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Developing Transmedia Engineering Curricula Using Cognitive Tools to Impact Learning and the Development of STEM Identity
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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.
This paper examines…
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This exploratory study aimed to (1) identify the barriers to moving STEM enrichment programming in a rural environment from in-person to virtual activities during the COVID-19 pandemic, (2) describe key decisions…
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Activating Math Talk is a resource for promoting high-quality math discourse in grades K-5. The content of the chapters and discussion questions within are meant to spark conversations among teachers, teacher leaders,…
Promoting Teacher Self-Efficacy for Supporting English Learners in Mathematics: Effects of the Visual Access to Mathematics Professional Development
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The Visual Access to Mathematics (VAM) project developed and studied teacher professional development (PD) focused on linguistically-responsive teaching to facilitate ELs’ mathematical problem solving and discourse. This…
The Quest for Sustainable Futures: Designing Transformative Learning Spaces with Multilingual Black, Brown, and Latinx Young People Through Critical Response-ability
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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…
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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…
“Science Theatre Makes You Good at Science”: Affordances of Embodied Performances in Urban Elementary Science Classrooms
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School science continues to alienate students identifying with nondominant, non-western cultures, and learners of color, and considers science as an enterprise where success necessitates divorcing the self and corporeal…
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The researchers conducted a qualitative analysis of the perceptions of school personnel and pre-service teachers about an Algebra I tutoring program for students with learning disabilities. The researchers surveyed and…
Designing Learning Environments to Promote Academic Literacy in Mathematics in Multilingual Secondary Mathematics Classrooms
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Emerging multilingual students can develop the dimensions of Academic Literacy in Mathematics (ALM) in classroom discussions. But, there is a need for empirically-validated principles for fostering such discussions. This…
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We introduce and illustrate three principles for designing secondary mathematics classrooms in which multilingual students can benefit from participating in mathematical discussions. Drawing from the Academic Literacy in…
Designing for Mathematical Literacy: Introducing Exponential Growth Using Critical and Meaningful Problem Contexts
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This department explores the concept of disciplinary literacy—the conceptual understandings and ways of reading, thinking, and writing involved in critiquing and constructing knowledge in a discipline—and its intersections…
Building Teacher Leadership for Equitably Accessible Distance Science Learning in a School District During COVID-19
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AERA symposium presentation on accessible distance learning in science during COVID.
Delhaye, C., Borko, H., Wilsey, M., Reigh, E., & Osborne, J. (2021). Building teacher leadership for equitably…
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In this article, we—a team of science teachers and a university researcher—present the processes of adapting existing curricular resources to promote equitable learning experiences for diverse learners. Using a middle…
Invisible Multilingual Black and Brown Girls: Raciolinguistic Narratives of Identity in Science Education
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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,…
Legitimation Code Theory as an Analytical Framework for Integrated STEM Curriculum and Its Enactment
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In this paper, we describe Legitimation Code Theory as an analytical framework and provide an analysis of semantic patterns of an integrated STEM unit (written discourse) and a middle school teacher’s …
Engagement and Science Achievement in the Context of Integrated STEM Education: A Longitudinal Study
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A growing number of studies have shown the benefits of K-12 integrated science and engineering education. With this study, we add to the literature by documenting the relationship between STEM learning and engagement, and…
Strengthening Teaching in “Rural,” Indigenous-Serving Schools: Lessons from the Diné Institute for Navajo Nation Educators
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This article reports on the first three years of a teacher-led professional development program on the Navajo Nation. We draw on both quantitative and qualitative data from our end-of-year surveys to highlight some of the…
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Students need “critical data literacy” skills to help make sense of the multitude of information available to them, especially as it relates to high-stakes issues of social justice. The authors describe two curriculum…
Leading for Justice, Leading for Learning: Conceptualizing Urban School Leadership for Antiracist Mathematics Teaching and Learning
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Urban school leaders can support mathematics instruction that acknowledges and sustains students’ racialized and cultured ways of knowing and being. Yet, leadership for racial justice is often discussed separately from…
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In super-diverse classroom contexts, students come from varied migration channels, immigration statuses, languages, countries of origin, and religions, which contribute to new and complex social configurations of the…
‘Me Hizo Sentir Como Científica’: The Expressed Science Identities of Multilingual Learners in High School Biology Classrooms
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Science identity development begins in school-aged years, when multilingual students (MLs) are often marginalised in the classroom due to language challenges and low expectations placed on them. This descriptive multiple…
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Mathematical modeling (MM) - a cyclical process that involves using mathematics to make-sense of and analyze relevant, real-world situations - has the potential to advance equity and challenge spaces of marginalization in…
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This counterstory (Delgado, 1989; Martinez, 2020) is based on field notes (Oct. 19 & Nov. 1, 2022) from our collective’s ethnographic project working with upper elementary Latiné learners and their transition to middle…
Embodied, Dramatizing Performances in Science Class: Multimodal Spaces and Places of Knowledge and Identity Construction
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We explored the semiotic choices children in grades 1–6 made that nurtured embodied, dramatizing performances in science classes at urban public schools, serving predominantly students of color in a large US city. We…
Reasoning About Data in Elementary School: Student Strategies and Strengths when Reasoning with Multiple Variables
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The need for data literacy is an increasingly pressing priority in society, but most of the work in data-centred education has focused on developing skills at the middle school, secondary, and post-secondary levels, with…
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Women and many people of color continue to be minoritized in STEM and notably in physics. We conducted two studies demonstrating that exposure to counternarratives about who does physics and why one does physics…
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The project research team developed two active learning lessons examining the diverse profiles of individuals who earned a bachelor’s degree in physics, and issues of marginalization of women in physics. After…
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Making science accessible is an important and worthy goal, but for many students, science is inaccessible because what counts as science in the classroom is narrowly defined as what is known as western science, rooted in…
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Justice-centred science pedagogy has been suggested as an effective framework for supporting teachers in bringing in culturally relevant pedagogy to their science classrooms; however, limited instructional tools exist that…
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This poster presents findings from design and early implementation work of the NSF DRK-12 project which positions 6th and 7th grade students as decision makers in their own learning, integrating culturally responsive…
Justice-Centered STEM Education with Multilingual Learners: Conceptual Framework and Initial Inquiry into Pre-service Teachers’ Sense-Making
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Our conceptual framework for justice-centered STEM education engages all students in multiple STEM subjects, including data science and computer science, to explain and design solutions to pressing societal challenges and…
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This chapter describes an ongoing research-practice partnership with in-service teachers in communities across Oregon focused on broadening participation in STEM fields. We explore how our design-based work with teachers…
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Given the importance of early mathematics to academic success in all subjects, children need and deserve to build a robust knowledge of early math concepts in their earliest years. In this chapter, we consider the approach…
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Build a classroom community by building representations and visualizations of data related to students’ names.
Build a classroom community by building representations and visualizations of data related…
Thinking Critically, Coding Creatively: Elevating Social Studies Through Inquiry-based Learning and Computer Science Integration
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Weaving computer science into the fabric of social studies, rather than teaching it as an isolated skill, makes both subjects more relevant, engaging, and beneficial to students.
Weaving computer…
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With a decade passing since the release of the Next Generation Science Standards (NGSS), it is timely to reflect and consider the extent to which the promise of science teaching and learning that values and centers…
“I Really Got to Think About My Background, Their Background, and How Do We Come Together on Something?”: One Emergent Mathematics Teacher Leader's Reflexive Journey with Social Justice Mathematics
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This 2-year qualitative case study focuses on one emergent mathematics teacher leader, Mr. Miller, and his conceptualization of Social Justice Mathematics (SJM). SJM is a justice-oriented pedagogical approach where…