Equity

Discontinuities that Arise When Designing for Educational Improvement at State Scale

This paper explores the tensions—or discontinuities—that arise when designing for educational improvement at scale through research-practice partnerships (RPPs). Focusing on a statewide mathematics education initiative, the authors examine the complexities of coordinating work across diverse communities of practice and analyze how identity, power, and meaning-making impact collaborative problem definition.

Author/Presenter

Michelle Stephan

Allison McCulloch

Catherine Schwartz

Holt Wilson

Katherine Mawhinney

Year
2025
Short Description

This paper explores the tensions—or discontinuities—that arise when designing for educational improvement at scale through research-practice partnerships (RPPs). Focusing on a statewide mathematics education initiative, the authors examine the complexities of coordinating work across diverse communities of practice and analyze how identity, power, and meaning-making impact collaborative problem definition.

Discontinuities that Arise When Designing for Educational Improvement at State Scale

This paper explores the tensions—or discontinuities—that arise when designing for educational improvement at scale through research-practice partnerships (RPPs). Focusing on a statewide mathematics education initiative, the authors examine the complexities of coordinating work across diverse communities of practice and analyze how identity, power, and meaning-making impact collaborative problem definition.

Author/Presenter

Michelle Stephan

Allison McCulloch

Catherine Schwartz

Holt Wilson

Katherine Mawhinney

Year
2025
Short Description

This paper explores the tensions—or discontinuities—that arise when designing for educational improvement at scale through research-practice partnerships (RPPs). Focusing on a statewide mathematics education initiative, the authors examine the complexities of coordinating work across diverse communities of practice and analyze how identity, power, and meaning-making impact collaborative problem definition.

Discontinuities that Arise When Designing for Educational Improvement at State Scale

This paper explores the tensions—or discontinuities—that arise when designing for educational improvement at scale through research-practice partnerships (RPPs). Focusing on a statewide mathematics education initiative, the authors examine the complexities of coordinating work across diverse communities of practice and analyze how identity, power, and meaning-making impact collaborative problem definition.

Author/Presenter

Michelle Stephan

Allison McCulloch

Catherine Schwartz

Holt Wilson

Katherine Mawhinney

Year
2025
Short Description

This paper explores the tensions—or discontinuities—that arise when designing for educational improvement at scale through research-practice partnerships (RPPs). Focusing on a statewide mathematics education initiative, the authors examine the complexities of coordinating work across diverse communities of practice and analyze how identity, power, and meaning-making impact collaborative problem definition.

Discontinuities that Arise When Designing for Educational Improvement at State Scale

This paper explores the tensions—or discontinuities—that arise when designing for educational improvement at scale through research-practice partnerships (RPPs). Focusing on a statewide mathematics education initiative, the authors examine the complexities of coordinating work across diverse communities of practice and analyze how identity, power, and meaning-making impact collaborative problem definition.

Author/Presenter

Michelle Stephan

Allison McCulloch

Catherine Schwartz

Holt Wilson

Katherine Mawhinney

Year
2025
Short Description

This paper explores the tensions—or discontinuities—that arise when designing for educational improvement at scale through research-practice partnerships (RPPs). Focusing on a statewide mathematics education initiative, the authors examine the complexities of coordinating work across diverse communities of practice and analyze how identity, power, and meaning-making impact collaborative problem definition.

Developing Prospective Teachers’ Language-Expansive Noticing

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 questions to inform how students collaborate to figure out phenomena. However, this is only possible if we learn to expansively notice the many language resources multilingual students have available for sharing their thinking, which requires teachers to see and hear beyond what has been traditionally privileged in school spaces.

Author/Presenter

María González-Howard

Carla Robinson

Sage Andersen

Mariana Vazquez Esparza

Nireyda Rodriguez

Lead Organization(s)
Year
2025
Short Description

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 questions to inform how students collaborate to figure out phenomena. However, this is only possible if we learn to expansively notice the many language resources multilingual students have available for sharing their thinking, which requires teachers to see and hear beyond what has been traditionally privileged in school spaces. In this piece, we describe how we draw upon translanguaging theory and pedagogy to prepare prospective teachers to teach science with multilingual students.

The Role of Discrimination and Barriers in the Perceptions of Adolescents With and Without Disabilities of STEM Classes and Jobs

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 STEM careers. Differences in students’ interest in enrolling in advanced STEM courses and having a STEM career were evaluated in a sample of 438 students with (24.9%) and without disabilities (Mage = 15.09, SD = .82) recruited from public high schools in Southeastern United States.

Author/Presenter

Kelly Lynn Mulvey

Jacqueline Cerda-Smith

Angelina Joy

Martha Batul

Emine Ozturk

Year
2025
Short Description

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 STEM careers.

Beyond Technical Fixes: Reconsidering Equity Sticks and Expanding Notions of Equitable Teaching

We explore how a professional development program enabled educators to stretch their ideas related to (a) equitable participation in elementary mathematics classrooms, and (b) their district's policy aimed at promoting equitable participation. Our analysis revealed that participants’ views shifted as they engaged with others’ sense-making, grounded in their observation of mathematics instruction as it unfolded in real time, about equity and the distribution of opportunities to learn.

Author/Presenter

Simona Goldin

Darrius D. Robinson

Meghan Shaughnessy

Nicole M. Garcia

Merrie Blunk

D’Anna Pynes

Jillian P. Mortimer

Year
2025
Short Description

We explore how a professional development program enabled educators to stretch their ideas related to equitable participation in elementary mathematics classrooms, and their district's policy aimed at promoting equitable participation.

NLP-Enabled Automated Assessment of Scientific Explanations: Towards Eliminating Linguistic Discrimination

As use of artificial intelligence (AI) has increased, concerns about AI bias and discrimination have been growing. This paper discusses an application called PyrEval in which natural language processing (NLP) was used to automate assessment and provide feedback on middle school science writing without linguistic discrimination. Linguistic discrimination in this study was operationalized as unfair assessment of scientific essays based on writing features that are not considered normative such as subject-verb disagreement.

Author/Presenter

ChanMin Kim

Rebecca J. Passonneau

Eunseo Lee

Mahsa Sheikhi Karizaki

Dana Gnesdilow

Sadhana Puntambekar

Year
2025
Short Description

As use of artificial intelligence (AI) has increased, concerns about AI bias and discrimination have been growing. This paper discusses an application called PyrEval in which natural language processing (NLP) was used to automate assessment and provide feedback on middle school science writing without linguistic discrimination.

NLP-Enabled Automated Assessment of Scientific Explanations: Towards Eliminating Linguistic Discrimination

As use of artificial intelligence (AI) has increased, concerns about AI bias and discrimination have been growing. This paper discusses an application called PyrEval in which natural language processing (NLP) was used to automate assessment and provide feedback on middle school science writing without linguistic discrimination. Linguistic discrimination in this study was operationalized as unfair assessment of scientific essays based on writing features that are not considered normative such as subject-verb disagreement.

Author/Presenter

ChanMin Kim

Rebecca J. Passonneau

Eunseo Lee

Mahsa Sheikhi Karizaki

Dana Gnesdilow

Sadhana Puntambekar

Year
2025
Short Description

As use of artificial intelligence (AI) has increased, concerns about AI bias and discrimination have been growing. This paper discusses an application called PyrEval in which natural language processing (NLP) was used to automate assessment and provide feedback on middle school science writing without linguistic discrimination.

Culturally Responsive Mathematics Engagement Through a Family-Inspired Mathematizing Routine

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 of content, skill acquisition, and positive dispositions in early mathematics. This exploratory qualitative study looked at a mathematical routine, focused on family-provided photos and artifacts, that elicited children’s mathematical and general observations and inquiries and engaged families in mathematical communications.

Author/Presenter

Jennifer M. Suh

Stephanie C. Calabrese

Lead Organization(s)
Year
2025
Short Description

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 of content, skill acquisition, and positive dispositions in early mathematics. This exploratory qualitative study looked at a mathematical routine, focused on family-provided photos and artifacts, that elicited children’s mathematical and general observations and inquiries and engaged families in mathematical communications.