Cory Buxton
Datos Biográficos
| ID | 85684 |
|---|---|
| NOMBRE | Cory Buxton |
| NOMBRES | Cory |
| APELLIDO | Buxton |
| FIRMA | BUXTON C |
| AFILIACIONES | University of Georgia |
| ORCID | 0000-0001-7751-3611 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 23 |
| TOTAL DE CITAS | 31 |
| TOTAL COMO AUTOR | 23 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 1999 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2025 |
| ÍNDICE H | 4 |
Promoting Family Science Conversations in the LaCuKnoS Project
The Language, Culture, and Knowledge-building through Science (LaCuKnoS) project tests and refines a model of science teaching and learning that brings together current research on the role of language in science communication, the role of cultural and community connections in science engagement, and the ways people apply science knowledge to their daily decision making. One key component of the model brings families together as co-learners and c…
Healthy candy canes and magic ramen
Typically, concept maps have been used for teaching, studying and assessment in science education. Yet, this research team argues that besides showing connections to what a person knows about a topic, concept maps also display which language choices were helpful for the learner, and hint at personal experiences that are embedded in the maps. This mixed methods study uses concept maps from one multilingual elementary grade after school science clu…
The Landscape of Research on Contextualized Science Learning
The vast and rapidly growing amount of science education research makes it challenging for researchers to navigate and synthesize developments across the field, particularly concerning broad concepts evolving along divergent paths. To address this issue, a novel review methodology employing bibliometrics and network analysis was tested to identify and characterize clusters of research focused on the relationship between school‐based science learn…
Things Matter
The purpose of this study was to investigate and document the conditions in which gender was actualized in a high school Advanced Placement biology classroom. The authors of this study begin with the assumption that equitable and inclusive science instruction should not reinforce or condition students into thinking about themselves as single beings with fixed identities. Rather, science instruction should support a view that students are changing…
‘This is not right!’ Teachers telling stories about multilingual family engagement during Covid-19
Many teachers collaborated with and spoke up for multilingual families during the pandemic. Yet, little is known about how and why teachers’ understanding of multilingual family engagement changed during remote teaching. This study gives six teachers from a school district with a small proportion of multilingual students a voice to tell their stories. Figured worlds theory and discourse analysis were used to interpret in-depth data to uncover how…
Being on the Other Side of the Table”
Building upon a Freirean notion of dialogic education, the purpose of this multi-case study was to explore what happened when secondary science teachers came together with Latinx parents for their children’s science learning in the context of a community-based science learning program. Constant comparative analysis of data revealed similarities and differences among the cases that were analyzed in three categories: recognition, adaptation, and pr…
Culturally sustaining systemic functional linguistics praxis in science classrooms
The Next Generation Science Standards (NGSS) call for students to exhibit an in-depth understanding of scientific inquiry practices, including direct observation, creative design thinking, and argumentation based on evidential learning. To support academic equity for multilingual learners, these new expectations require reconceptualization of science teacher education and classroom instruction, whereby emphasis is placed on incorporating the ling…
Next generation sheltered instruction to support multilingual learners in secondary science classrooms
Using findings from a 4‐year research and development effort, we propose an updated model of sheltered instruction for science classrooms that leverages the opportunities provided by the Next Generation Science Standards (NGSS) to better support multilingual learners in middle and high school science. Using data from teacher implementation logs and interviews, we examine how secondary grades science teachers' participation in our professional lea…
Connecting Soccer to Middle School Science
Building on a pedagogical model designed to support the teaching and learning of the language of science investigation practices with middle school emergent bilingual learners, we developed a series of soccer and science investigations to promote interest and engagement in science learning. We used assemblage theory to study how students engaged in and acted within this bilingual curriculum situated in an afterschool soccer practice context. We f…
Figured worlds of immigrant fathers, sons, and daughters in steps to college through science bilingual family workshops
Interest in parents’ roles in promoting students’ academic success and career aspirations, especially in STEM areas, has grown as educators and world leaders set goals for expanding and diversifying the STEM workforce and extending science literacy across the globe. Responding to a call for research on fathers’ roles, and considering the rise in immigrant populations in many regions of the world, the study reported here investigates the experienc…
Using the Sociology of Associations to Rethink STEM Education
Using three constructs taken from Latour's 2005 book, Reassembling the Social, we consider our work in 2 contexts that were part of a project to support science teachers working with English learners: an 8th-grade physical science class in a summer science enrichment academy, and a 6th-grade Earth science class in a public middle school. We utilize Latour's constructs of (a) group formation, (b) mediators and intermediaries, and (c) traces of int…
Latina Mothers and Daughters
Building on previous research of family engagement and using perspectives drawn from Chicana/Latina feminist theories, in this ethnographic study we explored how Latina mothers and daughters negotiated and contested multiple ways of knowing during bilingual science family workshops. Our research illustrated that critical pedagogies Latina mothers enacted in spaces intersecting family, school, and community contexts and how they navigated aspects …
Negotiating a Sense of Identity in a Foreign Land
As part of a larger investigation into the educational experiences of Haitians in South Florida, this study explores factors that influence the identity development and academic success of Haitian students. Individual and focus group interviews with Haitian students, parents, and teachers provide the context for studying how pressures from both home and school shape the identity development of Haitian youth. Using a conceptual framework grounded …
Research and Praxis On Challenging Anti-immigration Discourses in School and Community Contexts
Recently, harsh immigration policies have made the lives of the new immigrant Diaspora in the southeastern United States extremely challenging. Disturbed by the impact of these sociopolitical changes on students, their families, and their teachers, as multicultural educators, we have turned for help to recent research and praxis from the U.S. and Europe that overtly challenges anti-immigration discourse. We examine two theoretical perspectives th…
Leveraging cultural resources through teacher pedagogical reasoning
Teacher Professional Development to Improve Science and Literacy Achievement of English Language Learners
The school-aged population in the United States is becoming more culturally and linguistically diverse, while achievement gaps across content areas persist. At the same time, more rigorous academic demands are being placed on all students, including English language learners (ELLs). Teachers of ELLs face the double challenge of promoting English language and literacy development, as well as academic achievement across subject areas. This article …
This Issue
Integrating Science And English Proficiency For English Language Learners
Despite the expectation that all students should achieve high academic standards, content area instruction and English for speakers of other languages instruction for English language learners (ELLs) have traditionally been conceptualized as separate domains, resulting in educational inequities for ELLs. This is because effective instruction to promote academic achievement for ELLs requires integration of content and language. Such inequities are…
Challenging Anti-Immigration Discourses in School and Community Contexts
Rapid migration shifts, anti-immigrant discourses in the public sphere, and harsh immigration policies have posed daunting challenges for immigrant students, their families, their teachers, and their communities in the 21st century. Trends in public discourse and law enforcement in the United States mirror developments in European countries with high levels of immigration. Informed by the research and praxis of eight teams of researchers in the U…
Engaging Culturally and Linguistically Diverse Students in Learning Science
How to engage culturally and linguistically diverse students in learning science is a relatively new field of study. Researchers have begun to address this question using a range of theoretical perspectives, including: (a) a cognitively based perspective, (b) a cross-cultural perspective, and (c) a sociopolitical perspective. Although proponents of these perspectives share the belief that connecting students' cultural and linguistic experiences t…
The Role of Language in Academic and Social Transition of Haitian Children and Their Parents to Urban U.S. Schools
This study explores the role that language plays in the academic and social transition of Haitian children and parents to urban U.S. schools across multiple school settings, demographic groups, and languages. Semistructured individual interviews and focus groups were conducted with groups of 12 Haitian American teachers, 12 Haitian parents of grade school children, and 12 Haitian students who had gone to school both in Haiti and in the US. Using …
Science inquiry and student diversity
This study examines elementary students' abilities to conduct science inquiry through their participation in an instructional intervention over a school year. The study involved 25 third and fourth grade students from six elementary schools representing diverse linguistic and cultural groups. Prior to and at the completion of the intervention, the students participated in elicitation sessions as they conducted a semistructured inquiry task on eva…
Designing a Model-Based Methodology for Science Instruction
This study reports on findings from the “Science Theater/Teatro de Ciencias” (sTc) project. The goal of sTc was to explore the potential of using student-generated computer models as a medium for elementary school students to develop richer and more meaningful explanations of science content. A secondary goal was to effectively engage culturally and linguistically diverse students in science learning. This paper reports on findings from a second/…
Integrating Science And English Proficiency For English Language Learners
Despite the expectation that all students should achieve high academic standards, content area instruction and English for speakers of other languages instruction for English language learners (ELLs) have traditionally been conceptualized as separate domains, resulting in educational inequities for ELLs. This is because effective instruction to promote academic achievement for ELLs requires integration of content and language. Such inequities are…
Teacher Professional Development to Improve Science and Literacy Achievement of English Language Learners
The school-aged population in the United States is becoming more culturally and linguistically diverse, while achievement gaps across content areas persist. At the same time, more rigorous academic demands are being placed on all students, including English language learners (ELLs). Teachers of ELLs face the double challenge of promoting English language and literacy development, as well as academic achievement across subject areas. This article …
Latina Mothers and Daughters
Building on previous research of family engagement and using perspectives drawn from Chicana/Latina feminist theories, in this ethnographic study we explored how Latina mothers and daughters negotiated and contested multiple ways of knowing during bilingual science family workshops. Our research illustrated that critical pedagogies Latina mothers enacted in spaces intersecting family, school, and community contexts and how they navigated aspects …
Science inquiry and student diversity
This study examines elementary students' abilities to conduct science inquiry through their participation in an instructional intervention over a school year. The study involved 25 third and fourth grade students from six elementary schools representing diverse linguistic and cultural groups. Prior to and at the completion of the intervention, the students participated in elicitation sessions as they conducted a semistructured inquiry task on eva…
Challenging Anti-Immigration Discourses in School and Community Contexts
Rapid migration shifts, anti-immigrant discourses in the public sphere, and harsh immigration policies have posed daunting challenges for immigrant students, their families, their teachers, and their communities in the 21st century. Trends in public discourse and law enforcement in the United States mirror developments in European countries with high levels of immigration. Informed by the research and praxis of eight teams of researchers in the U…
Negotiating a Sense of Identity in a Foreign Land
As part of a larger investigation into the educational experiences of Haitians in South Florida, this study explores factors that influence the identity development and academic success of Haitian students. Individual and focus group interviews with Haitian students, parents, and teachers provide the context for studying how pressures from both home and school shape the identity development of Haitian youth. Using a conceptual framework grounded …
Connecting Soccer to Middle School Science
Building on a pedagogical model designed to support the teaching and learning of the language of science investigation practices with middle school emergent bilingual learners, we developed a series of soccer and science investigations to promote interest and engagement in science learning. We used assemblage theory to study how students engaged in and acted within this bilingual curriculum situated in an afterschool soccer practice context. We f…
Figured worlds of immigrant fathers, sons, and daughters in steps to college through science bilingual family workshops
Interest in parents’ roles in promoting students’ academic success and career aspirations, especially in STEM areas, has grown as educators and world leaders set goals for expanding and diversifying the STEM workforce and extending science literacy across the globe. Responding to a call for research on fathers’ roles, and considering the rise in immigrant populations in many regions of the world, the study reported here investigates the experienc…
Leveraging cultural resources through teacher pedagogical reasoning
Designing a Model-Based Methodology for Science Instruction
This study reports on findings from the “Science Theater/Teatro de Ciencias” (sTc) project. The goal of sTc was to explore the potential of using student-generated computer models as a medium for elementary school students to develop richer and more meaningful explanations of science content. A secondary goal was to effectively engage culturally and linguistically diverse students in science learning. This paper reports on findings from a second/…
Science inquiry and student diversity
This study examines elementary students' abilities to conduct science inquiry through their participation in an instructional intervention over a school year. The study involved 25 third and fourth grade students from six elementary schools representing diverse linguistic and cultural groups. Prior to and at the completion of the intervention, the students participated in elicitation sessions as they conducted a semistructured inquiry task on eva…
The Role of Language in Academic and Social Transition of Haitian Children and Their Parents to Urban U.S. Schools
This study explores the role that language plays in the academic and social transition of Haitian children and parents to urban U.S. schools across multiple school settings, demographic groups, and languages. Semistructured individual interviews and focus groups were conducted with groups of 12 Haitian American teachers, 12 Haitian parents of grade school children, and 12 Haitian students who had gone to school both in Haiti and in the US. Using …
Engaging Culturally and Linguistically Diverse Students in Learning Science
How to engage culturally and linguistically diverse students in learning science is a relatively new field of study. Researchers have begun to address this question using a range of theoretical perspectives, including: (a) a cognitively based perspective, (b) a cross-cultural perspective, and (c) a sociopolitical perspective. Although proponents of these perspectives share the belief that connecting students' cultural and linguistic experiences t…
Challenging Anti-Immigration Discourses in School and Community Contexts
Rapid migration shifts, anti-immigrant discourses in the public sphere, and harsh immigration policies have posed daunting challenges for immigrant students, their families, their teachers, and their communities in the 21st century. Trends in public discourse and law enforcement in the United States mirror developments in European countries with high levels of immigration. Informed by the research and praxis of eight teams of researchers in the U…
Research and Praxis On Challenging Anti-immigration Discourses in School and Community Contexts
Recently, harsh immigration policies have made the lives of the new immigrant Diaspora in the southeastern United States extremely challenging. Disturbed by the impact of these sociopolitical changes on students, their families, and their teachers, as multicultural educators, we have turned for help to recent research and praxis from the U.S. and Europe that overtly challenges anti-immigration discourse. We examine two theoretical perspectives th…
Leveraging cultural resources through teacher pedagogical reasoning
Teacher Professional Development to Improve Science and Literacy Achievement of English Language Learners
The school-aged population in the United States is becoming more culturally and linguistically diverse, while achievement gaps across content areas persist. At the same time, more rigorous academic demands are being placed on all students, including English language learners (ELLs). Teachers of ELLs face the double challenge of promoting English language and literacy development, as well as academic achievement across subject areas. This article …
This Issue
Integrating Science And English Proficiency For English Language Learners
Despite the expectation that all students should achieve high academic standards, content area instruction and English for speakers of other languages instruction for English language learners (ELLs) have traditionally been conceptualized as separate domains, resulting in educational inequities for ELLs. This is because effective instruction to promote academic achievement for ELLs requires integration of content and language. Such inequities are…
Negotiating a Sense of Identity in a Foreign Land
As part of a larger investigation into the educational experiences of Haitians in South Florida, this study explores factors that influence the identity development and academic success of Haitian students. Individual and focus group interviews with Haitian students, parents, and teachers provide the context for studying how pressures from both home and school shape the identity development of Haitian youth. Using a conceptual framework grounded …
Latina Mothers and Daughters
Building on previous research of family engagement and using perspectives drawn from Chicana/Latina feminist theories, in this ethnographic study we explored how Latina mothers and daughters negotiated and contested multiple ways of knowing during bilingual science family workshops. Our research illustrated that critical pedagogies Latina mothers enacted in spaces intersecting family, school, and community contexts and how they navigated aspects …
Connecting Soccer to Middle School Science
Building on a pedagogical model designed to support the teaching and learning of the language of science investigation practices with middle school emergent bilingual learners, we developed a series of soccer and science investigations to promote interest and engagement in science learning. We used assemblage theory to study how students engaged in and acted within this bilingual curriculum situated in an afterschool soccer practice context. We f…
Figured worlds of immigrant fathers, sons, and daughters in steps to college through science bilingual family workshops
Interest in parents’ roles in promoting students’ academic success and career aspirations, especially in STEM areas, has grown as educators and world leaders set goals for expanding and diversifying the STEM workforce and extending science literacy across the globe. Responding to a call for research on fathers’ roles, and considering the rise in immigrant populations in many regions of the world, the study reported here investigates the experienc…
Using the Sociology of Associations to Rethink STEM Education
Using three constructs taken from Latour's 2005 book, Reassembling the Social, we consider our work in 2 contexts that were part of a project to support science teachers working with English learners: an 8th-grade physical science class in a summer science enrichment academy, and a 6th-grade Earth science class in a public middle school. We utilize Latour's constructs of (a) group formation, (b) mediators and intermediaries, and (c) traces of int…
Next generation sheltered instruction to support multilingual learners in secondary science classrooms
Using findings from a 4‐year research and development effort, we propose an updated model of sheltered instruction for science classrooms that leverages the opportunities provided by the Next Generation Science Standards (NGSS) to better support multilingual learners in middle and high school science. Using data from teacher implementation logs and interviews, we examine how secondary grades science teachers' participation in our professional lea…
Culturally sustaining systemic functional linguistics praxis in science classrooms
The Next Generation Science Standards (NGSS) call for students to exhibit an in-depth understanding of scientific inquiry practices, including direct observation, creative design thinking, and argumentation based on evidential learning. To support academic equity for multilingual learners, these new expectations require reconceptualization of science teacher education and classroom instruction, whereby emphasis is placed on incorporating the ling…
Things Matter
The purpose of this study was to investigate and document the conditions in which gender was actualized in a high school Advanced Placement biology classroom. The authors of this study begin with the assumption that equitable and inclusive science instruction should not reinforce or condition students into thinking about themselves as single beings with fixed identities. Rather, science instruction should support a view that students are changing…
‘This is not right!’ Teachers telling stories about multilingual family engagement during Covid-19
Many teachers collaborated with and spoke up for multilingual families during the pandemic. Yet, little is known about how and why teachers’ understanding of multilingual family engagement changed during remote teaching. This study gives six teachers from a school district with a small proportion of multilingual students a voice to tell their stories. Figured worlds theory and discourse analysis were used to interpret in-depth data to uncover how…
Being on the Other Side of the Table”
Building upon a Freirean notion of dialogic education, the purpose of this multi-case study was to explore what happened when secondary science teachers came together with Latinx parents for their children’s science learning in the context of a community-based science learning program. Constant comparative analysis of data revealed similarities and differences among the cases that were analyzed in three categories: recognition, adaptation, and pr…
Promoting Family Science Conversations in the LaCuKnoS Project
The Language, Culture, and Knowledge-building through Science (LaCuKnoS) project tests and refines a model of science teaching and learning that brings together current research on the role of language in science communication, the role of cultural and community connections in science engagement, and the ways people apply science knowledge to their daily decision making. One key component of the model brings families together as co-learners and c…
Healthy candy canes and magic ramen
Typically, concept maps have been used for teaching, studying and assessment in science education. Yet, this research team argues that besides showing connections to what a person knows about a topic, concept maps also display which language choices were helpful for the learner, and hint at personal experiences that are embedded in the maps. This mixed methods study uses concept maps from one multilingual elementary grade after school science clu…
The Landscape of Research on Contextualized Science Learning
The vast and rapidly growing amount of science education research makes it challenging for researchers to navigate and synthesize developments across the field, particularly concerning broad concepts evolving along divergent paths. To address this issue, a novel review methodology employing bibliometrics and network analysis was tested to identify and characterize clusters of research focused on the relationship between school‐based science learn…
Sociology (20 obras) · Psychology (18 obras) · Pedagogy (17 obras) · Mathematics education (14 obras) · Science education (9 obras) · Parental Involvement in Education (7 obras) · Science Education and Pedagogy (7 obras) · Multilingual Education and Policy (6 obras) · Social science (5 obras) · Computer Science (4 obras)