science Education: How to Honor Student Epistemologies While Supporting 3-Dimensional Science Teaching. In J. Settlage & A. Johnston (Eds.), Proceedings of the 2019 Science Education at the Crossroads Conference (pp. 28-29). Montgomery, AL.

Author/Presenter

Kathryn Hayes

Year
2019
Short Description

Conference proceedings from the 2019 Science Education at the Crossroads Conference.

“Teaching Them How to Fish”: Learning to Learn and Teach Responsively

The Responsive Math Teaching (RMT) project’s 3-year model for professional development introduces teachers to a new instructional model through a full year of monthly Math Circles, where they experience problem solving and productive struggle from the student perspective while working through challenging open-ended tasks, engaging in mathematical discussions, and reflecting on the process. This paper examines teachers’ views of what they learned from this experience and how it affected both their instructional practices and their visions of mathematics teaching and learning.
Author/Presenter

Caroline B. Ebby

Brittany Hess

Lizzy Pecora

Jennifer Valerio

Lead Organization(s)
Year
2021
Short Description

The Responsive Math Teaching (RMT) project’s 3-year model for professional development introduces teachers to a new instructional model through a full year of monthly Math Circles, where they experience problem solving and productive struggle from the student perspective while working through challenging open-ended tasks, engaging in mathematical discussions, and reflecting on the process. This paper examines teachers’ views of what they learned from this experience and how it affected both their instructional practices and their visions of mathematics teaching and learning.