Browsing by Author "Price, Jeremy F."

Now showing 1 - 10 of 36
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    The Affordances and Challenges of Enacting Culturally Relevant STEM Pedagogy
    (Routledge, 2020) Magee, Paula A.; Willey, Craig; Ceran, Esra; Price, Jeremy F.; Cervantes, Javier Barrera; School of Education
    In this chapter, the current literature base involving the use of culturally relevant pedagogy (CRP) in elementary STEM classroom settings is reviewed. The review reveals three main categories of how CRP is used in classrooms. These categories are: student engagement and outcomes (SEO), instructional practices and dispositions (IPD), and curricular materials (CM). In the chapter, each of these categories is explained and practical examples are described. Finally, reflections on why some components of CRP, as revealed from the literature review, are enacted more or less frequently are discussed.
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    Asking the Right Questions: Stumbling Through Contemplative Pedagogies in Research
    (2019) Price, Jeremy F.; Manlove, Joshua; Carr, K.; Siddeeq, Khadijah
    This handout is based on a research project in which suburban US middle school teachers in a rapidly diversifying predominantly white and Christian community are introduced to contemplative pedagogies and practices to explore a sense of self and to grapple with issues of race, religion, and identity. These teachers are not "early adopters" of contemplative pedagogies and practices, and we found they moved back-and-forth between engaging in avoidance strategies and critique and criticism of the contemplative readings, practices, and activities to circumvent difficult discussions around identities. We provide insight into what this means for working and engaging with individuals who are not predisposed to contemplative work. We share how we worked through collective frustration and disappointment with the teachers sidestepping important conversations and learned to ask the right questions to sustain our well-being and to deeply explore issues related to justice, inclusion, and respectful dialogue and actions.
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    Bridging Frameworks for Transformative Service Learning
    (2023) Price, Jeremy F.; Santamaría Graff, Cristina
    This handout accompanies a presentation about transformative service learning. It is designed for you to consider your own contexts and service learning projects to consider how to design, facilitate, and reflect on service learning that sustains long-term mutually-beneficial partnerships.
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    Building A Culturally-Responsive and Future-Looking STEM Video Game
    (2022) Price, Jeremy F.; Fox, Alexandria; Russo, Kelly; Murray, Ryan; Knoors, AJ; Bulanov, Maxim; Smith, Je'Nobia; Arora, Akaash
    Taking tests “well” is not an essential skill in “real life,” but for the current moment is the primary way students, educators, and schools are evaluated on their knowledge and skills. As a tool of white supremacy and coloniality, tests are incorrectly treated as proxies for general worth and future successes in learning and careers. The neoliberal logics that underpin the testing infrastructures ensure that those who demonstrate achievement are able to engage in deep and authentic learning while those who do not are relegated to ongoing “drill-and-kill” experiences (Au, 2016; Behrent, 2016). Understanding the genre of testing (Hornof, 2008; Poe, 2008) in order to “beat it at its own game,” so to speak, is one way of exposing the “codes of power” (Delpit, 1988) that are denied to and hidden from many urban Black, Brown, and poor students. Understanding the underlying rules and structures is a prime opportunity for a science fiction-themed game, even for elementary students. To help students recognize these rules and to expose the codes of power, we are constructing a game to help urban students in grades 3-5 succeed on standardized math test, particularly the Indiana statewide iLearn exam. This living, changing, evolving working paper provides a place from which to start on this game, drawn from hours of dialogue and research. Inherent within this approach is holding multiple true ideas which may contradict each other in tension.
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    Building Teacher Capacity for the Success of All Learners
    (2022) Price, Jeremy F.; Waechter-Versaw, Amy; Russo, Kelly; Fox, Alexandria
    It is important to build internal team and educator capacity to promote accessibility and inclusion in online courses by focusing on Assets-Based Frames and Inclusive Multiple Modes.
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    CEISL Equitable and Inclusive Throughlines
    (2020) Price, Jeremy F.; Hall, Ted; Santamaría Graff, Cristina; Magee, Paula; Moreland, Brooke; Waechter-Versaw, Amy
    A graphic representation of the Throughlines that guide the work of the Collaborative for Equitable and Inclusive STEM Learning (CEISL): Empowering Families and Communities, Coalition Building, Equitable Practices and Systems, Multiple Ways of Knowing and Doing, Intentional Use of Technology, and Deep and Transformational Learning.
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    CEISL K-12 Teacher Professional Development at Partner Schools
    (2022) Waechter-Versaw, Amy; Price, Jeremy F.; Murray, Ryan P.; Santamaría Graff, Cristina; Magee, Paula; Russo, Kelly Wray; Willey, Craig
    This piece outlines the theoretical framework and customization for in-person partner school professional development. Customized and standard professional development maps are embedded. This work is part of the Student Learning Recovery Program funded by the state department of education.
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    CEISL Teacher Network Concept & Design
    (2021) Waechter-Versaw, Amy; Price, Jeremy F.; Murray, Ryan P.; Magee, Paula; Willey, Craig; Santamaría Graff, Cristina; Knoors, AJ; Kirby, Gabrielle
    This working paper describes a Teacher Network designed to provide remote and distributed professional development to teachers across the state post pandemic. The network intended to impact teachers’ perceptions about equitable and inclusive uses of technology, decisions about curricular materials, and their perceptions of cultural positionality and dispositions for engaging with students.  This concept provided opportunities to learn about how to engage teachers around strengthening their criticality and the affordances of collaborative professional learning, by centering teacher voice and fostering teacher agency in disrupting the status quo in k-12 education.
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    Collaborative for Equitable and Inclusive STEM Learning (CEISL) Guild Agreement File
    (2022) Price, Jeremy F.
    A document used by the Collaborative for Equitable and inclusive STEM Learning (CEISL) at the IU School of Education-Indianapolis as internal infrastructure to begin a project initiative and to ensure that all team members are working together toward community-engaged and culturally-sustaining educational equity and inclusion. Adapted from Winer, M., & Ray, K. (1996). Collaboration Handbook: Creating, Sustaining, and Enjoying the Journey. Amherst H. Wilder Foundation.
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    Collaborative for Equitable and Inclusive STEM Learning (CEISL) Guild Evaluation File
    (2022) Price, Jeremy F.
    A document used by the Collaborative for Equitable and inclusive STEM Learning (CEISL) at the IU School of Education-Indianapolis as internal infrastructure to evaluate the status of a project or guild and to ensure that all team members are working together toward community-engaged and culturally-sustaining educational equity and inclusion. Adapted from Winer, M., & Ray, K. (1996). Collaboration Handbook: Creating, Sustaining, and Enjoying the Journey. Amherst H. Wilder Foundation.