http://orcid.org/0000-0001-8437-0620
References
- Bell, P., Van Horne, K., & Cheng, B. H. (2017). Special issue: Designing learning environments for equitable disciplinary identification. Journal of the Learning Sciences, 26(3), 367–375. doi:10.1080/10508406.2017.1336021
- Esmonde, I., & Booker, A. N. (Eds.) (2017). Power and privilege in the learning sciences. New York, NY: Routledge.
- Gutiérrez, K., & Penuel, R. (2014). Relevance to practice as a criterion for rigor. Educational Researcher, 43(1), 19–23. doi:10.3102/0013189X13520289
- Herrenkohl, L. R., & Bevan, B. (2017). What science and for whom?: An introduction to our focus on equity and out-of-school learning. Science Education, 101(4), 517–519. doi:10.1002/sce.21284
- Low, B., Rose, C. B., & Salvio, P. M. (2017). Community-based media pedagogies: Relational practices of listening in the commons. New York, NY: Routledge.
- Rahm, J., & Brandt, C. (2016). Reimagining science education in neoliberal global contexts: Sociocultural accounts of science learning in underserved communities. Mind, Activity, Culture: An International Journal, 23(3), 183–187. doi:10.1080/10749039.2016.1201514
- Rosebery, A. S., Ogonowski, M., DiSchino, M., & Warren, B. (2010). “The coat traps all your body heat”: Heterogeneity as fundamental to learning. The Journal of the Learning Sciences, 19(3), 322–357. doi:10.1080/10508406.2010.491752
- United States Government (2018). Charting a course of success: America’s strategy for STEM education. Retrieved from https://www.whitehouse.gov/wp-content/uploads/2018/12/STEM-Education-Strategic-Plan-2018.pdf
- Vakil, S., McKinney de Royston, M., Nasir, N. S., & Kirshner, B. (2016). Rethinking race and power in design-based research: Reflections from the field. Cognition and Instruction, 34(3), 194–209. doi:10.1080/07370008.2016.1169817