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A compilation of resources for making your products and communications more accessible.
Background
Section 508 of the Rehabilitation Act of 1973 was amended in 1988 to require federal agencies to make…
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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…
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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…
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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…
Science in the LearningGardens: A study of motivation, achievement, and science identity in low-income middle schools
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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…
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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…
The Use of Theory in Research on Broadening Participation in PreK–12 STEM Education: Information and guidance for prospective DRK–12 grantees
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This paper seeks to provide a resource for prospective DRK-12 awardees by identifying some of the theories that current and recent DRK-12 awardees are using in their research on broadening participation…
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The authors fuse Universal Design for Learning (UDL), differentiation, and talk moves into three key planning and pedagogy considerations.
Anticipating and responding to learner variability can make…
Rehumanizing the Mathematics Education of Students with Disabilities: Critical Perspectives on Research and Practice
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This editorial is part of a special issue of Investigations in Mathematics Learning Critical Approaches that was inspired by a Disability in Mathematics Education working group.
Lambert, R., Tan,…
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This article looks at strategies that create access while maintaining the cognitive demand of a mathematics task.
Lynch, S., Hunt, J.H., & Lewis, K. (2018). Productive struggle for all:…
Initial Understandings of Fraction Concepts Evidenced by Students With Mathematics Learning Disabilities and Difficulties
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This study extends current literature by presenting key understandings of fractions, documented through problem-solving activity, language, representations, and operations, evidenced by students with LD and mathematics…
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The current study investigates two questions: (1) Do screen size and grid density impact a user's accuracy on pattern-matching tasks? (2) Do screen size and grid density impact a user's time on task?…
Touchscreen-Based Haptic Information Access for Assisting Blind and Visually-Impaired Users: Perceptual Parameters and Design Guidelines
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This paper studies key usability parameters governing accurate rendering of haptically-perceivable graphical materials
Touchscreen-based smart devices, such as smartphones and tablets, offer great…
Principles for Designing Large-Format Refreshable Haptic Graphics Using Touchscreen Devices: An Evaluation of Nonvisual Panning Methods
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This article describes the development of four novel non-visual panning methods designed from the onset with consideration of these perceptual and cognitive constraints.
Touchscreen devices, such as…
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Understand students’ fraction concepts through interview tasks. Includes tasks and guide to record student thinking.
Understand students’ fraction concepts through interview tasks. Includes tasks…
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Case Studies from the FAACT project.
Case studies from the FAACT project.
Mathematics
Broadening Participation
Special Education…
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Project Accelerate is a partnership program between Boston University (BU) and the nation’s high schools combining the supportive infrastructures from the students’ traditional school with a highly interactive private edX…
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Dr. Jessica Hunt studies how these children think and learn and is developing novel teaching methods that facilitate mathematics learning for students with learning disabilities.
Making sense of…
Opportunities to Participate (OtP) in Science: Examining Differences Longitudinally and Across Socioeconomically Diverse Schools
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The purpose of this study was to develop and validate a survey of opportunities to participate (OtP) in science that will allow educators and researchers to closely approximate the types of learning opportunities students…
Understanding the Difficulties African-American Middle School Girls Face While Enacting Computational Algorithmic Thinking in the Context of Game Design
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This article introduces CAT as explored through the Supporting Computational Algorithmic Thinking (SCAT) project, an ongoing longitudinal between-subjects research project and enrichment program that guides African-…
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In this study, authors use Phenomenological Variant Ecological Systems Theory as a strengths‐based approach to investigate 10 undergraduate Black women’s perceptions of race and gender on their STEM identity development…
Exploring the Difficulties African-American Middle School Girls Face Enacting Computational Algorithmic Thinking over three Years while Designing Games for Social Change
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This article explores middle school girls' reflections about the difficulties they faced while using computational algorithmic thinking capabilities as they engaged in collaborative game design for social change. Authors…
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This paper explores African American middle-school girls' perspectives of their experience with the Supporting Computational Algorithmic Thinking (SCAT) project and perceptions of themselves as game designers…
A Training Ground for Women of Color in STEM: Spelman College Tackles the STEM Pipeline as a Social Justice Issue
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Paper from the 2016 Advancing Social Justice from Classroom to Community Conference.
Computer Science
Technology
Broadening Participation
Gaming/…
The Computational Algorithmic Thinking (CAT) Capability Flow: An Approach to Articulating CAT Capabilities over Time in African-American Middle-school Girls
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This paper explores the CAT Capability Flow, which begins to describe the processes and sub-skills and capabilities involve in computational algorithmic thinking (CAT). To do this, authors engage in an approach which…
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Using structural equation modeling, the researchers test a path model of various physics identity constructs, extending an earlier, established model. In this paper, they also compare a preliminary structural analysis of…
Beyond Classroom Academics: A School-Wide and Multi-Contextual Perspective on Student Engagement in School
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A school-wide and multi-contextual perspective on student engagement in school.
School engagement researchers have historically focused on academic engagement or academic-related activities. Although…
Does student-centered instruction engage students differently? The moderation effect of student ethnicity
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This study examined the relationship between student-centered mathematics instruction and adolescents’ behavioral, cognitive, emotional, and social engagement in mathematics and whether the relationship differed by…
Student learning emotions in middle school mathematics classrooms: investigating associations with dialogic instructional practices
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Authors examine how dialogic instruction, a socially dynamic form of instruction, was associated with four learning emotions in mathematics: enjoyment, pride, anger, and boredom.
Emotions are central to…
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This study uses a mixed-method sequential exploratory design to examine influences on urban adolescents’ engagement and disengagement in school.
This study uses a mixed-method sequential exploratory…
Engineering for sustainable communities: Epistemic tools in support of equitable and consequential middle school engineering
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This study is focused on engineering for sustainable communities (EfSC) in three middle school classrooms.
This study is focused on engineering for sustainable communities (EfSC) in three middle school…
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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…
Framing, Adapting, and Applying: Learning to Contextualize Science Activity in Multilingual Science Classrooms
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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…
Understanding Science and Language Connections: New Approaches to Assessment with Bilingual Learners
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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.
We report on the use of…
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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.
Students with learning…
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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…
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This resource focuses on engaging learners and their families in field-based science that connects family knowledge and place-based, student-led investigations.
This tool, Rhizome, contains three…
How Place-based Science Education Strategies can Support Equity for Students, Teachers, and Communities
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This brief describes how to support equity for students, teachers, and communities through place-based science education strategies.
This brief describes how to support equity for students, teachers,…
Teachers’ Views of Students’ Mathematical Capabilities: Challenges and Possibilities for Ambitious Reform
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This study offers a large-scale snapshot of middle-grades teachers’ views of their students’ mathematical capabilities in the context of instructional reform.
Background: Research suggests that teachers…
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This paper investigates how one elementary school child with specific visual motor integration differences constructed a unit fraction concept.
Cognitive differences have historically led to deficit…
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This conversion mixed method study analyzed student work samples and teacher lesson plans from seven exemplary inclusive STEM high schools to better understand at what level teachers at these schools are engaging and…
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This article describes how diagrams can be a powerful tool to develop and communicate mathematical understanding for English language learners.
For English language learners, diagrams can be a powerful…
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The purpose of this study was to describe how families utilize science activity packs at home.
The role that caregivers can play in their child’s science education is often overlooked within science…
The Anthropology of Educational Policy: Ethnographic Inquiries into Policy as Sociocultural Practice
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This book provides a single "go to" source on the disciplinary history, theoretical framework, methodology, and empirical applications of the anthropology of education policy across a range of education topics, policy…
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In The Price of Nice, an interdisciplinary group of scholars explores Niceness in educational spaces from elementary schools through higher education to highlight how this seemingly benign quality reinforces structural…
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This article focuses on discussion and preliminary findings from classroom testing of the prototype learning module: Investigating Income Inequality in the U.S.
This article focuses on discussion and…
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Designed to be integrated with any curriculum, each grade level includes 18-20 one-hour lessons to be conducted throughout the school year. Each LEAP lesson lasts about an hour is designed to fit within a typical daily…
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This is a description of a new methodological tool to gather response process validity evidence. The context is scholarship within mathematics education contexts.
Response process validity evidence…
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Introduction to special issue focusing on think alouds and response process evidence. This work cuts across STEM education scholarship and introduces readers to robust means to engage in think alouds.…
Preparing Paraeducators for the Teacher Pipeline: Building Confidence Through Professional Development in Mathematics
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The article describes our project that was designed to provide experiences to support paraeducators' professional growth in a large urban district by building their mathematical knowledge for teaching and leadership.…
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…
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The purpose of this study was to explore the problem-solving behaviors of middle-school students with learning disabilities (SLD). Think-aloud interviews were performed with 20 seventh- and eighth-grade students who had…
Equity-Focused, Rubric-based Coaching: An Incremental Improvement Approach to Supporting Teachers to Shift Toward More Equitable Mathematics Instruction
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This article considers how school-based mathematics coaches can support teachers to make incremental shifts toward more equitable instruction. We describe a coaching model designed to include elements of incremental…
Toward a Framework of Culturally Relevant Science and Mathematics Pedagogy: A Pedagogical and Analytical Tool for Teacher Education
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In this article, we present a framework of culturally relevant science and mathematics pedagogy (CRSMP), which is grounded in the tenets of culturally relevant pedagogy. It delineates practices ranging from the most…
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There is a need for research on effective classroom strategies available for teachers that promote equitable school-family collaborations. Such effective strategies are needed in general but also specifically in the area…
Development of an Observation Protocol for Teachers' Culturally and Linguistically Responsive Science Instruction
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This study is part of a larger project on culturally and linguistically responsive instruction for multilingual learners (MLs) in biology (CLIMB), aimed at enhancing MLs’ engagement in science practices, biology content,…
More Than a Sprinkle: Elevating Multiple Perspectives in a Unit Exploring Coasts and Coastal Change in Hawai‘i
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The Exploring Coasts and Coastal Change in Hawai‘i unit supports middle school haumana (students) in developing multi-perspective understanding and personal stances about coastal change in their community. The unit was…
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The Language, Culture, and Knowledge-building through Science (LaCuKnoS) project tests and refines a model of science teaching and learning that brings together current research on the role of language in science…
STEM Education with a Focus on Equity and Justice: Traditional Approaches, Contemporary Approaches, and Proposed Future Approach
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The disproportionate impacts of societal challenges (e.g., climate change, air and water pollution) on minoritized groups expose systemic injustices and compels STEM educators to reframe the role of STEM education in…
Supporting Multilingual Students’ Mathematical Discourse Through Teacher Professional Development Grounded in Design-based Research: A Conceptual Framework
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This conceptual paper presents a framework for supporting multilingual students’ mathematical discourse through teacher professional development grounded in design-based research (DBR). Drawing on sociocultural learning…
Culturally and Linguistically Sustaining Formative Assessment in Science and Engineering: Highlighting Multilingual Girls’ Linguistic, Epistemic, and Spatial Brilliances
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This study advances understandings of formative assessment by introducing the Culturally and Linguistically Sustaining Formative Assessment (CLSA) framework, grounded in relational and embodied perspectives and culturally…
The Role of Discrimination and Barriers in the Perceptions of Adolescents With and Without Disabilities of STEM Classes and Jobs
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In STEM (science, technology, engineering, and math) fields, people with disabilities are underrepresented. This study aimed to determine what barriers might prevent students with and without disabilities from pursuing…
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Enacting reform-oriented, phenomenon-based instruction provides us an opportunity to more equitably teach science. Particularly, our teaching can be stronger when we elicit, notice and then use all students’ ideas and…
Leveraging Children’s Multicultural Literature to Support Students’ Math Identity and Problem Solving
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This article explores how multicultural children’s literature for elementary classrooms can be leveraged to develop students’ mathematical understanding and foster positive math identities, particularly for multilingual…
Teacher Feedback Guiding Professional Development Programs: A 2-Year Field Trial Integrating Science and Language with Multilingual Learners
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Since the release of A Framework for K-12 Science Education and the Next Generation Science Standards (NGSS), there has been an urgent need for teacher professional development (PD) programs that support the…
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Answering questions and solving problems are critical skills that affect the quality of life for all people. The content areas of science and engineering traditionally and most directly address the processes of inquiry and…
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Project Bees is a NSF DRK-12 three-year project with the goal of focusing on teachers' development of engineering practices, including how teachers support their students' development of engineering-focused behaviors and…
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Innovative science curricula aim to transform classroom instruction by emphasizing socio-scientific issues (SSI), student-centered inquiry, and culturally relevant pedagogy. Engaging with new and innovative curricula has…