Broadening Participation

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 the demographic characteristics that impact achievement in STEM. This longitudinal study followed a diverse group of 245 middle school students from sixth grade to eighth grade. Students in two cohorts, cohort I and cohort II, participated in three different integrated STEM units during middle school, one in each grade level.

Recent reform initiatives in STEM disciplines inspired the development and implementation of integrated STEM approaches to science teaching and learning. Integrated STEM as an approach to science teaching and learning leverages engineering principles and practices to situate learning in an authentic and meaningful science learning environment.

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, gender, and race, there is a need for specifically understanding how language contributes to racialized experiences in science education. This study fills this critical gap by presenting narratives of three academically talented multilingual girls from Black and Brown communities.

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.

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.

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.

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.

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.

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.

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.