Browsing by Author "Waechter-Versaw, Amy"

Now showing 1 - 10 of 10
  • Thumbnail Image
    Item
    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.
  • Thumbnail Image
    Item
    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.
  • Thumbnail Image
    Item
    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.
  • No Thumbnail Available
    Item
    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.
  • Thumbnail Image
    Item
    Creating Boundary Infrastructures in Networks of Collaboration for Educational Change
    (2023) Price, Jeremy F.; Waechter-Versaw, Amy; Moreland, Brooke; Knoors, A.J.
    This research utilizes Actor Network Theory (Fenwick & Edwards, 2011; Latour, 1987; Nespor, 2002) to document, analyze, and interrogate an educational change effort to promote educational equity and inclusion with technology across a dispersed and heterogenous network (Kezar et al., 2019; Lieberman & McLaughlin, 1992; Penuel et al., 2016) of teachers and other educators, families, and community members in response to the COVID-19 Pandemic. This research maps a statewide project supporting educators, families, and communities to develop resources and practices rooted in equitable and inclusive education distributed on a publicly-available website. All resources were rooted in the Culturally Relevant Pedagogy (Howard, 2003; Joseph, 2009; Ladson-Billings, 1995) and Universal Design for Learning (Fritzgerald, 2020; Meyer et al., 2013; Rose & Meyer, 2002) frameworks.
  • Thumbnail Image
    Item
    Digital Education Hub Critical Trajectory
    (2021) Price, Jeremy F.; Magee, Paula; Santamaría Graff, Cristina; Hall, Ted; Moreland, Brooke; Waechter-Versaw, Amy
    This diagram is a representation of the trajectory that the Digital Education Hub project has developed for educators and community members to deepen practices, decision making, and dispositions to facilitate a more equitable and inclusive learning environment.
  • Thumbnail Image
    Item
    The Digital Education Hub Design Process
    (2022) Price, Jeremy F.; Waechter-Versaw, Amy; Hall, Ted; Magee, Paula; Santamaría Graff, Cristina; Willey, Craig; Moreland, Brooke
    The Digital Education Hub Design Process is designed to give teachers, educators, and curriculum designers a pathway for developing, enacting, and evaluating lesson plans, units and modules, and learning experiences in a range of settings.
  • Thumbnail Image
    Item
    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.
  • Thumbnail Image
    Item
    Pathways Toward Culturally Relevant and Sustaining Learning and Teaching
    (2023) Price, Jeremy F.; Magee, Paula A.; Santamaría Graff, Cristina; Willey, Craig; Waechter-Versaw, Amy; Moreland, Brooke
    A visualization of the work necessary to foster an environment in which culturally relevant and sustaining learning and teaching can occur.
  • No Thumbnail Available
    Item
    Universal Design for Learning: Interactive Handout
    (2023-05-03) Santamaría Graff, Cristina; Price, Jeremy F.; Waechter-Versaw, Amy
    This is an interactive handout created by CEISL team members for the purpose of introducing Universal Design for Learning (UDL) in higher education settings as a means to promote equitable, inclusive, and accessible pedagogy for community college courses and programs.