A Patterson
Biographic Data
| ID | 28726 |
|---|---|
| NAME | A Patterson |
| GIVEN NAMES | A |
| FAMILY NAME | Patterson |
| SIGNATURE | PATTERSON A |
| AFFILIATIONS | University of California, Davis |
| ORCID | 0000-0002-9096-6073 |
| VERIFIED | Yes |
| TOTAL WORKS | 12 |
| TOTAL CITATIONS | 6 |
| AUTHOR COUNT | 12 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2002 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Cultivating Inner Witnesses Attuned to the Emotional Experiences of Students of Color in Science
Traditionally, disciplinary science has been represented as void of and uninfluenced by emotions; therefore, the professional vision of science teaching and learning does not often include attending to the whole person, particularly the emotional needs of those that are harmed in science learning contexts. We find this exclusion untenable given the persistent harm that students of color suffer across science education contexts. As part of the spe…
“Seeing power” between young people and conservation professionals in the design of a community-based watershed monitoring initiative
Background Community-based monitoring provides a forum for diverse stakeholders to co-construct knowledge relevant to building social-ecological resilience. However, power asymmetries between these actors can privilege the perspectives of dominant groups, while preventing non-dominant perspectives from informing conservation science.Methods This study investigates a workshop series intended to support young people in designing a watershed monitor…
U.S. parents’ scientific literacy and efficacy
Promoting science, math, engineering, and technology (STEM) skills for young children provides foundation for and interest in later STEM learning, making early childhood an important time to develop these competencies. Young children also spend increasing amounts of time with media, and thus it is important to understand if children are accessing STEM content and what factors may determine this access. The current survey study of parents of three…
On “nature” and “nurture”
Utilizing theory to elucidate the work of creating equity for transformation within the science classroom
In this paper, we outline how science teachers might engage in the work of creating educational equity. While acknowledging the historical inherent inequities associated with issues of access, opportunities to engage in science learning for individuals of marginalized identities (e.g., BIPOC individuals and women), and achievement, we broaden this definition to include social justice as a framework by which we can develop opportunities for the fo…
Self-rated physical health, health-risk behaviors, and disparities
Self-rated physical health (SRPH) has been extensively used to assess health status. In this study, we examine how youth living in the slums of Kampala perceive their physical health and the psychosocial correlates of poor health. Cross-sectional data from the 2014 Kampala Youth Survey (N = 1,134) of youth ages 12-18 years was used to conduct the analyses. Chi-square tests and logistic regression analyses were conducted to determine associations …
Developing an Inner Witness to Notice for Equity in the Fleeting Moments of Talk for Content Learning
Many teachers enter teacher education programs expecting to develop tools and ways of thinking necessary to cultivate educational equity in their classrooms. Trends for teacher learning and development show that, while equity gets addressed, there is less evidence of frameworks, tools, and practices that center equity for teacher learning and practice. There also is the added challenge of competing demands on teachers’ time and restrictive enviro…
Noticing for Equity to Sustain Multilingual Literacies
This department explores how teachers can sustain students’ multilingual literacies and reimagine literacy learning across multiple contexts in conversation with researchers, practitioners, and communities
Sustaining Disciplinary Literacy in Science
This department explores the concept of disciplinary literacy—the conceptual understandings and ways of reading, thinking, and writing involved in critiquing and constructing knowledge in a discipline—and its intersections with aspects of culturally sustaining pedagogy. Columns highlight high‐quality disciplinary literacy learning opportunities across subject areas that engage students in critically examining the world around them, interrogating …
Teaching to Transform
As the scientific and technological divide widens, access to quality science instruction has become a civil rights issue: those equipped with the knowledge and skill will remain caretakers of status and power. This inequality is especially salient for students in marginalized communities and schools where stereotypes fuel low expectations for academic achievement and success. For many students the classroom represents their earliest formal experi…
Factual accuracy and the cultural context of science in popular media
Popular media influences ideas about science constructed by the public. To sway media productions, public policy organizations have increasingly promoted use of science consultants. This study contributes to understanding the connection from science consultants to popular media to public outcomes. A science-based television series was examined for intended messages of the creator and consulting scientist, and received messages among middle school…
Pastoral poetry and transculturation in Guyana
Teaching to Transform
As the scientific and technological divide widens, access to quality science instruction has become a civil rights issue: those equipped with the knowledge and skill will remain caretakers of status and power. This inequality is especially salient for students in marginalized communities and schools where stereotypes fuel low expectations for academic achievement and success. For many students the classroom represents their earliest formal experi…
Cultivating Inner Witnesses Attuned to the Emotional Experiences of Students of Color in Science
Traditionally, disciplinary science has been represented as void of and uninfluenced by emotions; therefore, the professional vision of science teaching and learning does not often include attending to the whole person, particularly the emotional needs of those that are harmed in science learning contexts. We find this exclusion untenable given the persistent harm that students of color suffer across science education contexts. As part of the spe…
Pastoral poetry and transculturation in Guyana
Factual accuracy and the cultural context of science in popular media
Popular media influences ideas about science constructed by the public. To sway media productions, public policy organizations have increasingly promoted use of science consultants. This study contributes to understanding the connection from science consultants to popular media to public outcomes. A science-based television series was examined for intended messages of the creator and consulting scientist, and received messages among middle school…
Teaching to Transform
As the scientific and technological divide widens, access to quality science instruction has become a civil rights issue: those equipped with the knowledge and skill will remain caretakers of status and power. This inequality is especially salient for students in marginalized communities and schools where stereotypes fuel low expectations for academic achievement and success. For many students the classroom represents their earliest formal experi…
Developing an Inner Witness to Notice for Equity in the Fleeting Moments of Talk for Content Learning
Many teachers enter teacher education programs expecting to develop tools and ways of thinking necessary to cultivate educational equity in their classrooms. Trends for teacher learning and development show that, while equity gets addressed, there is less evidence of frameworks, tools, and practices that center equity for teacher learning and practice. There also is the added challenge of competing demands on teachers’ time and restrictive enviro…
Noticing for Equity to Sustain Multilingual Literacies
This department explores how teachers can sustain students’ multilingual literacies and reimagine literacy learning across multiple contexts in conversation with researchers, practitioners, and communities
Sustaining Disciplinary Literacy in Science
This department explores the concept of disciplinary literacy—the conceptual understandings and ways of reading, thinking, and writing involved in critiquing and constructing knowledge in a discipline—and its intersections with aspects of culturally sustaining pedagogy. Columns highlight high‐quality disciplinary literacy learning opportunities across subject areas that engage students in critically examining the world around them, interrogating …
Self-rated physical health, health-risk behaviors, and disparities
Self-rated physical health (SRPH) has been extensively used to assess health status. In this study, we examine how youth living in the slums of Kampala perceive their physical health and the psychosocial correlates of poor health. Cross-sectional data from the 2014 Kampala Youth Survey (N = 1,134) of youth ages 12-18 years was used to conduct the analyses. Chi-square tests and logistic regression analyses were conducted to determine associations …
Utilizing theory to elucidate the work of creating equity for transformation within the science classroom
In this paper, we outline how science teachers might engage in the work of creating educational equity. While acknowledging the historical inherent inequities associated with issues of access, opportunities to engage in science learning for individuals of marginalized identities (e.g., BIPOC individuals and women), and achievement, we broaden this definition to include social justice as a framework by which we can develop opportunities for the fo…
“Seeing power” between young people and conservation professionals in the design of a community-based watershed monitoring initiative
Background Community-based monitoring provides a forum for diverse stakeholders to co-construct knowledge relevant to building social-ecological resilience. However, power asymmetries between these actors can privilege the perspectives of dominant groups, while preventing non-dominant perspectives from informing conservation science.Methods This study investigates a workshop series intended to support young people in designing a watershed monitor…
U.S. parents’ scientific literacy and efficacy
Promoting science, math, engineering, and technology (STEM) skills for young children provides foundation for and interest in later STEM learning, making early childhood an important time to develop these competencies. Young children also spend increasing amounts of time with media, and thus it is important to understand if children are accessing STEM content and what factors may determine this access. The current survey study of parents of three…
On “nature” and “nurture”
Cultivating Inner Witnesses Attuned to the Emotional Experiences of Students of Color in Science
Traditionally, disciplinary science has been represented as void of and uninfluenced by emotions; therefore, the professional vision of science teaching and learning does not often include attending to the whole person, particularly the emotional needs of those that are harmed in science learning contexts. We find this exclusion untenable given the persistent harm that students of color suffer across science education contexts. As part of the spe…
Pedagogy (9 works) · Sociology (9 works) · Psychology (8 works) · Mathematics education (7 works) · Science education (6 works) · Political science (5 works) · Computer Science (3 works) · Literacy (3 works) · Public relations (3 works) · Transformative learning (3 works)