Browsing by Author "Russo, Kelly"

Now showing 1 - 5 of 5
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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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    The Five Senses of STEM Learning
    (2022) Price, Jeremy F.; Santamaría Graff, Cristina; Waechter-Versaw, Amy; Moreland, Brooke; Magee, Paula; Hall, Ted; Willey, Craig; Bulanov, Maxim; Knoors, Anneleen Johanna; Fleming, Da'Meisha; Fox, Alexandria; Murray, Ryan; Russo, Kelly; Arora, Akaash; Franklin, Jeffery
    The Five Senses of STEM Learning is a framework and approach to teaching, learning, curriculum, and pedagogy deeply grounded in Culturally Relevant Pedagogy (Ladson-Billings, 1995, 2016) and Universal Design for Learning (Meyer et al., 2013; Rose & Meyer, 2002) while also incorporating a range of ideas and concepts that are specific to STEM learning and strengthen the connections to the particular contexts of the science, technology, engineering, or mathematics learning environment.
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    Orthopoxvirus Testing Challenges for Persons in Populations at Low Risk or Without Known Epidemiologic Link to Monkeypox — United States, 2022
    (U.S. Department of Health & Human Services, 2022-09-09) Minhaj, Faisal S.; Petras, Julia K.; Brown, Jennifer A.; Mangla, Anil T.; Russo, Kelly; Willut, Christina; Lee, Michelle; Beverley, Jason; Harold, Rachel; Milroy, Lauren; Pope, Brian; Gould, Emily; Beeler, Cole; Schneider, Jack; Mostafa, Heba H.; Godfred-Cato, Shana; Click, Eleanor S.; Borah, Brian F.; Galang, Romeo R.; Cash-Goldwasser, Shama; Wong, Joshua M.; McCormick, David W.; Yu, Patricia A.; Shelus, Victoria; Carpenter, Ann; Schatzman, Sabrina; Lowe, David; Townsend, Michael B.; Davidson, Whitni; Wynn, Nhien T.; Satheshkumar, Panayampalli S.; O’Connor, Siobhán M.; O’Laughlin, Kevin; Rao, Agam K.; McCollum, Andrea M.; Negrón, María E.; Hutson, Christina L.; Salzer, Johanna S.; CDC Monkeypox Emergency Response Team; Medicine, School of Medicine
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    Word Problem Solving Strategies (Grades 3–6)
    (2023) Murray, Ryan; Arora, Akaash; Bulanov, Maxim; Smith, Je' Nobia; Fox, Alexandria; Russo, Kelly; Knoors, A. J.; Fleming, Da'Meisha; Price, Jeremy F.
    In this material, we will explore four key word problem solving strategies specifically tailored for students in grades 3-6: reading multiple times, visualizing the words rounding and estimating, and error analysis. These strategies are designed to enhance students' problem-solving abilities, critical thinking skills, and overall performance on solving word problems.