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Seeing and supporting identity development in science education.

, , , , , , and . ICLS (3), page 214-220. International Society of the Learning Sciences, (2008)

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Twinning iterative design with community cultural wealth: Toward a locally-grounded, expansive maker culture., and . FabLearn, page 168-171. ACM, (2019)Hacking a Path In and Through STEM: Unpacking the STEM Identity Work of Historically Underrepresented Youth in STEM., and . ICLS, International Society of the Learning Sciences, (2016)Mobilities of Criticality: Space-Making, Identity and Agency in a Youth-Centered Makerspace., , and . ICLS, International Society of the Learning Sciences, (2016)Practices for Social-Spatial Justice: A Community Project for Reclaiming the Local Science Center., , , , , and . ICLS, International Society of the Learning Sciences, (2020)Equity-oriented STEM-rich making among youth from historically marginalized communities., and . FabLearn, page 10:1-10:4. ACM, (2017)Designing for Rightful Presence in 6th Grade Science: Community Ethnography as Pedagogy., and . ICLS, International Society of the Learning Sciences, (2018)Empowering Under-Represented Middle School Youth in Engineering Knowledge and Productive Identity Work., , , and . ICLS, International Society of the Learning Sciences, (2014)Seeing and supporting identity development in science education., , , , , , and . ICLS (3), page 214-220. International Society of the Learning Sciences, (2008)Teacher learning about teacher-parent engagement: shifting narratives and a proposed trajectory., and . ICLS (1), page 722-729. International Society of the Learning Sciences / ACM DL, (2010)The role of place in science learning among urban middle school students: science as a context and tool., , and . ICLS (1), page 109-127. International Society of the Learning Sciences, (2008)