Kerri Wingert | University of Washington (original) (raw)

Papers by Kerri Wingert

Research paper thumbnail of Learning Practical Design Knowledge through Co-Designing Storyline Science Curriculum Units

Cognition and Instruction, 2022

Abstract In this paper, we explore how co-design creates opportunities to learn practical design ... more Abstract In this paper, we explore how co-design creates opportunities to learn practical design knowledge related to clarifying and balancing goals for a particular class of design contexts: developing materials that meet ambitious, externally defined disciplinary learning goals that also connect to the interests and priorities of students from minoritized groups and communities. University-based researchers, classroom teachers, and district-level science leaders co-designed high school chemistry units over a two-year period. A collaborative analysis of the tools and processes used in workshops showed that engaging in co-design and reflection supported the team in clarifying and balancing goals, and it led all participants to call for refinements to the co-design process. Interactions during co-design and reflections on them highlight tensions that arose during co-design as well as the tools and strategies for working through them. These findings point to both the possibilities and limits of co-design for clarifying and balancing multiple goals and the need to consider key constraints on co-design within the current infrastructures of schools and educational research. They also illustrate how studying co-design teams as a collective can help identify design principles and processes that can support the learning of other teams seeking to balance a focus on standards with a focus on student interests and community priorities.

Research paper thumbnail of Partnering for Equity: Examining Research Practice Partnerships as Part of Community Contexts

Research paper thumbnail of Emergent Design Heuristics for Three-Dimensional Classroom Assessments that Promote Equity

Research paper thumbnail of The Person behind the Written Language Learning Disability

Research paper thumbnail of Equity Across State Systems: Possibilities and Tensions in Understanding Scale

Research paper thumbnail of Supporting Language-Minoritized Students in Science Practices within a Research-Practice Partnership

Supporting Language-Minoritized Students in Science Practices within a Research-Practice Partnership

Research paper thumbnail of Leveraging Educative Approaches to STEM Disciplinary and Instructional Practices

This symposium addresses teacher learning and agency as teachers adapt existing curriculum and in... more This symposium addresses teacher learning and agency as teachers adapt existing curriculum and instructional practices to promote student learning through Science, Technology, Engineering & Math (STEM) disciplinary practices. Each study in our symposium aims to foster student learning of STEM disciplinary practices as an overarching goal. We focus on educative curriculum models that support teachers’ identity development and disciplinary expertise by cultivating their pedagogical content knowledge for disciplinary practices in concert with student learning (Davis & Krajcik, 2005; Shulman, 1986). The multiple research projects in this symposium document practices in various learning environments that: a) broaden science participation through teachers’ and students’ authentic interactions with disciplinary practices, b) recognize multiple epistemologies in STEM environments for all participants, c) honor teachers’ expertise in adapting curriculum for their diverse contexts, supporting...

Research paper thumbnail of The Challenge of Assessing "Knowledge in Use": Examples from Three-Dimensional Science Learning and Instruction

Research paper thumbnail of Less Text, More Learning: A Modest Instructional Strategy That Supports Language-Learning Science Students

The journal of college science teaching, 2020

Research paper thumbnail of Doing Design-Based Implementation Research During First-Period Plan: A Guide

Proceedings of the 2019 AERA Annual Meeting

Research paper thumbnail of A Model for Out-of-School Educator Professional Learning

Adult Learning

Quality out-of-school time (OST) programs for youth are limited by a lack of professional learnin... more Quality out-of-school time (OST) programs for youth are limited by a lack of professional learning opportunities for staff and volunteers that are based upon solid learning theory, affordable, and scalable for a diverse field. The Click2Science project is an innovative model for professional learning experiences that support staff and volunteers in providing high-quality science, technology, engineering, and math (STEM) learning opportunities for youth. This model of professional learning emphasizes the importance of visual, social, and experiential learning experiences with reflection and application to practice. The model leverages technology and in-person support in a cycle of professional development experiences. The experiences included in the professional development model allow staff and volunteers in OST programs to develop their instructional skills in ways that are embedded in the actual practices of their program. In this article, each part of the professional development...

Research paper thumbnail of Gatekeeping and Meaning: Tensions in Teaching Standardized English Language Conventions

Standardized English language conventions often serve as gatekeepers in classrooms, preventing ma... more Standardized English language conventions often serve as gatekeepers in classrooms, preventing many students -- particularly language minoritized students -- from constructing identities as writers. This paper examines writing instruction in Mr. Branson’s linguistically diverse 4th and 5th grade classroom. We explore the affordances of his approach to conventions instruction, which centers meaning-making and rhetorical effect – rather than focusing on standardized “right” and “wrong” understandings of conventions and language more broadly. We rely on a sociocultural understandings of language, literacy, and literacy instruction in order to map classroom Discourse regarding conventions, drawing on interviews with Mr. Branson and his students, as well as transcripts of classroom-based teaching and learning. We explore the opportunities for learning and identity-construction that meaning-focused conventions Discourse afforded.

Research paper thumbnail of Lines of Partnering: The Equitable Co-Design of "5-D" Assessments

Designs have focused on the Pacific Garbage Patch, a fogged-up shower mirror, and class data on a... more Designs have focused on the Pacific Garbage Patch, a fogged-up shower mirror, and class data on algae and protists.

Research paper thumbnail of Student Talk Flowchart and Protocols

These resources are designed to help educators foster student talk in the science classroom. This... more These resources are designed to help educators foster student talk in the science classroom. This document is best used with STEM Teaching Tool #35, " How can I foster curiosity and learning in my classroom? Through talk! " found at stemteachingtools.org/ brief/35.

Research paper thumbnail of Engaging English learners in the science and engineering practices

Research paper thumbnail of STEM Teaching Tool 33: How to design assessments for emerging bilingual students

This tool is designed to support teachers, district leaders, and state leaders in developing asse... more This tool is designed to support teachers, district leaders, and state leaders in developing assessments that minimize bias and consider the strengths of emerging bilinguals.

Research paper thumbnail of How can I foster curiosity and learning in my classroom? Through talk!

This tool supports teachers directly in implementing sociocultural and dialectical theories of le... more This tool supports teachers directly in implementing sociocultural and dialectical theories of learning.

Research paper thumbnail of "Bubbles is Alive!": Designing for Science Argumentation with Language-Minoritized Students

As states implement ambitious new science standards, researchers and practitioners are demanding ... more As states implement ambitious new science standards, researchers and practitioners are demanding evidence that the standards' hopes of equity hold true for their language-minoritized students (e.g., . This study examines the engagement of languageminoritized students in one classroom as they engaged in the scientific practices of argumentation and explanation. Through design-based research, I found that the science

Research paper thumbnail of Language Ideologies in the Framework for K-12 Science Education

Education and the Next Generation Science Standards (NGSS Lead States, 2013) and their implementa... more Education and the Next Generation Science Standards (NGSS Lead States, 2013) and their implementation in 15 states. In the scurry toward implementation, little attention has been paid to what the Framework means for language policy for language-minoritized students. This ethnographic content analysis found that the Framework 1) promotes the use of generalizable, canonical ideas, highly specific vocabulary, 2) promotes a largelyassimilationist view of English with attention to heteroglossia in the younger years, and 3) offers a broadened view of what counts as rhetorically suitable explanations. This study concludes with actions teachers can take to subvert language ideologies that marginalize non-dominant youth.

Research paper thumbnail of Positioned in Science Practice: Bilingual Students and Purposeful Inquiry

Research paper thumbnail of Learning Practical Design Knowledge through Co-Designing Storyline Science Curriculum Units

Cognition and Instruction, 2022

Abstract In this paper, we explore how co-design creates opportunities to learn practical design ... more Abstract In this paper, we explore how co-design creates opportunities to learn practical design knowledge related to clarifying and balancing goals for a particular class of design contexts: developing materials that meet ambitious, externally defined disciplinary learning goals that also connect to the interests and priorities of students from minoritized groups and communities. University-based researchers, classroom teachers, and district-level science leaders co-designed high school chemistry units over a two-year period. A collaborative analysis of the tools and processes used in workshops showed that engaging in co-design and reflection supported the team in clarifying and balancing goals, and it led all participants to call for refinements to the co-design process. Interactions during co-design and reflections on them highlight tensions that arose during co-design as well as the tools and strategies for working through them. These findings point to both the possibilities and limits of co-design for clarifying and balancing multiple goals and the need to consider key constraints on co-design within the current infrastructures of schools and educational research. They also illustrate how studying co-design teams as a collective can help identify design principles and processes that can support the learning of other teams seeking to balance a focus on standards with a focus on student interests and community priorities.

Research paper thumbnail of Partnering for Equity: Examining Research Practice Partnerships as Part of Community Contexts

Research paper thumbnail of Emergent Design Heuristics for Three-Dimensional Classroom Assessments that Promote Equity

Research paper thumbnail of The Person behind the Written Language Learning Disability

Research paper thumbnail of Equity Across State Systems: Possibilities and Tensions in Understanding Scale

Research paper thumbnail of Supporting Language-Minoritized Students in Science Practices within a Research-Practice Partnership

Supporting Language-Minoritized Students in Science Practices within a Research-Practice Partnership

Research paper thumbnail of Leveraging Educative Approaches to STEM Disciplinary and Instructional Practices

This symposium addresses teacher learning and agency as teachers adapt existing curriculum and in... more This symposium addresses teacher learning and agency as teachers adapt existing curriculum and instructional practices to promote student learning through Science, Technology, Engineering & Math (STEM) disciplinary practices. Each study in our symposium aims to foster student learning of STEM disciplinary practices as an overarching goal. We focus on educative curriculum models that support teachers’ identity development and disciplinary expertise by cultivating their pedagogical content knowledge for disciplinary practices in concert with student learning (Davis & Krajcik, 2005; Shulman, 1986). The multiple research projects in this symposium document practices in various learning environments that: a) broaden science participation through teachers’ and students’ authentic interactions with disciplinary practices, b) recognize multiple epistemologies in STEM environments for all participants, c) honor teachers’ expertise in adapting curriculum for their diverse contexts, supporting...

Research paper thumbnail of The Challenge of Assessing "Knowledge in Use": Examples from Three-Dimensional Science Learning and Instruction

Research paper thumbnail of Less Text, More Learning: A Modest Instructional Strategy That Supports Language-Learning Science Students

The journal of college science teaching, 2020

Research paper thumbnail of Doing Design-Based Implementation Research During First-Period Plan: A Guide

Proceedings of the 2019 AERA Annual Meeting

Research paper thumbnail of A Model for Out-of-School Educator Professional Learning

Adult Learning

Quality out-of-school time (OST) programs for youth are limited by a lack of professional learnin... more Quality out-of-school time (OST) programs for youth are limited by a lack of professional learning opportunities for staff and volunteers that are based upon solid learning theory, affordable, and scalable for a diverse field. The Click2Science project is an innovative model for professional learning experiences that support staff and volunteers in providing high-quality science, technology, engineering, and math (STEM) learning opportunities for youth. This model of professional learning emphasizes the importance of visual, social, and experiential learning experiences with reflection and application to practice. The model leverages technology and in-person support in a cycle of professional development experiences. The experiences included in the professional development model allow staff and volunteers in OST programs to develop their instructional skills in ways that are embedded in the actual practices of their program. In this article, each part of the professional development...

Research paper thumbnail of Gatekeeping and Meaning: Tensions in Teaching Standardized English Language Conventions

Standardized English language conventions often serve as gatekeepers in classrooms, preventing ma... more Standardized English language conventions often serve as gatekeepers in classrooms, preventing many students -- particularly language minoritized students -- from constructing identities as writers. This paper examines writing instruction in Mr. Branson’s linguistically diverse 4th and 5th grade classroom. We explore the affordances of his approach to conventions instruction, which centers meaning-making and rhetorical effect – rather than focusing on standardized “right” and “wrong” understandings of conventions and language more broadly. We rely on a sociocultural understandings of language, literacy, and literacy instruction in order to map classroom Discourse regarding conventions, drawing on interviews with Mr. Branson and his students, as well as transcripts of classroom-based teaching and learning. We explore the opportunities for learning and identity-construction that meaning-focused conventions Discourse afforded.

Research paper thumbnail of Lines of Partnering: The Equitable Co-Design of "5-D" Assessments

Designs have focused on the Pacific Garbage Patch, a fogged-up shower mirror, and class data on a... more Designs have focused on the Pacific Garbage Patch, a fogged-up shower mirror, and class data on algae and protists.

Research paper thumbnail of Student Talk Flowchart and Protocols

These resources are designed to help educators foster student talk in the science classroom. This... more These resources are designed to help educators foster student talk in the science classroom. This document is best used with STEM Teaching Tool #35, " How can I foster curiosity and learning in my classroom? Through talk! " found at stemteachingtools.org/ brief/35.

Research paper thumbnail of Engaging English learners in the science and engineering practices

Research paper thumbnail of STEM Teaching Tool 33: How to design assessments for emerging bilingual students

This tool is designed to support teachers, district leaders, and state leaders in developing asse... more This tool is designed to support teachers, district leaders, and state leaders in developing assessments that minimize bias and consider the strengths of emerging bilinguals.

Research paper thumbnail of How can I foster curiosity and learning in my classroom? Through talk!

This tool supports teachers directly in implementing sociocultural and dialectical theories of le... more This tool supports teachers directly in implementing sociocultural and dialectical theories of learning.

Research paper thumbnail of "Bubbles is Alive!": Designing for Science Argumentation with Language-Minoritized Students

As states implement ambitious new science standards, researchers and practitioners are demanding ... more As states implement ambitious new science standards, researchers and practitioners are demanding evidence that the standards' hopes of equity hold true for their language-minoritized students (e.g., . This study examines the engagement of languageminoritized students in one classroom as they engaged in the scientific practices of argumentation and explanation. Through design-based research, I found that the science

Research paper thumbnail of Language Ideologies in the Framework for K-12 Science Education

Education and the Next Generation Science Standards (NGSS Lead States, 2013) and their implementa... more Education and the Next Generation Science Standards (NGSS Lead States, 2013) and their implementation in 15 states. In the scurry toward implementation, little attention has been paid to what the Framework means for language policy for language-minoritized students. This ethnographic content analysis found that the Framework 1) promotes the use of generalizable, canonical ideas, highly specific vocabulary, 2) promotes a largelyassimilationist view of English with attention to heteroglossia in the younger years, and 3) offers a broadened view of what counts as rhetorically suitable explanations. This study concludes with actions teachers can take to subvert language ideologies that marginalize non-dominant youth.

Research paper thumbnail of Positioned in Science Practice: Bilingual Students and Purposeful Inquiry

Research paper thumbnail of STEM Practices and English learners: What we know and what to do

This presentation was part of an invited session on NGSS and Equity at the Washington Education R... more This presentation was part of an invited session on NGSS and Equity at the Washington Education Research Association, December 2014.

Research paper thumbnail of From Policy to Practice: Implementing NGSS Practices in a Research-Practice Partnership

This presentation was part of NARST 2015 in Chicago, IL.

Research paper thumbnail of Radical Talk: Critical Views of Classroom Discourse

**This draft was submitted to AERA 2017 although not accepted.** Over the past fifty years, rese... more **This draft was submitted to AERA 2017 although not accepted.**

Over the past fifty years, research in American public schools has brought new knowledge about talk to K-12 educators and communities. Yet talk has not been directly conceptualized as a pedagogy for fostering justice in US schooling. This symposium-in the format of a panel-brings together scholars who have been deeply embedded in classroom life, and together they confront critical issues facing discourse-based pedagogy, including epistemic injustice (submission 1), critical consciousness and praxis (submissions 2 & 4), social justice and cognition (submission 3), and ideologies of Whiteness (submission 5). Together, these conceptual ideas and studies suggest new directions for both research and practice as it relates to classroom discourse.

Research paper thumbnail of An Ethnographic Case of an Equity Initiative Within a Large-scale Implementation Effort