Ananya M Matewos
Biographic Data
| ID | 1603588 |
|---|---|
| NAME | Ananya M Matewos |
| GIVEN NAMES | Ananya M |
| FAMILY NAME | Matewos |
| SIGNATURE | MATEWOS A M |
| AFFILIATIONS | University of Maryland, College Park |
| ORCID | 0000-0003-0090-1864 |
| VERIFIED | Yes |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 10 |
| WORKS AS AUTHOR | 5 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2019 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
How Do These Data Make You Feel ?” The Emergence of Emotional Pathways in Community Science Data Talks About Climate Justice Issues
As part of the special issue Centering Affect and Emotion Toward Justice and Dignity in Science Education , we examined how placing emotion at the heart of climate change discussions can deepen and transform STEM learning environments. Using Community Science Data Talks (CSDTs)—a small‐scale, justice‐centered, flexible discourse routine—we supported teachers in engaging students with locally sourced data on climate justice issues. CSDTs consist o…
Discourse and Agency during Scaffolded Middle School Science Instruction
Instructional scaffolds may promote science learning, particularly for topics that are controversial. Scaffolding may also need to be autonomy supportive, particularly for adolescents, and designed to facilitate scientific discourse and agency. The purpose of the present study was to investigate differences in middle school students’ discourse and agency across two scaffold forms: one more autonomy-supportive and one less autonomy-supportive. We …
Growth mindset development in design-based makerspace
Growth mindset plays an important role in students’ motivation for learning. Students who believe that their abilities are malleable are more likely to set mastery goals and to persist when encountering difficulties. Design-based makerspace – or a makerspace structured with design-based learning components – has many features known to improve growth mindset. The present study examined how growth mindset of 3rd–6th grade students developed over 2 …
Disability and the Meaning of Social Justice in Teacher Education Research
Although disability is assumed to be part of the teacher education social justice landscape, its position in the context of social justice is contested and has not been informed by an analysis of the empirical record. To address this gap, we examined 25 years of research on social justice in teacher education, focusing on how disability is presented in relationship to other social markers of identity. Disability is only modestly visible within th…
Teacher learning from supplementary curricular materials
Disability and the Meaning of Social Justice in Teacher Education Research
Although disability is assumed to be part of the teacher education social justice landscape, its position in the context of social justice is contested and has not been informed by an analysis of the empirical record. To address this gap, we examined 25 years of research on social justice in teacher education, focusing on how disability is presented in relationship to other social markers of identity. Disability is only modestly visible within th…
How Do These Data Make You Feel ?” The Emergence of Emotional Pathways in Community Science Data Talks About Climate Justice Issues
As part of the special issue Centering Affect and Emotion Toward Justice and Dignity in Science Education , we examined how placing emotion at the heart of climate change discussions can deepen and transform STEM learning environments. Using Community Science Data Talks (CSDTs)—a small‐scale, justice‐centered, flexible discourse routine—we supported teachers in engaging students with locally sourced data on climate justice issues. CSDTs consist o…
Discourse and Agency during Scaffolded Middle School Science Instruction
Instructional scaffolds may promote science learning, particularly for topics that are controversial. Scaffolding may also need to be autonomy supportive, particularly for adolescents, and designed to facilitate scientific discourse and agency. The purpose of the present study was to investigate differences in middle school students’ discourse and agency across two scaffold forms: one more autonomy-supportive and one less autonomy-supportive. We …
Teacher learning from supplementary curricular materials
Growth mindset development in design-based makerspace
Growth mindset plays an important role in students’ motivation for learning. Students who believe that their abilities are malleable are more likely to set mastery goals and to persist when encountering difficulties. Design-based makerspace – or a makerspace structured with design-based learning components – has many features known to improve growth mindset. The present study examined how growth mindset of 3rd–6th grade students developed over 2 …
Disability and the Meaning of Social Justice in Teacher Education Research
Although disability is assumed to be part of the teacher education social justice landscape, its position in the context of social justice is contested and has not been informed by an analysis of the empirical record. To address this gap, we examined 25 years of research on social justice in teacher education, focusing on how disability is presented in relationship to other social markers of identity. Disability is only modestly visible within th…
Discourse and Agency during Scaffolded Middle School Science Instruction
Instructional scaffolds may promote science learning, particularly for topics that are controversial. Scaffolding may also need to be autonomy supportive, particularly for adolescents, and designed to facilitate scientific discourse and agency. The purpose of the present study was to investigate differences in middle school students’ discourse and agency across two scaffold forms: one more autonomy-supportive and one less autonomy-supportive. We …
How Do These Data Make You Feel ?” The Emergence of Emotional Pathways in Community Science Data Talks About Climate Justice Issues
As part of the special issue Centering Affect and Emotion Toward Justice and Dignity in Science Education , we examined how placing emotion at the heart of climate change discussions can deepen and transform STEM learning environments. Using Community Science Data Talks (CSDTs)—a small‐scale, justice‐centered, flexible discourse routine—we supported teachers in engaging students with locally sourced data on climate justice issues. CSDTs consist o…
Psychology (4 works) · Computer Science (3 works) · Pedagogy (3 works) · Political science (3 works) · Sociology (3 works) · Economic Justice (2 works) · Mathematics education (2 works) · Social science (2 works) · Teacher education (2 works) · Agency (philosophy (1 work)