Citations (28)
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Jessica Watkins. (2023) “That is Still STEM”: Appropriating the Engineering Design Process to Challenge Dominant Narratives of Engineering and STEM. Cognition and Instruction 41:4, pages 405-435.
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E. Adah Miller, L. Berland & T. Campbell. (2023) Equity for Students Requires Equity for Teachers: The Inextricable Link between Teacher Professionalization and Equity-Centered Science Classrooms. Journal of Science Teacher Education 0:0, pages 1-20.
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Rebekah Elliott & Kristin Lesseig. (2023) Productive Disciplinary Engagement as a Framework to Support Mathematics Teacher Leaders. Investigations in Mathematics Learning 15:1, pages 29-49.
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Daniel T. Hickey. (2022) Situative approaches to online engagement, assessment, and equity. Educational Psychologist 57:3, pages 221-225.
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Hosun Kang. (2022) Teacher Responsiveness that Promotes Equity in Secondary Science Classrooms. Cognition and Instruction 40:2, pages 206-232.
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David Stroupe. (2022) Naming and disrupting epistemic injustice across curated sites of learning. Journal of the Learning Sciences 31:2, pages 317-334.
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Emily C. Miller, Emily Reigh, Leema Berland & Joseph Krajcik. (2021) Supporting Equity in Virtual Science Instruction Through Project-Based Learning: Opportunities and Challenges in the Era of COVID-19. Journal of Science Teacher Education 32:6, pages 642-663.
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Daniel Hickey & Tripp Harris. (2021) Reimagining online grading, assessment, and testing using situated cognition. Distance Education 42:2, pages 290-309.
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Thomas M. Philip & Pratim Sengupta. (2021) Theories of learning as theories of society: A contrapuntal approach to expanding disciplinary authenticity in computing. Journal of the Learning Sciences 30:2, pages 330-349.
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Articles from other publishers (19)
Karthigeyan Subramaniam. (2023) Minoritized Pre-service Teachers’ Negotiated Border Crossings. Science & Education.
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Allison Bradford, Libby Gerard, Erika Tate, Rui Li & Marcia C. Linn. (2023) Incorporating investigations of environmental racism into middle school science. Science Education.
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Adriana Alvarez, Leah Peña Teeters, William R. Penuel & Moisès Esteban-Guitart. (2023) Considerations to engage a funds of identity approach as a vehicle toward epistemic justice in educational settings. Learning, Culture and Social Interaction 40, pages 100718.
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Hosun Kang, Hamideh Talafian & Paul Tschida. (2022) Expanding opportunities to learn in secondary science classrooms using unconventional forms of classroom assessments. Journal of Research in Science Teaching 60:5, pages 1053-1091.
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Jessica G. Rigby & Stephanie Forman. (2023) Leading for Justice, Leading for Learning: Conceptualizing Urban School Leadership for Antiracist Mathematics Teaching and Learning. Urban Education, pages 004208592311629.
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A. M. Phillips, E. J. Gouvea, B. E. Gravel, P.-H. Beachemin & T. J. Atherton. (2023) Physicality, modeling, and agency in a computational physics class. Physical Review Physics Education Research 19:1.
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Nandini Bhattacharya, Regina D. Langhout, S. Sylvane Vaccarino‐Ruiz, Natalya Jackson, Maya Woolfe, Wendy Matta, Britney Zuniga, Zella Rowe & Leilani Gibo. (2021) “Being a team of five strong women… we had to make an impression:” The College Math Academy as an intervention into mathematics education. American Journal of Community Psychology 70:1-2, pages 228-241.
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Rebekah Elliott, Carolyn G. Loh, Carolyn E. Psenka, Jennifer M. Lewis, Kyoung-Yun Kim, Karl R. Haapala, Donald Neal & Gül E. Okudan Kremer. (2022) Advancing transformative STEM learning: Converging perspectives from education, social science, mathematics, and engineering. Journal of Integrated Design and Process Science, pages 1-22.
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Kathryn Lanouette. (2022) Emotion, place, and practice: Exploring the interplay in children's engagement in ecologists' sampling practices. Science Education 106:3, pages 610-644.
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Ashley Seidel Potvin, Emily Adah Miller, Rachel Kuck, Leema Kuhn Berland, Alison G. Boardman, Sarah Schneider Kavanagh, Tiffany Lee Clark & Britte Haugan Cheng. (2022) Mapping Enabling Conditions for High-Quality PBL: A Collaboratory Approach. Education Sciences 12:3, pages 222.
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Elizabeth A. van Es, Victoria Hand, Priyanka Agarwal & Carlos Sandoval. (2022) Multidimensional Noticing for Equity: Theorizing Mathematics Teachers’ Systems of Noticing to Disrupt Inequities. Journal for Research in Mathematics Education 53:2, pages 114-132.
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Maria Varelas & Eli Tucker-Raymond. 2022. International Handbook of Research on Multicultural Science Education. International Handbook of Research on Multicultural Science Education
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Kevin Lin. (2021) Do Abstractions Have Politics? Toward a More Critical Algorithm Analysis. Do Abstractions Have Politics? Toward a More Critical Algorithm Analysis.
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Suraj Uttamchandani, Ayesha Bhimdiwala & Cindy E. Hmelo-Silver. (2020) Finding a place for equity in CSCL: ambitious learning practices as a lever for sustained educational change. International Journal of Computer-Supported Collaborative Learning 15:3, pages 373-382.
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Daniel Hickey, Jody Duncan, Courtney Gaylord, Christine Hitchcock, Rebecca Chiyoko Itow & Shelby Elizabeth Stephens. (2020) gPortfolios: a pragmatic approach to online asynchronous assignments. Information and Learning Sciences 121:5/6, pages 273-283.
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Daniel T. Hickey, Grant T. Chartrand & Christopher D. Andrews. (2020) Expansive framing as pragmatic theory for online and hybrid instructional design. Educational Technology Research and Development 68:2, pages 751-782.
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Ying-Chih Chen. (2020) Dialogic Pathways to Manage Uncertainty for Productive Engagement in Scientific Argumentation. Science & Education 29:2, pages 331-375.
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