Tuesday, October 18, 2016


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Basham, J.D., Israel, M., & Maynard, K. (2010). An ecological model of stem education: Operationalizing STEM for all. Journal of Special Education Technology, 25(3), 9-19.

Berkowicz, J., & Myers, A. (2016, January 28). Can STEM Be Education's Disruptive Innovation? Retrieved January 28, 2016, from http://blogs.edweek.org/edweek/leadership_360/2016/01/can_stem_be_educations_disrupti ve_innovation.html

Breiner, J. M., Harkness, S. S., Johnson, C. C. and Koehler, C. M. (2012), What Is STEM? A Discussion About Conceptions of STEM in Education and Partnerships. School Science and Mathematics, 112: 3–11. doi: 10.1111/j.1949-8594.2011.00109.x

Bryk, A. S., Sebring, P. B., Allenworth, E., Luppescu, S., & Easton, J. Q. (2010). Organizing schools for improvement: Lessons from Chicago. Chicago: University of Chicago Press.

Bybee, R. (2013). The case for STEM education: Challenges and opportunities. National Science Teachers Association Press.

Bozeman, B., & Gaughan, M. "Daring to lead: Bringing full diversity to academic science and engineering.” Issues in Science and Technology 31, no. 2 (Winter 2015).

Carter, P. (2013). Closing the opportunity gap what America must do to give all children an even chance (K. Welner, Ed.). New York, New York: Oxford University Press.

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Center for Practice Engaged Education Research. (2016). Technical report: Data analysis for the Effective Learning Communities Collaborative Learning Project. Online at: http://www.c-peer.org/

Chiu, A., Price, A.C., Ovrahim, E. (2015). Supporting elementary and middle school STEM education at the whole school level: A review of the literature. Paper presented at NARST 2015 Annual Conference. April 11-14, 2015, Chicago, IL.

City, E. A. (2009). Instructional rounds in education: A network approach to improving teaching and learning. Cambridge, MA: Harvard Education Press.

Civil, M. (2014). STEM learning research through a funds of knowledge lens. Cultural Studies of Science Education.

Cobb, F. (2016). Racial consciousness among STEM faculty: Addressing the tensions and the difficult work that remains. In C. Haynes (Ed.), Interrogating whiteness and relinquishing power: white faculty's commitment to racial consciousness in STEM classrooms (pp. 283-286). New York, NY: Peter Lang Publishing.

Cokley, K. O. (2003). What do we know about the motivation of African American students? Challenging the "anti-intellectual" myth. Harvard Educational Review, 73(4), 524-558.

Cole, R. W. (1995). Educating everybody's children: Diverse teaching strategies for diverse learners: What research and practice say about improving achievement (2nd ed.). Alexandria, VA: Association for Supervision and Curriculum Development.

Delpit, L. D. (2012). "Multiplication is for white people": Raising expectations for other people's children. New York: New Press.

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Drew, D. E. (2011). STEM the tide: Reforming science, technology, engineering, and math education in America. Baltimore, MD: Johns Hopkins University Press.

DuBois, W. (2002). Du Bois on education. Lanham, MD: Rowman & Littlefield.

Ejiwale, J. (2013). Barriers to successful implementation of STEM education. Journal of Education and Learning, 7(2), 63-74.

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Findley, D. (2014). “STEM growth vital to african-americans.” Issues in Higher Education (Winter 2014).

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Freire, P. (2005). Education for critical consciousness. New York, NY: Continuum Intl Pub Group

Gorski, P. (2010). Unlearning deficit ideology and the scornful gaze: Thoughts on authenticating the class discourse in education. Retrieved from http://www.EdChange.org

Gutierrez, R. (2016). Nesting in nepantla: The importance of maintaining tensions in our work. In Interrogating whiteness and relinquishing power: White faculty's commitment to racial consciousness in STEM classrooms (Vol. 1, pp. 253-281). New York, NY: Peter Lang Publishing.

Gutierrez, K. D., Baquedano-Lo´pez, P., & Tejeda, C. (1999). Rethinking diversity: Hybridity and hybrid language practices in the third space. Mind, Culture, and Activity: An International Journal, 6, 286–303.

Gutierrez, K., & Vossoughi, S. (2009). Lifting off the ground to return anew: Mediated praxis, transformative learning, and social design experiments. Journal of Teacher Education, 100-117.

Hand, V., Penuel, W. R., & Gutiérrez, K. D. (2012). (Re)framing educational possibility: Attending to power and equity in shaping access to and within learning opportunities. Human Development, 55, 250-‐268.

Haynes, C. (2013). Restrictive and expansive views of equality: A grounded theory study that explores the influence of racial consciousness on the behaviors of white faculty in the classroom. (Doctoral dissertation). ProQuest Dissertation Database.

Helm, Judy Harris, & Katz, Lilian G. (2001). Young investigators: The project approach in the early years. New York: Teachers College Press.

Hess, K. K., Carlock, D., Jones, B. S., & Walkup, J. R. (2009). What exactly do “fewer, clearer, and higher standards” really look like in the classroom? Using a cognitive rigor matrix to analyze curriculum, plan lessons, and implement assessments. Retrieved from http://www.nciea.org/cgibin/pubspage.cgi?sortby=pub_date

Hilliard, A. G. (1995). The maroon within us: Selected essays on African American community socialization. Baltimore, MD: Black Classic Press.

Howe, K. (1992). Liberal democracy, equal educational opportunity, and the challenge of multiculturalism. American Education Research Journal, 29(3), 455-470.

Joseph, N. M., Haynes, C., & Cobb, F. (2016). Interrogating whiteness and relinquishing power: White faculty's commitment to racial consciousness in STEM classrooms.

Katz, L. G. (2010, August). Abstract. Retrieved March 24, 2016, from http://ecrp.uiuc.edu/beyond/seed/Katz.html

Katz, Lilian G., & Chard, Sylvia C. (2000). Engaging children’s minds: The project approach (2nd ed.). Stamford, CT: Ablex.

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Ladson-Billings, G. (2009). The Dreamkeepers: Successful Teachers of African American Children, 2nd Edi. San Francisco, CA: John Wiley & Sons.

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Leithwood, K., Seashore Louis, K., Anderson, S., & Wahlstrom, K. (2004). How leadership influences student learning. A review of research conducted by the Center for Applied Research and Educational Improvement (University of Minnesota) and the Ontario Institute for Studies in Education (University of Toronto). Commissioned and published by the Wallace Foundation. Retreived from: http://www.wallacefoundation.org/knowledge-center/

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Mahoney, M.P. (2010) Student attitude toward STEM: Development of an instrument for high school based programs. The Journal of Technology Studies, 36(1), 24-34).

Martin, D.B. (2008). E(racing) race from a national conversation on mathematics teaching and learning: The National Mathematics Advisory Panel as White institutional space. Montana Mathematics Enthusiast, 5(2-3), 387-397.

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McGee, E. O., & Martin, D.B. (2011). “You would not believe what I have to go through to prove my intellectual value!” Stereotype management among academically successful Black mathematics and engineering students. American Educational Research Journal, 48(6), 1347-1389.

Moll, L. C., Amanti, C., Neff, D., & González, N. (1992). Fund Of knowledge for teaching: Using A qualitative approach to connect homes and classrooms. Theory Into Practice, 31, 132--‐141.

Moomaw, S. (2013). Teaching STEM in the early years: Activities for integrating science, technology, engineering, and mathematics. St. Paul, MN: Redleaf Press.

Moore, W. (2008). Reproducing racism: White space, elite law schools, and racial inequality. New York: Rowman & Littlefield.

Myers, A., & Berkowicz, J. (2015). The STEM shift: A guide for school leaders. Thousand Oaks, CA: Corwin.

National Academy of Engineering and National Research Council. (2014). STEM integration in K12 education: Status, prospects, and an agenda for research. Washington, DC: The National Academies Press.

Papageorgiou, A., McCrorie, P., Georgiades, S., & Perdikogianni, M. (2015). Problem-Based Learning. Psychology for Psychologists (pp. 19-33). Palgrave Macmillan UK.

Penuel, W., Lee, T., & Bevan, B. (2014). Designing and building infrastructures to support equitable STEM learning across settings. Research and Practice Collaboratory, 1-23.

Rihoux, B., and C. C. Ragin, eds. (2009). Qualitative comparative analysis (QCA) and related techniques. Thousand Oaks, CA: SAGE

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Terry, C.L. (2010). Prisons, pipelines, and the president: Developing critical math literacy through participatory action research. Journal of African American Males in Education, 1(2), 73-104.

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Wiebe, E., Faber, M., Corn, J., Louise Collins, T., Unfried, A., & Townsend, L. (2013). A large scale survey of K-12 students about STEM: Implications for engineering curriculum development and outreach efforts (Research to Practice). Paper presented at the American Society of Engineering Education Annual Conference & Exposition.