Attending to students' thinking and using it to inform instruction has been shown to be an effective and equitable teaching practice. Research on teachers' noticing of thinking conceptualizes noticing as a cognitive process, while work on noticing for equity treats noticing as culturally situated but primarily focuses on participation. Drawing on…

Many school change efforts aim to foster conditions for the development of students' twenty-first century skills in an equitable and comprehensive way, but methods to measure the frequency and quality of opportunities that students receive in school are lacking. In this study, we describe the design, testing, and initial evaluation of a…

Educational inequality due to family socioeconomic status (SES) has been the focus of both public dialogue and education research in the United States for many years. The current study aims to understand how educational inequality due to family SES has changed in the United States. Specifically, the study focuses on the changes in achievement gaps…

Teachers working in middle and high school Dual Immersion (DI) programs (Spanish-English) face unique sets of challenges: linguistic equity between the two languages of instruction, attrition due to high linguistic and academic expectations, and preparing DI students for standardized tests in English. In this article, we reflect on our current…

Artificial photosynthesis is a promising approach to generate commodity chemicals using abundant chemical feedstocks and renewable energy sources. Despite its importance, affordable and effective hands-on classroom activities that demonstrate artificial photosynthesis and teach key concepts, especially for primary school students, are lacking.…

Opportunities for students to share their thinking with the class--which I refer to as "work-sharing practices--require a profound shift in who is positioned with intellectual authority in mathematics classrooms. This study explores work-sharing practices in one sixth grade mathematics classroom through an interactional lens. Video analysis…

Attending to students' thinking and using it to inform instruction has been shown to be an effective teaching practice. Although research on teacher noticing has explored how teachers attend to and interpret thinking in the moment and through video, less is known about the ways in which teachers notice students' thinking in written work, as well…

Low-income students and students of color are faced with pervasively lower levels of opportunity to learn compared with their peers, creating unequal opportunities for educational success. Textbooks, which serve as the backbone of the curriculum in most mathematics classrooms, present a potentially powerful tool to help mitigate unequal…

The goal of greater student engagement has led districts to turn to technology, specifically, one-to-one (1:1) or a device for every student. This qualitative case study explored teachers' mobile device use to implement high-leverage instructional practices that engage students, advance equity, and improve student learning outcomes for underserved…

Although the population of science teachers in the US lacks diversity, the technology used to teach science should be diverse and culturally connected. Culturally relevant frameworks for science call for science teaching to be situated in meaningful contexts. This study calls for the integration of CRP and situated cognition perspectives as a…

In the digital age, schools are a central part of a nationwide effort to make access to technology more equitable, so that all young people, regardless of identity or background, have the opportunity to engage with the technologies that are essential to modern life. Most students, however, come to school with digital knowledge they've already…

Access to core subject-area curriculum for students from immigrant backgrounds who are learning the dominant language of instruction has long been a barrier to equitable education around the world, especially in secondary schools. This article explores the promise of Complex Instruction (CI) to address barriers to access for such multilingual…

Schools and districts have long grappled with race- and disability-based exclusionary discipline inequities. Research on the topic has uncovered a variety of systems that maintain such disparities, including school policies and practices that exacerbate the problem. Researchers and practitioners have increasingly considered school context and…

The purpose of this study is to document how K-8 critically conscious, dual language, science teachers (CCDLSTs) working with bilingual learners (BLs) practice their critical consciousness via the four tenets of dual language education: ideological clarity, pedagogical perspective and clarity, access for all, and equitable spaces (IPAE). This…

Rural students often face challenges in receiving high-quality education in science, technology, engineering, and math (STEM). Yet without meaningful STEM educational opportunities, rural students might not develop the knowledge and skills needed to compete in a technology-driven workforce. The Learning by Making program (LbyM), an innovative…