Sarah A Roberts

Biographic Data

ID6750585
NAMESarah A Roberts
GIVEN NAMESSarah A
FAMILY NAMERoberts
SIGNATUREROBERTS S A
AFFILIATIONSUniversity of California, Santa Barbara
ORCID0000-0002-7191-9175
VERIFIEDYes
TOTAL WORKS6
TOTAL CITATIONS0
AUTHOR COUNT6
EDITOR COUNT0
FIRST PUBLICATION YEAR2010
LATEST PUBLICATION YEAR2026
H-INDEX0

  • Learning to Engage Multilingual Learners in Opportunities for Rich Language

    Open AccessKaylee A Laub, Sarah A Roberts et al.ARTICLEJournal of Science Teacher…2026

    We investigated how preservice secondary science and mathematics teachers (PSTs) understood and reported enacting equitable core teaching practices to engage multilingual learners in ambitious content and opportunities for rich language learning. We defined these multilingual core practices as including: (a) cultivating a safe classroom community, (b) engaging students in opportunities for rich language, (c) implementing cognitively demanding wor…

  • Studio as a Catalyst for Incremental and Ambitious Teacher Learning

    Open AccessRebekah Elliott, Sarah A RobertsARTICLEEducation Sciences2024

    This article explores how the practice-focused Studio professional learning (PL) model can provide incremental and ambitious teacher learning opportunities. We argue that when the model’s structures and practices are grounded in ambitious and equitable teaching, they catalyze incremental teacher learning. Studio, like lesson study, supports teachers in considering the entailments of lessons, focusing on the live shared enactment to strengthen tea…

  • The Importance of a Title V Center for “People Like Me”

    Krista L Lucas, Sarah A Roberts et al.ARTICLEJournal of Latinos and Education2024References: 6

    When students can find commonalities with others at a university in terms of race, ethnicity, or first-generation status, they also build a strong identity and, in turn, find a sense of belonging. We studied a Title V student center, “The Center,” at a Hispanic-Serving Institution, using a counterspaces framework to understand how minoritized and first-generation students saw themselves reflected in a Title V center and how this reflection indica…

  • Undergraduates’ Sense of Belonging, Community, and Support at a Title V Center

    Krista L Lucas, Sarah A RobertsARTICLEJournal of Student Affairs…2022

    This study examined undergraduate survey responses about a Title V center at a research university. Using a counterspaces framework, we analyzed the ways in which this Title V center provided first-generation and minoritized college students with academic and non-academic supports and a sense of community and belonging. Analyses illustrated that students felt that the center acted as a counterspace, highlighting how such centers can support and r…

  • A Title V Center as a Counterspace for Underrepresented Minority and First-Generation College Students

    Open AccessSarah A Roberts, Krista L LucasARTICLEJournal of Hispanic Higher…2020References: 5

    This study examined a Title V Student Center within a Hispanic Serving Institution and how it acted as a counterspace for undergraduate students. The Center provided multiple academic and non-academic supports that students utilized, including mentoring, office hours, and programming. It also provided a place for community development, offering a sense of safety, encouragement, and belonging. This study contributes to limited research on Title V …

  • ‘How One Learns to Discourse’

    Tony Burgess, Viv Ellis et al.ARTICLEChanging English2010

    James Moffett's Teaching the Universe of Discourse set out an agenda for the study of development in writing, which influenced James Britton's work in the UK. Subsequently, however, the work of both these thinkers was largely set aside in the approach to writing taken by national strategies in England. In this article, we trace the history of these developments, and seek to rescue Moffett's and Britton's work from being characterised as no more t…