Broadening Participation

Creating Inclusive PreK–12 STEM Learning Environments

Brief CoverBroadening participation in PreK–12 STEM provides ALL students with STEM learning experiences that can prepare them for civic life and the workforce.

Author/Presenter

Malcom Butler

Cory Buxton

Odis Johnson Jr.

Leanne Ketterlin-Geller

Catherine McCulloch

Natalie Nielsen

Arthur Powell

Year
2018
Short Description

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 these insights confirm knowledge that has been reported in research literature; however, some offer a different perspective on familiar challenges.

Adapting Existing Curriculum for Equitable Learning Experiences

Despite the increased availability of curricular resources intended to support teachers to engage in equitable instruction as expected by the Next Generation Science Standards (NGSS Lead States 2013), teachers are still left wondering how to use those generic resources in local classroom contexts that have unique challenges.

Author/Presenter

Nelly Tsai

Hosun Kang

Jasmine Chang

Karly Cassese

Year
2022
Short Description

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 school ecology unit as an example, we illustrate what the modification process looks like in two key elements of designing NGSS-aligned science instruction: (a) making phenomena matter with the consideration of student identities and (b) leveraging students’ diverse ideas and questions to drive instruction.

Building Teacher Leadership for Equitably Accessible Distance Science Learning in a School District During COVID-19

Delhaye, C., Borko, H., Wilsey, M., Reigh, E., & Osborne, J. (2021). Building teacher leadership for equitably accessible distance science learning in a school district during COVID-19 [Symposium paper]. American Educational Research Association annual meeting, Orlando, FL, United States.

Author/Presenter

Coralie Delhaye

Hilda Borko

Matthew Wilsey

Emily Reigh

Jonathan Osborne

Lead Organization(s)
Year
2021
Short Description

AERA symposium presentation on accessible distance learning in science during COVID.

Building Teacher Leadership for Equitably Accessible Distance Science Learning in a School District During COVID-19

Delhaye, C., Borko, H., Wilsey, M., Reigh, E., & Osborne, J. (2021). Building teacher leadership for equitably accessible distance science learning in a school district during COVID-19 [Symposium paper]. American Educational Research Association annual meeting, Orlando, FL, United States.

Author/Presenter

Coralie Delhaye

Hilda Borko

Matthew Wilsey

Emily Reigh

Jonathan Osborne

Lead Organization(s)
Year
2021
Short Description

AERA symposium presentation on accessible distance learning in science during COVID.

Designing for Mathematical Literacy: Introducing Exponential Growth Using Critical and Meaningful Problem Contexts

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 with aspects of culturally sustaining pedagogy.

Author/Presenter

William Zahner

Lead Organization(s)
Year
2021
Short Description

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 with aspects of culturally sustaining pedagogy.

Principles for Curriculum Design and Pedagogy in Multilingual Secondary Mathematics Classrooms

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 Mathematics (ALM) framework (Moschkovich, 2015), we developed these principles through a four-year design research collaboration with ninth grade mathematics teachers working in a linguistically diverse urban secondary school in the southwest USA.

Author/Presenter

William Zahner

Kevin Pelaez

Ernesto Daniel Calleros

Lead Organization(s)
Year
2021
Short Description

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 Mathematics (ALM) framework (Moschkovich, 2015), we developed these principles through a four-year design research collaboration with ninth grade mathematics teachers working in a linguistically diverse urban secondary school in the southwest USA.

Designing Learning Environments to Promote Academic Literacy in Mathematics in Multilingual Secondary Mathematics Classrooms

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 research used ALM as a framework to create a unit of instruction on linear rates of change for ninth grade mathematics in which multilingual students benefit from discussions. Project-specific design principles are presented along with qualitative analysis of classroom discussions from each phase of the project.

Author/Presenter

William Zahner

Ernesto Daniel Calleros

Kevin Pelaez

Lead Organization(s)
Year
2021
Short Description

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 research used ALM as a framework to create a unit of instruction on linear rates of change for ninth grade mathematics in which multilingual students benefit from discussions.

Perspectives on Algebra I Tutoring Experiences With Students With Learning Disabilities

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 interviewed the participants about the effectiveness of the program for the mathematics learning of the students with LD at the school and as a learning experience for the pre-service teachers. The school personnel indicated there was a mutually beneficial relationship between the tutors and the school.

Author/Presenter

Casey Hord

Anna F. DeJarnette

Lead Organization(s)
Year
2020
Short Description

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 interviewed the participants about the effectiveness of the program for the mathematics learning of the students with LD at the school and as a learning experience for the pre-service teachers.

“Science Theatre Makes You Good at Science”: Affordances of Embodied Performances in Urban Elementary Science Classrooms

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 body from ideas and the mind. Resisting the colonizing pedagogy of the mind–body divide, we aimed at creating pedagogical spaces and places in science classes that sustain equitable opportunities for engagement and meaning making where body and mind are enmeshed.

Author/Presenter

Maria Varelas

Rebecca T. Kotler

Hannah D. Natividad

Nathan C. Phillips

Rachelle P. Tsachor

Rebecca Woodard

Marcie Gutierrez

Miguel A. Melchor

Maria Rosario

Year
2021
Short Description

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 body from ideas and the mind. Resisting the colonizing pedagogy of the mind–body divide, we aimed at creating pedagogical spaces and places in science classes that sustain equitable opportunities for engagement and meaning making where body and mind are enmeshed. In the context of a partnership between school- and university-based educators and researchers, we explored how multimodal literacies cultivated through the performing arts, provide students from minoritized communities opportunities to both create knowledge and to position themselves as science experts and brilliant and creative meaning makers.

“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.