The National Science Foundation commissioned the National Academies of Sciences, Engineering, and Medicine to examine the research on English Learners’ learning, teaching, and assessment in STEM subjects. Their Committee on Supporting English Learners in STEM Subjects, which includes Dr. Cory Buxton, Professor of Education, in the College of Education, released a report, English Learners in STEM Subjects: Transforming Classrooms, Schools, and Lives in October 2018. This report recommends strategies for classroom instruction, tools, and means of building capacity in schools and districts to further English learners’ development of proficiency in STEM subjects and language. Dr. Buxton was the lead author on two chapters in the report: Chapter 5 on School-Family-Community: Contextual Influences on STEM Learning for English Learners and Chapter 6 on Preparing the Educator Workforce for English Learners in STEM. The report and accompanying webinar are available for download at the link above.
Dr. Soria Colomer, Assistant Professor in Cultural & Linguistic Diversity in the College of Education, has a new article published in the Journal of Race Ethnicity and Education. This study analyzes the storytelling of six Latinx teachers to reveal the challenges and tensions that arise when Latinx teachers try to define their identity in social spaces. It also encourages the use of storytelling as a pedagogical tool to develop racial literacy skills.
This new publication: Transforming campus racial climates: Examining discourses around student experiences of racial violence and institutional (in)action, will appear in the Journal of Diversity in Higher Education; the advance publication is currently online.
Middle and high school math and science teachers, teacher leaders, and STEM education administrators supporting STEM educators are invited to join us June 18 to June 21, 2019 for the Third Annual Ambitious Math and Science Summer Institute. This year the theme is building teacher and student agency and ownership for ambitious math and science teaching and learning.
Dr. Amanda Kibler's new book, Longitudinal Interactional Histories: Bilingual and Biliterate Journeys of Mexican Immigrant-origin Youth, discusses bilingualism, multilingualism and bi-literacy among immigrant-origin youth using the qualitative case studies of five multilingual immigrant youth.
Sophie Pierszalowski, Doctoral Student in Education, highlights three guiding strategies for "structuring institutional diversity action plans that will help ensure equitable access to undergraduate research experiences" in a recent publication in the Journal of STEM Education.
CoE Associate Dean Randy Bell co-authored a research article on the impacts of professional development for school district science coordinators. The article, which recently appeared in Science Education, reports the outcomes of one aspect of Dr. Bell’s $28 million U.S. Department of Education Investing in Innovation (i3) grant: the Virginia Initiative for Science Teaching and Achievement.
Amanda Kibler, Associate Professor in Education, discusses how adolescents' peer networks affect linguistic integration in middle school classrooms in a new article in the American Educational Research journal. Dr. Kibler and her associates seek to answer two questions: "(a) How do demographics differ in classrooms with more or less academic peer network linguistic integration? and (b) How do teachers’ classroom practices relate to differences in the linguistic integration of students’ academic peer networks?"
A new article on public engagement training programs by Drs. Cat Stylinski and Martin Storkdieck, along with former research assistant Nicolette Canzoneri was published in the International Journal of Science Education.
Unveiling Impact Identities: A Path for Connecting Science and Society
Our very own Drs. Julie Risien and Martin Storksdieck had an article published in the August issue of the journal Integrative and Comparative Biology. Julie and Martin propose a process for scientists to develop their "impact identity" in the interest of strengthening both personal outcomes and positive outcomes for society.