Ti’era Worsley
Biographic Data
| ID | 4414554 |
|---|---|
| NAME | Ti’era Worsley |
| GIVEN NAMES | Ti’era |
| FAMILY NAME | Worsley |
| SIGNATURE | WORSLEY T |
| AFFILIATIONS | Northern Virginia Community College |
| ORCID | 0000-0003-4274-5820 |
| VERIFIED | Yes |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 5 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2023 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 0 |
“Because That’s What Scientists Do…. They Like to Make Their Own Stuff”
This paper critiques traditional science assessments and advocates for reform-based learning that supports culturally diverse students, aligned with the Next Generation Science Standards (NGSS). While NGSS promotes collaborative, inquiry-driven practices, these are often difficult to assess through traditional high-stakes tests, which tend to reinforce systemic biases and marginalize students from non-dominant backgrounds. We examine the Lotions …
I'm not giving up on you
This article looks at how a Black informal STEM educator supported two Black boys' learning opportunities in coding, specifically investigating how the establishment of politicized trust between the informal STEM educator and youth supported their development of critical agency. Using the dual lenses of socio‐spatial relationality and politicized trust, we explore how the socio‐spatial relationality of place, materials, and educator–youth interac…
Exploring how museums can support science teacher leaders as boundary spanners
Local implementation of science reform efforts in part relies on science teacher leaders (STLs) to improve science instruction in classrooms and beyond. The lack of science‐specific professional learning resources drives STLs to act as boundary spanners to locate resources outside their local context to fill that gap. Museums and other informal science education centers are examples of external entities that STLs might leverage to locate resource…
How Theory Informs Practice
This panel analysis delves into the challenges faced by K-12 Black youth in traditional STEMM (science, technology, engineering, math, and medicine) education spaces in Canada and the United States. We examine the historical lack of access to STEMM opportunities and mentorship for Black youth. To address these disparities, we examine both formal and informal learning environments within Canada and the United States. This paper advocates for the r…
Exploring STEM Teacher Learning in Out-of-School Settings
Decades of research on student’s science, technology, engineering, and mathematics (STEM) learning have highlighted the need to make science content more relevant for students. However, science teachers have described this as difficult, with large numbers of students in their classrooms and an administrative focus on achievement in high-stakes assessments. In this study, we explore the learning opportunities for two in-service science teachers wh…
No prominent works on this page.
Exploring STEM Teacher Learning in Out-of-School Settings
Decades of research on student’s science, technology, engineering, and mathematics (STEM) learning have highlighted the need to make science content more relevant for students. However, science teachers have described this as difficult, with large numbers of students in their classrooms and an administrative focus on achievement in high-stakes assessments. In this study, we explore the learning opportunities for two in-service science teachers wh…
“Because That’s What Scientists Do…. They Like to Make Their Own Stuff”
This paper critiques traditional science assessments and advocates for reform-based learning that supports culturally diverse students, aligned with the Next Generation Science Standards (NGSS). While NGSS promotes collaborative, inquiry-driven practices, these are often difficult to assess through traditional high-stakes tests, which tend to reinforce systemic biases and marginalize students from non-dominant backgrounds. We examine the Lotions …
I'm not giving up on you
This article looks at how a Black informal STEM educator supported two Black boys' learning opportunities in coding, specifically investigating how the establishment of politicized trust between the informal STEM educator and youth supported their development of critical agency. Using the dual lenses of socio‐spatial relationality and politicized trust, we explore how the socio‐spatial relationality of place, materials, and educator–youth interac…
Exploring how museums can support science teacher leaders as boundary spanners
Local implementation of science reform efforts in part relies on science teacher leaders (STLs) to improve science instruction in classrooms and beyond. The lack of science‐specific professional learning resources drives STLs to act as boundary spanners to locate resources outside their local context to fill that gap. Museums and other informal science education centers are examples of external entities that STLs might leverage to locate resource…
How Theory Informs Practice
This panel analysis delves into the challenges faced by K-12 Black youth in traditional STEMM (science, technology, engineering, math, and medicine) education spaces in Canada and the United States. We examine the historical lack of access to STEMM opportunities and mentorship for Black youth. To address these disparities, we examine both formal and informal learning environments within Canada and the United States. This paper advocates for the r…
Mathematics education (5 works) · Pedagogy (5 works) · Psychology (5 works) · Sociology (4 works) · Science education (3 works) · Critical Race Theory in Education (2 works) · Science Education and Pedagogy (2 works) · Agency (philosophy) (1 works) · Art Education and Development (1 works) · Boundary (topology) (1 works)