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Award ID contains: 2000511

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  1. (, Annual Meeting of the American Educational Research Association)
    Our study explores how authority is distributed and responsibility is collectively taken up in settings when groups of young people are positioned to teach other young people. 
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    Accepted Manuscript Full Text Available
  2. ; ; ; ; ; ; (, Fablearn/Constructionism)
    How young people navigate multiple roles and identities while rehearsing to teach younger students to program robot Finches 
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    Accepted Manuscript Full Text Available
  3. ; ; ; ; ; ; (, International Society of the Learning Sciences)
    This study explores how young people, aged 14-22, employed as facilitators of math learning for younger children in an out-of-school time organization, talk with each other about their experiences as they participate in a routine known as “debriefs.” Debriefs occur between facilitation sessions and allow opportunities for youth to discuss mathematical ideas and understand their roles as facilitators. They also provide space for youth to begin planning the next facilitation. Through interaction analysis of one typical debrief session, we offer implications for understanding how debriefs contribute to the unique ways that young people develop their pedagogical approaches—a process we call “youth pedagogical development. 
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  4. ; ; ; ; ; ; ; (, NA)
    NA (Ed.)
    This article introduces the concept of Youth Pedagogical Development (YPD), defined as an ongoing process of youth learning to teach other youth as they engage with academic knowledge and pedagogical strategies. To conceptualize and provide empirical support for YPD, we look at three case studies with community-based organizations that teach young people how to teach and mentor in STEM. We examine how youth’s teaching, mentoring, and learning from other near-peer youth transforms how youth identify as STEM teachers, learners, and doers. We propose that this development of youth teaching other youth creates more humanizing learning spaces where Black and Brown youth feel supported, cared for, and agentic. 
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    Accepted Manuscript Full Text Available