I study classroom environments that promote equitable teaching in the age of NGSS. I attend to student discourse, teacher learning, and issues of leadership, scale, sharing, and networks.
Teaching
courses taught
EDUA 5015 - Envisioning Equitable Teaching and Learning in Science
Primary Instructor
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Fall 2020 / Spring 2021 / Fall 2021
Engages teachers in activities that help them better understand the vision for equitable teaching and learning presented in A Framework for K-12 Science Education. It invites teachers to critically reflect on their own goals for science learning in light of the framework and consider how to both co-construct and communicate learning goals with students.
EDUA 5016 - Designing Meaningful and Equitable Science Assessments
Primary Instructor
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Fall 2020 / Spring 2021 / Spring 2022
Engages teachers in the principled design of three different kinds of science assessments: extended performance tasks to be used to assess knowledge transfer; assessments of student interest that can be used to select phenomena and design challenges for both teaching and assessment; and exit tickets that can be used to gauge student experience and participation.
EDUA 5017 - Leadership in Creating Equitable Assessment Systems in Science
Primary Instructor
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Spring 2021 / Spring 2022
Builds teachers' understanding and skill in creating more equitable assessment systems within their schools (i.e., ones that include multiple kinds of evidence and that support meaningful learning experiences for all students), using science as a focal subject area. As a culminating assignment in this course, teachers will apply what they have learned to analyze the coherence and equity of their own school's assessment system in science, in order to identify targets for change that aim for educational justice, both within science and in other disciplines.
EDUA 5018 - Leading in Schools and Systems for Transformation in Science Assessment: Capstone
Primary Instructor
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Summer 2021
This capstone course will center on teachers' individual or group projects to lead for assessment change in their schools and/or districts. New content will focus on deepening their understanding and being able to use discourses of validity associated with different forms of assessment in the service of advocacy for creating more equitable assessment systems in schools. All teachers will develop a project that is comprised of a plan they can implement with others in their school or district that focuses on creating a more equitable science assessment system within them.
EDUC 4340 - Advanced Issues of Assessment, Teaching, and Learning in Reading, Mathematics, an
Primary Instructor
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Spring 2022
In this course, students engage with theories and practices of assessment and instruction in the key content areas of reading, mathematics, and science. This course is taught in two half-semester modules�one focused on reading and one on mathematics/science�and occurs in the fourth and final year of the elementary major. The course addresses issues of assessment, teaching, and learning that build from and extend knowledge and practice from the assessment course and the methods courses in the three focal content areas. Modules will examine the purposes and practices of assessment in reading, mathematics and science education in elementary education. Particular attention will be given to theoretical foundations in assessment, applications of theory in classroom practice, and the design and use of assessment techniques and tools to support teaching for student understanding. While some attention will be given to large-scale assessment, this will be necessarily limited and addressed only as it pertains to the influence of these assessments on the design and use of classroom assessment. A key goal of the course is to support advanced understandings that can be practiced, analyzed, and refined during student teaching in the final year of the major.
GRTE 5030 - Graduate Natural Sciences for Teachers
Primary Instructor
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Fall 2022
Addresses special topics in natural sciences with an emphasis on building conceptual understanding of content and enhancing teacher's practice in teaching this content.
