Jason Y Buell
Biographic Data
| ID | 4627974 |
|---|---|
| NAME | Jason Y Buell |
| GIVEN NAMES | Jason Y |
| FAMILY NAME | Buell |
| SIGNATURE | BUELL J Y |
| AFFILIATIONS | Northwestern University Evanston Illinois USA |
| ORCID | 0000-0003-0219-0031 |
| VERIFIED | Yes |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 15 |
| WORKS AS AUTHOR | 6 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2017 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 1 |
Characterizing variations in the figured worlds of teachers and students in science class
This article explores the challenges of enacting reform‐oriented curriculum in science classrooms. We use the concept of figured worlds to analyze a case study of an eighth‐grade science class where the teacher reported that the students were resistant to changes she was trying to make. By examining stimulated recall interviews with the teacher (including the associated classroom episodes) and post‐unit interviews with a subset of the students, w…
Developing Science Classroom Expectations That Encourage Risk‐Taking for Learning Science Together
Reform‐oriented science classrooms encourage environments in which students engage in a collective enterprise of making sense of their science ideas together. Teachers who strive for these sorts of environments support students in collaboratively constructing and answering their own questions about phenomena and making sense of competing ideas together. However, to engage with one another productively, students must ask questions, share incomplet…
Supporting chemistry teachers’ formative assessment with a three-dimensional learning progression
International science education reforms seek to support teachers in using everyday assessment to draw out and work with student ideas; however, developing these instructional practices requires time and support. This paper investigates how a professional development program supported high school chemistry teachers to learn about formative assessment design with a learning progression for modelling energy. Five high school chemistry teachers parti…
Characterizing relationships between collective enterprise and student epistemic agency in science
DATA S1. Supporting Information TABLE S1. Students' ideas for investigating air and water molecules Please note: The publisher is not responsible for the content or functionality of any supporting information supplied by the authors. Any queries (other than missing content) should be directed to the corresponding author for the article
Developing knowledge-in-action with a learning progression
Of models and myths
This paper examines historical and contemporary racializations of Asian(Americans) within the STEM system. The prevailing perception of Asian(Americans) as model minorities masks how their multiple and contradictory positionings in the STEM system perpetuate the neoliberal racial project and reproduce systems of racism and oppression. Through a multidisciplinary analysis of STEM education and industry, we demonstrate that the shifting racializati…
Of models and myths
This paper examines historical and contemporary racializations of Asian(Americans) within the STEM system. The prevailing perception of Asian(Americans) as model minorities masks how their multiple and contradictory positionings in the STEM system perpetuate the neoliberal racial project and reproduce systems of racism and oppression. Through a multidisciplinary analysis of STEM education and industry, we demonstrate that the shifting racializati…
Developing knowledge-in-action with a learning progression
Of models and myths
This paper examines historical and contemporary racializations of Asian(Americans) within the STEM system. The prevailing perception of Asian(Americans) as model minorities masks how their multiple and contradictory positionings in the STEM system perpetuate the neoliberal racial project and reproduce systems of racism and oppression. Through a multidisciplinary analysis of STEM education and industry, we demonstrate that the shifting racializati…
Developing knowledge-in-action with a learning progression
Characterizing relationships between collective enterprise and student epistemic agency in science
DATA S1. Supporting Information TABLE S1. Students' ideas for investigating air and water molecules Please note: The publisher is not responsible for the content or functionality of any supporting information supplied by the authors. Any queries (other than missing content) should be directed to the corresponding author for the article
Supporting chemistry teachers’ formative assessment with a three-dimensional learning progression
International science education reforms seek to support teachers in using everyday assessment to draw out and work with student ideas; however, developing these instructional practices requires time and support. This paper investigates how a professional development program supported high school chemistry teachers to learn about formative assessment design with a learning progression for modelling energy. Five high school chemistry teachers parti…
Characterizing variations in the figured worlds of teachers and students in science class
This article explores the challenges of enacting reform‐oriented curriculum in science classrooms. We use the concept of figured worlds to analyze a case study of an eighth‐grade science class where the teacher reported that the students were resistant to changes she was trying to make. By examining stimulated recall interviews with the teacher (including the associated classroom episodes) and post‐unit interviews with a subset of the students, w…
Developing Science Classroom Expectations That Encourage Risk‐Taking for Learning Science Together
Reform‐oriented science classrooms encourage environments in which students engage in a collective enterprise of making sense of their science ideas together. Teachers who strive for these sorts of environments support students in collaboratively constructing and answering their own questions about phenomena and making sense of competing ideas together. However, to engage with one another productively, students must ask questions, share incomplet…
Mathematics education (5 works) · Pedagogy (5 works) · Psychology (5 works) · Sociology (5 works) · Science education (4 works) · Computer Science (3 works) · Innovative Teaching and Learning Methods (3 works) · Science Education and Pedagogy (3 works) · Formative assessment (2 works) · Innovative Teaching Methods (2 works)