PSrigyan Dissertation

Students as curriculum critics: Standpoints with respect to relevance, goals, and science

Morales‐Doyle, Daniel. "Students as curriculum critics: Standpoints with respect to relevance, goals, and science." Journal of Research in Science Teaching 55, no. 5 (2018): 749-773.

Healing-Informed Social Justice Mathematics: Promoting Students’ Sociopolitical Consciousness and Well-Being in Mathematics Class

Kokka, Kari. "Healing-Informed Social Justice Mathematics: Promoting Students’ Sociopolitical Consciousness and Well-Being in Mathematics Class." Urban Education 54, no. 9: 1179-1209.

Who's Asking?: Native Science, Western Science, and Science Education

Medin, Douglas L., and Megan Bang. "Who's Asking?: Native Science, Western Science, and Science Education.".

Science Pedagogy as a Category of Historical Analysis: Past, Present, and Future

Olesko, Kathryn M.. "Science Pedagogy as a Category of Historical Analysis: Past, Present, and Future." Science & Education 15, no. 7: 863-880.

Pedagogy and the Practice of Science: Historical and Contemporary Perspectives

Bijker, Wiebe E., Michael Gordin, Trevor Pinch, Graeme Gooday, Hugh Gusterson, and Kenji Ito. Pedagogy and the Practice of Science: Historical and Contemporary Perspectives. MIT Press, 2005.

Cultural processes in science education: Supporting the navigation of multiple epistemologies

Bang, Megan, and Douglas Medin. "Cultural processes in science education: Supporting the navigation of multiple epistemologies." Science Education 94, no. 6 (2010): 1008-1026.

Daija’s Awakening : Critical Race Theory and Afrofuturism in Mathematics Education

Daija’s Awakening : Critical Race Theory and Afrofuturism in Mathematics Education. Routledge.

Mathematics Learning and Participation as Racialized Forms of Experience: African American Parents Speak on the Struggle for Mathematics Literacy

Martin, Danny Bernard. "Mathematics Learning and Participation as Racialized Forms of Experience: African American Parents Speak on the Struggle for Mathematics Literacy." Mathematical Thinking and Learning 8, no. 3: 197-229.

Science Education: From Separation to Integration

Linn, Marcia C., Libby Gerard, Camillia Matuk, and Kevin W. McElhaney. "Science Education: From Separation to Integration." Review of Research in Education 40, no. 1: 529-587.

Bridging science education and science communication research

Baram-Tsabari, Ayelet, and Jonathan Osborne. "Bridging science education and science communication research." Journal of Research in Science Teaching 52, no. 2 (2015): 135-144.

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