Browsing by Author "Willey, Craig"

Now showing 1 - 10 of 10
  • Thumbnail Image
    Item
    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.
  • 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
    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
    Introduction to Special Issue—Engaged Leadership for Urban Education: Explorations of Equity and Difference in Urban Communities
    (Sage, 2017-03) Willey, Craig; Sosa, Teresa; Scheurich, James Joseph; School of Education
  • Thumbnail Image
    Item
    Not Just Mathematics, "Just' Mathematics: Investigating Mathematical Learning and Critical Race Consciousness
    (2021-07) Gatza, Andrew Martin; Tillema, Erik; Morton, Crystal; Willey, Craig; Cross Francis, Dionne
    This study is situated at the confluence of three calls for research within mathematics education: 1) work using novel approaches for studying students’ understanding of nonlinear meanings of multiplication; 2) work using discrete mathematics to explore social issues related to equity; and 3) work at the intersection of mathematical learning and critical race consciousness—specifically, social justice mathematics initiatives that explicitly address racism and the learners’ perspectives. The design research methodology of the study with 8th grade students provides practical curricular and pedagogical steps for doing work at the intersection of mathematical learning and race and racism; offers domain-specific learning insights; and merges theory and practice in conceptualizing the multiple complexities of learning and development in situ to create new possibilities for a more just mathematics education. Findings from this study offer insights at the intersection of the evolution of students’ establishment of nonlinear meanings of multiplication and critical race consciousness development. Specifically, this study identifies two schemes that students use to establish a nonlinear meaning of multiplication (SARC Scheme and RA Scheme), illustrates students’ growing racism awareness, and highlights how these initiatives can be mutually supportive in helping to normalize conversations about race and racism.
  • 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.
  • Thumbnail Image
    Item
    Race, Gender, and Teacher Equity Beliefs: Construct Validation of the Attributions of Mathematical Excellence Scale
    (Sage, 2022-11-21) Jacobson, Erik; Cross Francis, Dionne; Willey, Craig; Wilkins-Yel, Kerrie; School of Education
    Teachers’ beliefs can have powerful consequences on instructional decisions and student learning. However, little research focuses on how teachers’ beliefs about the role of race and gender in mathematics teaching and learning influence educational equity within classrooms. This gap is partly due to the lack of studies focused on variation within classrooms, which in turn is hampered by the lack of instruments designed to measure mathematics-specific equity beliefs. In this study of 313 preservice and practicing elementary teachers, we report evidence of construct validity for the Attributions of Mathematical Excellence Scale. Factor analyses provide support for a four-factor structure, including genetic, social, personal, and educational attributions. The findings suggest that the same system of attribution beliefs underlies both racial and gender prejudice among elementary mathematics teachers. The Attributions of Mathematical Excellence Scale has the potential to provide a useful outcome measure for equity-focused interventions in teacher education and professional development.
  • Thumbnail Image
    Item
    Whiteness as a Barrier to Becoming a Culturally Relevant Teacher: Clinical Experiences and the Role of Supervision
    (2018) Willey, Craig; Magee, Paula A.; School of Education
    Clinical experiences are crucial to the development of prospective teachers (PTs), especially the student teaching practicum. While the dynamics of schools are beginning to change in response to documented inequities for students, particularly students of color, the student teaching practicum remains largely unchanged and unchallenged with regard to addressing racism, oppression and white dominance. In this study, we explore PTs’ experiences and discourse in the context of student teaching in urban schools and the corresponding supervision of student teachers. Specifically, we examine the ways in which whiteness and racism obstruct the development of culturally relevant teachers. The data illuminate key insights into the ways in which PTs maneuver to avoid critical self-interrogation in relation to racism and inequities in schools. We conclude that clinical supervision experiences are opportunities to hide behind and/or challenge whiteness, and that the role of the supervisor is critical in facilitating the exposure to, and enactment of, culturally relevant pedagogy.