This website is designed to provide a venue for students, teachers, and colleagues to exchange ideas and to hear about our new research findings. We truly hope to build a network of like-minded scholars who are concerned with identifying ways to improve science education in urban communities. There are for basic components of the site including a review of past research, an overview of current projects, video samples of projects and teaching, and university teaching resources. Feel free to use and share accordingly.

Current Research Projects

My research focuses on the relationship between langauge, identity, and classroom learning. In general, the langaue practices that guide classroom learning involve a genre of talk that all students must master. When people explore how science talk impacts people from different culture in various ways, the integration of the social politics of language and the difficulty of learning complex discourses becomes pertinent. For more information...

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To help gain a deeper understanding of how language, race, and culture impact students in science we captured a few video excerpts that document these ideas. These videos focus on a number of smaller issues including: (a) Linguistic Profiling, (b) How Language and Science Literacy are Intertwined, and (c) Short excerpts of video explaning our research projects.

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My focus as a teacher involves allowing students to explain, evaluate and explore. Powerful  instruction allows all participating students an opportunity to learn the content, while growing confidnet in their ability to find their place in educational research and practice. The overview of teaching provides access to syllabi, instrucitonal methods, and classroom materials.

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Many years ago Clarke & Clarke conducted a famous study that asked young African-Americans to select which dolls possessed the best characteristics. These famous results led scholars to re-consider how students' gain of sense of self relative to the world around them. Continuing this tradition of research, we conducted a digital version of that original study. Instead of using dolls, we provided students with the challenge of creating a digital book. Their books were complete, but needed images and videos to be placed into the digital book. They were given 7 tasks (2 video, 5 images). In data contrary to the Clarke studies, we found that students, when asked to place scientific images into place they preferred African-American images. When gender was concerned African-American girls picked images that looked lime themselves. This project details the impact of self-image on the use of digital technology.

Race, Culture, & Digital Self-Reflection

Teacher Academic Language PCK

There are numeous things that teachers need to know that are vital to ensuring students success. Lee Shulman introduced teacher educators to the construct of Pedagogical Content Knowledge in 1986. Since that time, many have explored PCK and continue to study how teachers aquire PCK and how it impacts practice. This project examines how a group of expert teachers think about academic language learning. As students need to learn to master the new words, concepts, symbol systems, and mathematics associated with science they will need to know how to teach language. The project examines what teachers know about academic langauge and how it impacts their assessment of their students. Through a year-long exploration of teacher knowledge, we identified how teachers think in both dynamic and binary ways.

Race, Culture, & Virtual Reality Science Teaching

Virtual Reality, a once expensive technology has arrived as a manageable and low-cost technological tool for students. As teachers move to integrate technology into their schools, we worked with a team of developers to build culturally relevant pedagogy. Instead of taking students of out of their community, we can use VR to help students see the science in their own community. Through a collaboration with StreetCode Academy, and Floodgate Academy. The building of new generation technology has enourmous potential to impact students' and schools.





Language is a resource for communicate both content and identity. When we communicate scientific ideas, we can do it from a number of different perspectives. The Lyricism project involved our team of researchers and students workign with young people to create creative wasy to communicate science. Students from various ages and background produces incredibly entertaining and easy to understand science videos

The Lyricism Project