Meredith Schwendemann
Biographic Data
| ID | 10390487 |
|---|---|
| NAME | Meredith Schwendemann |
| GIVEN NAMES | Meredith |
| FAMILY NAME | Schwendemann |
| SIGNATURE | SCHWENDEMANN M |
| AFFILIATIONS | Binghamton University |
| ORCID | 0009-0005-8936-4883 |
| VERIFIED | Yes |
| TOTAL WORKS | 2 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 2 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2026 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Out-of-field teaching and professional learning opportunities
Science teachers in the United States are consistently aspiring to the vision of science instruction that is based on A Framework for K-12 Science Education [Framework]. While enacting this vision in the science classroom is challenging for most science teachers, it is especially challenging for newly hired and out-of-field (OOF) teachers. Providing these science teachers with targeted professional learning opportunities is important if they are …
Identifying How District Science Coordinators Leverage Their Capital to Monitor and Promote Equity
Promoting equity in science education is required to address persistent inequities, and the implementation of three‐dimensional (3D) science instruction is a small step toward this goal. District science coordinators (DSCs) utilize cultural, social, and economic capital to support K‐12 teachers in standards‐based reform efforts, including the implementation of 3D science instruction. This exploratory multiple‐case study followed three DSCs partic…
No prominent works on this page.
Out-of-field teaching and professional learning opportunities
Science teachers in the United States are consistently aspiring to the vision of science instruction that is based on A Framework for K-12 Science Education [Framework]. While enacting this vision in the science classroom is challenging for most science teachers, it is especially challenging for newly hired and out-of-field (OOF) teachers. Providing these science teachers with targeted professional learning opportunities is important if they are …
Identifying How District Science Coordinators Leverage Their Capital to Monitor and Promote Equity
Promoting equity in science education is required to address persistent inequities, and the implementation of three‐dimensional (3D) science instruction is a small step toward this goal. District science coordinators (DSCs) utilize cultural, social, and economic capital to support K‐12 teachers in standards‐based reform efforts, including the implementation of 3D science instruction. This exploratory multiple‐case study followed three DSCs partic…
Indigenous and Place-Based Education (2 works) · Science education (2 works) · Science Education and Pedagogy (2 works) · Cultural capital (1 work) · Educational Environments and Student Outcomes (1 work) · Equity (law) (1 work) · Experiential learning (1 work) · Exploratory research (1 work) · Faculty Development (1 work) · Focus group (1 work)