Catherine L Quinlan
Biographic Data
| ID | 9523375 |
|---|---|
| NAME | Catherine L Quinlan |
| GIVEN NAMES | Catherine L |
| FAMILY NAME | Quinlan |
| SIGNATURE | QUINLAN C L |
| AFFILIATIONS | North Carolina Central University |
| ORCID | 0000-0002-9493-3164 |
| VERIFIED | Yes |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 4 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Preservice teachers’ views of the nature of science using Black heritage, lived experiences, and science capital as a context for inquiry
This research is part of a larger project to situate Black lived experiences and narratives in the science curricula. This work provides further analyses and conceptualization of a portion of prior work. In this study, Black science capital serves as a context for inquiry explorations into scientific, science-related, and non-science inquiries, depending on preservice teachers’ interests. Participants were undergraduate elementary education major…
Examining Black Girls’ Experiences in STEM From a Critical Race Feminist Lens
The purpose of this systematic literature review was to examine recent research literature (2013–2023) centering Black girls in STEM education. The experiences of Black girls have been overlooked or generalized under broader categories that do not fully capture their uniqueness, strengths, and challenges in STEM education. Intersectionality and Critical Race Feminism are theoretical frameworks that allowed the authors to critically examine the pu…
Emergent themes and pragmatic research methods for meaningful cultural representation of Blacks in multimedia products for the science classroom
Going beyond ceremony to meaningfully integrate the lived experiences and narratives of Blacks particularly African Americans in the science curriculum, requires pragmatic research methodologies. K-12 science curriculum development neither considered the needs of African Americans nor were developed with Blacks in mind. Many questions arise related to what might be considered important for Blacks to know and moreover, who should make this determi…
Analysis of preservice teachers’ lesson plans to determine the extent of transfer of argumentation
Argumentation research often addresses the nature of argumentation as a complex set of procedures that can aid learning of complex scientific knowledge and practices. Thus, studies might look at transfer of knowledge and processes to specific science domains or to other types of procedural knowledge, such as teacher implementation in the elementary classroom or attention to argumentation procedures. This study explored the extent of transfer of t…
No prominent works on this page.
Analysis of preservice teachers’ lesson plans to determine the extent of transfer of argumentation
Argumentation research often addresses the nature of argumentation as a complex set of procedures that can aid learning of complex scientific knowledge and practices. Thus, studies might look at transfer of knowledge and processes to specific science domains or to other types of procedural knowledge, such as teacher implementation in the elementary classroom or attention to argumentation procedures. This study explored the extent of transfer of t…
Emergent themes and pragmatic research methods for meaningful cultural representation of Blacks in multimedia products for the science classroom
Going beyond ceremony to meaningfully integrate the lived experiences and narratives of Blacks particularly African Americans in the science curriculum, requires pragmatic research methodologies. K-12 science curriculum development neither considered the needs of African Americans nor were developed with Blacks in mind. Many questions arise related to what might be considered important for Blacks to know and moreover, who should make this determi…
Examining Black Girls’ Experiences in STEM From a Critical Race Feminist Lens
The purpose of this systematic literature review was to examine recent research literature (2013–2023) centering Black girls in STEM education. The experiences of Black girls have been overlooked or generalized under broader categories that do not fully capture their uniqueness, strengths, and challenges in STEM education. Intersectionality and Critical Race Feminism are theoretical frameworks that allowed the authors to critically examine the pu…
Preservice teachers’ views of the nature of science using Black heritage, lived experiences, and science capital as a context for inquiry
This research is part of a larger project to situate Black lived experiences and narratives in the science curricula. This work provides further analyses and conceptualization of a portion of prior work. In this study, Black science capital serves as a context for inquiry explorations into scientific, science-related, and non-science inquiries, depending on preservice teachers’ interests. Participants were undergraduate elementary education major…
Science Education and Pedagogy (4 works) · Career Development and Diversity (3 works) · Intersectionality (2 works) · Narrative (2 works) · Pedagogy (2 works) · Psychology (2 works) · Science education (2 works) · Animation (1 works) · Argumentation theory (1 works) · Art (1 works)