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When a teacher presents a lesson to their class, especially in a high-need school, some students are engaged while many others are not. Which students tend to get the greater support for learning? Which students get overlooked? How do these become patterns over time that shape the students’ perceptions of their own intelligence and self-efficacy? […]

STEM education organizations, institutions, and programs often push the rhetoric of engaging learning experiences and positive outcomes for all students. Indeed, these are important aspirations and values. Yet, truly realizing and struggling toward such aspirations and values are not possible unless we disrupt the center. Typically, the center is comprised of the ideal/normal (1) student […]

STEM fields are rapidly changing and expanding. Yet, the lack of accessibility to STEM education in high-need schools limits children and families in Black and Brown, and/or low-income communities as we plow ahead into unknown sociotechnical territory. This lack of accessibility gives even greater impetus to prepare STEM teachers to persist in high-need schools so […]

Consider the multitude of decisions a teacher makes every day: choosing whether to stick with their instructional plan or follow a pedagogical opportunity that emerged organically; weighing which student to call on; determining which ideas from a small group discussion to bring to the whole class; making split second decisions to address, disregard, or redirect […]

Multilingual learners (MLs) are the fastest growing population in public schools in the US, increasing by 60% over the last 10 years, yet these students rarely reach academic parity with their English-speaking peers (NAEP, 2022). Simultaneously, STEM careers are the fastest growing professions for high school and college graduates (USBLS, 2022). However, ML preparation in […]