Jeremy Price
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Infrastructures for Empowering Community-School Networks to Promote Equitable and Inclusive Change
Public schools play a pivotal role in shaping our future, preserving our history, nurturing informed citizens, and serving as vital community centers. However, they can also be places where children, especially those from marginalized communities, encounter challenges and trauma. Families often face difficulties advocating for their children's unique needs, cultures, languages, and traditions.
Dr. Jeremy Price works on creating equitable, inclusive, and supportive learning environments through community-engaged research. He and his team have partnered with families, educators, and institutions on projects like a statewide initiative for culturally responsive remote teaching during the COVID-19 pandemic, and efforts in the Near East Side of Indianapolis to develop place-centered, culturally sustaining STEM learning environments. Dr. Price's work to transform theoretical frameworks from the social studies of science and technology into practical strategies and concrete infrastructures for effective community collaboration is another excellent example of how IU Indianapolis's faculty members are TRANSLATING their RESEARCH INTO Practice.
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Item Can You Picture This? Preservice Teachers’ Drawings and Pedagogical Beliefs About Teaching With Technology(Society for Information Technology & Teacher Education, 2021-09) Lindstrom, Denise; Jones, Gwen; Price, JeremyThis study was conducted in the context of an introductory three-credit course in a master of arts and teacher certification program offered at a large land grant public university in the U.S. Mid-Atlantic region. Researchers examined preservice teacher drawings of teaching with technology and their reflection on their drawings to identify their pedagogical beliefs. Unlike prior research that shows classroom technology is mainly used by the teacher, most of the drawings in this study depicted students using handheld technology, an indication of more student-centered teaching. However, analysis of preservice teacher descriptions of the drawings shows that change in preservice teacher depictions of teaching with technology is likely the result of more ubiquitous access to handheld technology in K-12 schools rather than a change in pedagogical beliefs. The researchers suggest that teacher educators should work to develop preservice teachers’ technological pedagogical content knowledge to facilitate technology integration to support constructivist teaching practices.Item Multimedia Educative Curriculum Materials: Designing Digital Supports for Learning to Teach Scientific Argumentation(International Society of the Learning Sciences, 2014) Loper, Suzanna; McNeill, Katherine L.; Peck, Raphaela; Price, Jeremy; Barber, JacquelineWe report on work in progress from a research and development project in which we are designing digital supports to help middle school science teachers teach the practice of scientific argumentation. These supports include educative, teacher-facing videos embedded in a digital teacher's guide. In the first phase of the project we developed a framework to guide video development and produced twelve prototype videos. This paper describes the iterative design process for the framework and videos, in which we incorporated evidence from analysis of classroom video, teacher interviews, and teacher focus groups in order to create a design framework aimed to maximize the quality and practicality of the videos.Item Teachers’ beliefs and practices around argumentation during a curriculum enactment(2013) McNeill, Katherine L.; Gonzalez-Howard, Maria; Katsh-Singer, Rebecca; Price, Jeremy F.; Loper, SuzannaItem Transformative Praxis: A Critical Design Framework for Inclusion in Technology-Rich Learning Spaces(Indiana University Press, 2023) Price, Jeremy; Smith, Je' Nobia; Fox, AlexandriaDrawing on transformative, critical, and culturally responsive and sustaining traditions of pedagogy and instructional design, we present a technology-focused framework for decentering normative forces along the lines of race, ethnicity, class, language, religion, ability, sex, and gender in online higher education learning spaces that honors each participant for who they are with respect to their identity markers and their intersectional community memberships to promote inclusion and belonging. These normative forces—which simultaneously crowd out and make hypervisible diverse identities—predispose the ends and processes of teaching and learning and structure the nature of academic disciplines. This is particularly apparent online where engagement is decoupled from traditional anchors of relationships and influenced by difference-blind neoliberal perspectives. In response, we provide a framework for inclusion and belonging along two vectors. The first vector is a critical design process inspired by backward design principles: inquiring, translating, activating, and reflecting. The second is a set of inclusive considerations grounded in culturally relevant and responsive pedagogy and the Universal Design for Learning framework: asset-based frames, authentic multiple modes, and mixed mirrors and windows. This process includes an opportunity to interrogate the role of technology as a mediator of learning and teaching for belonging. We further assert that the instructor also needs to engage in identity work to interrogate their positionality in online environments with respect to not only observable and cultural identity markers but also academic disciplinary identity. To illustrate our framework, we provide reflections on the design and enactment of online and technology-rich activity structures that promote inclusion and belonging.Item Understanding STEM from Students’ Perspectives: Exploring Students’ Lived Communities and the Learning Communities They Wish to Create(IUPUI Office of Community Engagement, 2023) Price, Jeremy; School of EducationCommunity engagement in STEM learning and teaching largely focuses on citizen science projects, serving the needs and goals of the largely white and male dominated STEM fields with only cursory attention to the lived experiences and narratives of the learners who engage in these experiences (Mahmoudi et al., 2022; Rautio et al., 2022). This article explores the ways in which researchers can work with students to uncover the ways in which they experience learning environments, and pathways for change according to their community memberships, aspirations, and goals. Participants in this research are high school biology students in a diverse mid-suburban city. To understand their perspectives, students participated in activity structures grounded in anthropological methods including ethnographic interviews (Emerson et al., 1995; Spradley, 1979), illustrations (Haney et al., 2004), pile sorts (Boster, 1994; Ryan & Bernard, 2003), and ranking (Smith & Borgatti, 1997; Thompson & Juan, 2006). Moving between consensus and individuals, this research demonstrates the ways in which students’ critical and meaningful experiences and aspirations can be understood and heard.Item SMART Goals Tool Guide(2024) Bulanov, Maxim; Fox, Alexandria; Kirby, Gabrielle; Knoors, A.J.; Arora, Akaash; Price, Jeremy F.SMART goals are more than tools; they guide students in breaking aspirations into manageable steps for personal and academic growth. By teaching SMART goal setting, we empower students with life-long skills that extend beyond the classroom, fostering their journey towards achievement. The SMART Goals tool provides a comprehensive platform for students to create, monitor, and celebrate their SMART Goals. Whether they are pursuing academic excellence, personal growth, or a combination of both, the tool offers a structured and supportive framework. As students embrace the tool, they embark on a journey of empowerment, resilience, and coolness that transcends the walls of the classroom.Item Technology as a Bridge to Co-Create Inclusive and Equitable Learning Environments for Students with Intersectional Identities(Emerald, 2023) Santamaría Graff, Cristina; Price, Jeremy F.; Coomer, M. NickieThis chapter focuses on the question: How can technology serve as a bridge for teachers and families to engage in the co-creation of activities, lessons, and an environment oriented toward equity and inclusion for all learners? To answer this question, the authors provide context for ways that technology is conceptualized as a bridge, with particular attention paid to two interlocking metaphors: technology as infrastructure and technology as a medium. They describe key conceptual elements and applicable practices of technology in relation to equity and inclusion by presenting examples of technology acting as a bridge in the co-creation of materials used to facilitate learning for K-12 students during a collaborative Summer Institute between community stakeholders (including family members) and educators (including elementary and secondary teachers). Within the context of the Summer Institute, the authors focus on two activities informed by the Summer Institute participants (i.e., stakeholders and educators). Through these activities, the participants contribute their knowledge and insights to enhancing digital platforms (e.g., infrastructures) and accessibility (e.g., medium) leading to important technological breakthroughs that facilitate more equitable and inclusive practices.Item School Corporation Opportunity Score (SCOscore)(2023) Price, Jeremy F.; Arora, Akaash; Bulanov, Maxim; Knoors, A.J.The School Corporation Opportunity Score (SCOscore) is a measure of potentiality for learners in a school community. It is a composite score that combines multiple factors, particularly structural factors such as race and SES, as well as performance factors such as test scores and graduation pathway completion rates, to provide a more holistic view of school corporations.Item 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.Item Universal Design for Learning: Interactive Handout(2023-05-03) Santamaría Graff, Cristina; Price, Jeremy F.; Waechter-Versaw, AmyThis 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.