Stefanie L Marshall
Dados Biográficos
| ID | 5877195 |
|---|---|
| NOME | Stefanie L Marshall |
| PRENOMES | Stefanie L |
| SOBRENOME | Marshall |
| ASSINATURA | MARSHALL S L |
| AFILIAÇÕES | Department of Teacher Education Michigan State University East Lansing Michigan USA |
| ORCID | 0000-0001-7580-7333 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 8 |
| TOTAL DE CITAÇÕES | 0 |
| TOTAL COMO AUTOR | 8 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2021 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2026 |
| ÍNDICE H | 0 |
The Fragile Edge of Innovation
As generative AI reshapes K-12 education, U.S. states are rapidly developing guidance to navigate its implementation. This study investigates the structural composition of AI education guidance across thirty-five states through qualitative document analysis. Utilizing the CAPE framework and the concepts of policy resilience versus fragility, the research examines how state-level signals influence systemic preparedness for AI education. Findings r…
Teachers' Pedagogical Reasoning and Students' Three‐Dimensional Learning
This article reports analyses of data from a design‐based implementation project focused on middle‐ and high‐school science teaching. Drawing on teacher interviews and surveys as well as student learning evidence, we examined the relationships between teachers' pedagogical reasoning and their students' three‐dimensional learning. Most teachers were similar in their reasoning about the importance of facilitating students in active learning—what we…
Do we have the capacity? The policy imperative for equity‐focused K‐12 computer science education
Access to computer science education (CSEd) has greatly expanded in recent years. Starting with the Computer Science for All Initiative, launched in 2016 under President Obama, CSEd has expanded across the U.S. with over half of high schools offering at least one computer science course. Although there has been growth in computer science course offerings, disparities exist when it comes to ‘who’ enrolls in CSEd courses, and ‘where’ those courses …
STEM leaders promoting resilience within equity-centered K-12 STEM education organizations
Introduction This study examines storytelling’s role in supporting organizational resilience for equitable STEM instruction by schools and districts. Within K-12 organizations, some practices may be perceived as mundane, but storytelling supports transformation toward achieving equitable STEM learning opportunities in a school. Therefore, storytelling is a means for achieving organizational resilience. Methods Through a comparative case study des…
Science for our children
Transformational equity‐centered science education requires the fields of science education and school leadership to critically consider the limited preparation elementary principals are offered to lead for science education. Thus far, little effort has been made to foster a transdisciplinary curricula beyond traditional organizational theories related to school culture and climate; learning sciences; and supervision. School leadership programs a…
Industry’s push for computer science education
Recent research on Computer Science (CS) has largely found that inequities in access persist. In 2016, President Obama announced the Computer Science for All initiative, recognizing that CS is a “new” basic skill in K-12 schools and over US$4 billion was pledged to Computer Science education (CSEd) initiatives. While general support for computer science and the associated funding is currently evident, this has not always been the case. From no me…
Moving beyond the boilerplate
This essay centers on the voices of leading scholars in science and STEM education on how equity can and should be centered in reviewing proposals for granting organizations. As the decisions made as a result of the reviewing process significantly impact the future directions of the field, we recognize the urgency in considering how equity is considered in this process. Through their experiences, four researchers offer the science and STEM commun…
The role of collective sensemaking and science curriculum development within a research–practice partnership
This study examines how researchers can better understand the instructional and practical realities of teachers through collective sensemaking. Traditional approaches to curriculum design engage learning models without accounting for the needed flexibility of teachers. This approach has resulted in tension and gatekeeping—inhibiting the implementation of curriculum. Teachers are often considered relatively autonomous; however, this study sheds li…
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The role of collective sensemaking and science curriculum development within a research–practice partnership
This study examines how researchers can better understand the instructional and practical realities of teachers through collective sensemaking. Traditional approaches to curriculum design engage learning models without accounting for the needed flexibility of teachers. This approach has resulted in tension and gatekeeping—inhibiting the implementation of curriculum. Teachers are often considered relatively autonomous; however, this study sheds li…
Industry’s push for computer science education
Recent research on Computer Science (CS) has largely found that inequities in access persist. In 2016, President Obama announced the Computer Science for All initiative, recognizing that CS is a “new” basic skill in K-12 schools and over US$4 billion was pledged to Computer Science education (CSEd) initiatives. While general support for computer science and the associated funding is currently evident, this has not always been the case. From no me…
Moving beyond the boilerplate
This essay centers on the voices of leading scholars in science and STEM education on how equity can and should be centered in reviewing proposals for granting organizations. As the decisions made as a result of the reviewing process significantly impact the future directions of the field, we recognize the urgency in considering how equity is considered in this process. Through their experiences, four researchers offer the science and STEM commun…
STEM leaders promoting resilience within equity-centered K-12 STEM education organizations
Introduction This study examines storytelling’s role in supporting organizational resilience for equitable STEM instruction by schools and districts. Within K-12 organizations, some practices may be perceived as mundane, but storytelling supports transformation toward achieving equitable STEM learning opportunities in a school. Therefore, storytelling is a means for achieving organizational resilience. Methods Through a comparative case study des…
Science for our children
Transformational equity‐centered science education requires the fields of science education and school leadership to critically consider the limited preparation elementary principals are offered to lead for science education. Thus far, little effort has been made to foster a transdisciplinary curricula beyond traditional organizational theories related to school culture and climate; learning sciences; and supervision. School leadership programs a…
Do we have the capacity? The policy imperative for equity‐focused K‐12 computer science education
Access to computer science education (CSEd) has greatly expanded in recent years. Starting with the Computer Science for All Initiative, launched in 2016 under President Obama, CSEd has expanded across the U.S. with over half of high schools offering at least one computer science course. Although there has been growth in computer science course offerings, disparities exist when it comes to ‘who’ enrolls in CSEd courses, and ‘where’ those courses …
The Fragile Edge of Innovation
As generative AI reshapes K-12 education, U.S. states are rapidly developing guidance to navigate its implementation. This study investigates the structural composition of AI education guidance across thirty-five states through qualitative document analysis. Utilizing the CAPE framework and the concepts of policy resilience versus fragility, the research examines how state-level signals influence systemic preparedness for AI education. Findings r…
Teachers' Pedagogical Reasoning and Students' Three‐Dimensional Learning
This article reports analyses of data from a design‐based implementation project focused on middle‐ and high‐school science teaching. Drawing on teacher interviews and surveys as well as student learning evidence, we examined the relationships between teachers' pedagogical reasoning and their students' three‐dimensional learning. Most teachers were similar in their reasoning about the importance of facilitating students in active learning—what we…
Political science (6 obras) · Public relations (5 obras) · Science education (4 obras) · Computer Science (3 obras) · Mathematics education (3 obras) · Pedagogy (3 obras) · Psychology (3 obras) · Sociology (3 obras) · Curriculum (2 obras) · Equity (law) (2 obras)