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Award ID contains: 1712493

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  1. ( , Reflecting the Past and Embracing the Future.” Proceedings of the Annual Meeting of the International Society of the Learning Sciences (ISLS 2021).)
    null (Ed.)
    This paper contributes to the literature challenging color-blind racism in teacher education by presenting findings from a study involving elementary preservice teachers responding to a hypothetical teaching scenario about race. Framed by theoretical perspectives on race-evasive teacher identity studies and color-blind racism, our findings reveal four typical response components—apologize, explain, solve, and appreciate. We describe each component and explain how all four can serve to evade race and hide/reproduce color-blind racism. 
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    Accepted Manuscript Full Text Available
  2. ( , Proceedings of the Eleventh International Mathematics Education and Society Conference)
    null (Ed.)
    The demographic disconnect in the U.S. between the majority white, female teacher workforce and the diverse students they serve perpetuates white supremacy in various ways. These relationships can be especially problematic in mathematics settings, where race issues are often disguised behind discourses of neutrality, intelligence, and meritocracy. To further understand how white supremacy is enacted in educational spaces, we applied Leonardo’s theory of “white intellectual alibis” to critically analyze interview data involving a pair of white-identifying preservice teachers engaging with novel hypothetical scenarios. Findings show that participants utilized various alibis that reinforced racist narratives and silenced possible antiracist conversations. Implications for teacher education are discussed. 
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    Accepted Manuscript Full Text Available
  3. ; ; ; ; ( , The Interdisciplinarity of the Learning Sciences, 14th International Conference of the Learning Sciences (ICLS))
    Accepted Manuscript Full Text Available
  4. ; ; ; ; ( , The Interdisciplinarity of the Learning Sciences, 14th International Conference of the Learning Sciences (ICLS))
    Accepted Manuscript Full Text Available
  5. ; ; ; ; ( , The Interdisciplinarity of the Learning Sciences, 14th International Conference of the Learning Sciences (ICLS))
    Accepted Manuscript Full Text Available
  6. ; ; ( , Annual meeting program - American Educational Research Association)
    Elementary school teachers who enter the profession with positive STEM attitudes and abilities have increased confidence in teaching math and science which can positively impact their students. Understanding the reasons why STEM majors switch career paths and persist in elementary education could have implications for undergraduate recruitment as well as long-term teacher retention. This paper presents two case studies using interview data involving fourth-year undergraduate elementary teacher candidates, both former STEM majors. In this qualitative analysis, I unpack motivating factors pertinent to their educational choices, in particular why participants switched from STEM fields to education. Results show high value is placed on elements like creative license, enjoyable classrooms, strong relationships, and safe spaces to take risks. Less important are lucrative careers and professional “success.” 
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    Accepted Manuscript Full Text Available
  7. ; ; ; ; ; ( , Proceedings of the 41st annual meeting of the North-American Chapter of the International Group for the Psychology of Mathematics Education)
    A major challenge for elementary STEM teacher educators is incorporating social justice considerations across the span of professional program coursework. Recognizing that standards and policy documents are pressing for diversity and inclusion in STEM education, there is a growing need to support preservice teachers’ learning about critical theories and how to develop an equitable vision of teaching. This paper describes ongoing research on our University’s elementary STEM teacher education program. We focus our discussion on instrument development and the methods we used for eliciting preservice teachers’ understandings of equity and diversity issues related to teaching STEM content. We designed a number of math, science, and technology scenarios in tandem, as means of building coherence across disciplinary boundaries; this report focuses on math teaching and learning. 
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    Accepted Manuscript Full Text Available
  8. ; ; ; ; ; ( , Proceedings of the 41st annual meeting of the North-American Chapter of the International Group for the Psychology of Mathematics Education (PME-NA).)
    Accepted Manuscript Full Text Available
  9. ; ; ; ; ( , Annual meeting program - American Educational Research Association)
    There have been increased calls for elementary teachers to integrate and connect knowledge across STEM disciplines. Along those lines, previous empirical research has identified known leverage points based on the disciplinary practices of representation and argumentation in math and science. Using the theoretical framework of resource theory, we analyzed data of pre-service teachers (PSTs) participation in open-ended performance assessments in math and science that asked them to utilize their subject matter knowledge and pedagogical content knowledge to address a realistic classroom challenge related to a hypothetical teaching scenario. Results show that the PSTs have a variety of productive knowledge resources related to generating and analyzing arguments and representations. We discuss the implications for elementary STEM teaching and teacher preparation. 
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    Accepted Manuscript Full Text Available