Eli Tucker‐Raymond

Biographic Data

ID6750929
NAMEEli Tucker‐Raymond
GIVEN NAMESEli
FAMILY NAMETucker‐Raymond
SIGNATURERAYMOND E T
AFFILIATIONSBoston University
ORCID0000-0002-7196-8655
VERIFIEDYes
TOTAL WORKS9
TOTAL CITATIONS6
WORKS AS AUTHOR9
WORKS AS EDITOR0
FIRST PUBLICATION YEAR2016
LATEST PUBLICATION YEAR2025
H-INDEX2

  • Models of Leadership in Youth Near-Peer STEM Teaching Organizations

    Open AccessCliff Freeman, Eli Tucker-Raymond et al.ARTICLEJournal of Adolescent Research2025References: 4

    Organizations that create opportunities for youth (14–21 years old) to be near-peer educators empower youth leadership through relational and community-oriented commitments. In this study, we describe how youth, employed to teach others STEM subjects, understand leadership, including what good leadership looks like and how the organizations they work for support their development as leaders. We include in-depth interviews with six youth community…

  • Racialized spatial imaginaries

    Open AccessChristopher Wright, Monet Harbison et al.ARTICLEScience Education2025Cited by: 2References: 38

    Engineering education research has highlighted the importance of examining, understanding, and supporting teacher learning and identity development, particularly for those that hold marginalized identities. As part of the special issue on Teacher Learning and Organizational Contexts, this study examines the intricate relationship between powered boundaries of race, culture, and space for two Black women teachers in organizational contexts within …

  • “So, we kind of started from scratch, no pun intended”

    Open AccessG Puttick, Michael Cassidy et al.ARTICLEJournal of Research in Science…2024

    Much research attention has been focused on learning through game playing. However, very little has been focused on student learning through game making, especially in science. Moreover, none of the studies on learning through making games has presented an account of how students engage in the process of game design in real time. The present study seeks to address that gap. We report an exploratory embedded case study in which three groups of stu…

  • Science teachers can teach computational thinking through distributed expertise

    Open AccessEli Tucker‐Raymond, Michael Cassidy et al.ARTICLEComputers & Education2021

  • Source Code and a Screwdriver

    Open AccessEli Tucker‐Raymond, Brian E Gravel et al.ARTICLEJournal of Adolescent & Adult…2017

    This article presents results from developing and applying an initial analytic frame for observing and explaining literacy practices in making activities. It describes literacy‐related themes that emerged when the framework was applied. These themes are discussed within the making process of fabrication, one of a number of goal‐directed stages of making. Findings indicate that literacy practices in fabrication are openly shared, networked, and of…

  • Imagining Identities

    Open AccessEli Tucker-Raymond, Eli Tucker‐Raymond et al.ARTICLEUrban Education2017Cited by: 2References: 23

    This article uses a critical sociohistorical lens to discuss and explain examples of the ways in which young people reflect, refract, and contribute to discourses of gentrification, displacement, and racial, ethnic, and geographic community identity building in a rapidly changing urban neighborhood. The article explores examples from open-ended dialogic conversations in one seventh-grade classroom. In their conversations, youth imagine themselves…

  • Developing interpretive power in science teaching

    Open AccessAnn S Rosebery, Beth Warren et al.ARTICLEJournal of Research in Science…2016

    Early career teachers rarely receive sustained support for addressing issues of diversity and equity in their science teaching. This paper reports on design research to create a 30 hour professional development seminar focused on cultivating the interpretive power of early career teachers who teach science to students from historically non‐dominant communities. Interpretive power refers to teachers’ attunement to (a) students’ diverse sense‐makin…

  • Making It Social

    Open AccessEli Tucker‐Raymond, Brian E Gravel et al.ARTICLEJournal of Adolescent & Adult…2016

    Digital literacies for disciplinary learning explores intersections of digital and disciplinary literacies across learning contexts such as community makerspaces and schools and examines learning across disciplines including the arts, engineering, science, social studies, language arts, and math. Columns will address work with both youth and adults, both in school and out of school. Digital enhancements will encourage interactivity with readers a…

  • DiaspoRican Art as a Space for Identity Building, Cultural Reclamation, and Political Reimagining

    Enid Rosario-Ramos, Eli Tucker‐Raymond et al.ARTICLEJournal of Latinos and Education2016Cited by: 2References: 11

    The lives of Puerto Ricans in the neighborhood of Humboldt Park, Chicago, are often situated in a complex social field shaped by transnational cultural and political border crossing. We argue that artistic practices in this neighborhood are integral to building community and individual identities grounded in local meanings of the Puerto Rican diaspora experience. Interviews with three adolescent community residents and a high school art teacher i…