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Creators/Authors contains: "Suárez, Enrique"

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  1. ; ; ; ; ; ; ; ; ; ; et al (, Proceedings)
    Paper presented as part of symposium. 
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    Free, publicly-accessible full text available June 10, 2026
  2. ; ; ; ; ; ; ; ; (, Repository of the International Society of the Learning Sciences)
    Lindgren, R; Asino, T I; Kyza, E A; Looi, C K; Keifert, D T; Suárez, E (Ed.)
    Fostering locally relevant and community-centered forms of science learning that develop students’ critical science agency problematizes a “one-size-fits-all” model of teacher learning; teachers must examine how community needs and resources, local inequities and justice issues, and curriculum materials can converge to design novel learning opportunities for science learners. This paper presents the core commitments of EMPOWER, a cross-institutional effort that aims to support teachers' sensemaking and adaptations of curriculum materials to promote student ownership, engagement, and relevance at multiple sites across the U.S. 
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    Full Text Available 
  3. ; ; ; (, Educational Researcher)
    This synthesis examines recent science education research on multilingual students’ experiences with language-rich science practices. Adopting a translanguaging lens, we explore how researchers’ language conceptualizations impact the science practices they study and the ways multilingual students are positioned. This analysis helps us understand the extent to which recent research is disrupting, or sustaining, minoritizing narratives about multilingual students and how they sensemake in science. Based on our findings, we suggest researchers: (1) reflect upon and expand their views of language, which will enable the field to develop more nuanced understandings of how language use across linguistic and multimodal resources permeates all science practices, and (2) consider how to expand multilingual students’ language repertoires for sensemaking while also valuing students’ existing language resources and practices. 
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  4. ; (, Science Education)
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