Published Research Studies
Engineering for Sustainable Communities: Teaching Tools & Teaching for Justice
Schenkel, K., Calabrese Barton, A., Tan, E. & Gonzalez, M. (2021). An Engineering Funds of Knowledge Framework. Science & Children. DOWNLOAD HERE.
Schenkel, K., Bliesener, S., Calabrese Barton, A., & Tan, E. (2020). Community Ethnography Teacher’s Toolkit. Science Scope. DOWNLOAD HERE.
Calabrese Barton, A., Schenkel, K. & Tan, E. (2021). Collaboratively engineering for justice in sixth grade science. Journal of Research in Science. https://doi.org/10.1002/tea.21691
Calabrese Barton, A. & Tan, E. (2019). Designing for rightful presence in STEM: Community ethnography as pedagogy as an equity-oriented design approach. Journal of the Learning Sciences. DOI: 10.1080/10508406.2019.1591411. Awarded Best Paper of 2019 for JLS (May 2020). DOWNLOAD HERE.
Tan, E., Calabrese Barton, A., & Benavides, A. (2019). Engineering for Sustainable Communities: Epistemic Tools in Support of Equitable and Consequential Middle School Engineering. Science Education. 10.1002/sce.21515. DOWNLOAD HERE.
Calabrese Barton, A., Tan, E. & Birmingham, D. (2020). Rethinking High Leverage Practices in Justice-oriented Ways. Journal of Teacher Education. https://doi.org/10.1177/0022487119900209. DOWNLOAD HERE.
Calabrese Barton, A. & Tan, E. (2020). Beyond Equity as Inclusion: A Framework of ‘Rightful Presence’ for Guiding Justice-oriented Studies in Teaching and Learning. Educational Researcher. DOI: https://doi.org/10.3102/0013189X20927363. DOWNLOAD HERE.
Engineering for Sustainable Communities: Learning for Justice
Benavides, A., Tan, E. & Calabrese Barton, A. (2022). “We actually made something and solved a problem”: Exploring Relationships between Middle School Engineering Culture and Girls’ Engineering Experiences. Science Education. DOWNLOAD HERE.
Tan, E. Calabrese Barton, A. & Restrepo Nazar, C. (2022). Negotiating New Social-Spatial Relationalities in Middle School Engineering: Seeing Consequential Learning as a Justice-Oriented Project. Cognition & Instruction. DOWNLOAD HERE.
Xu, Geling, Benavides, A., Calabrese Barton, A., Tan, E., Bleisner, S., DeFrancesco, D., & Barton, S. (2022). Critical Consciousness in Engineering for Sustainable Communities: A Justice-oriented Approach Connecting Schools and Communities in Middle School Engineering. NSTA’s Connected Learning. DOWNLOAD HERE.
Supporting Identity & Agency Development in Engineering
Calabrese Barton, A., Tan, E. & Schenkel, K. (2021). The Ingenuity of Everyday Practice: A Framework for Justice-Centered Identity Work in Engineering in the Middle Grades. Journal of Pre-College Engineering Education Research, 11(1), 1-24. DOWNLOAD HERE.
Schenkel, K. & Calabrese Barton, A. (2020). Critical Science Agency and Power Hierarchies: Restructuring Power Within Groups to Address Injustice Beyond Them. Science Education. https://doi.org/10.1002/sce.21564. DOWNLOAD HERE.
Schenkel, K., Calabrese Barton, A. & Tan, E. (2019). Framing equity through a close examination of critical science agency. Cultural Studies in Science Education. DOWNLOAD HERE.
Restrepo Nazar, C. Calabrese Barton, A. & Tan, E., (2019). Critically Engaging Engineering in Place by Localizing Counternarratives when Engineering for Sustainable Communities. Science Education. DOI: 10.1002/sce.21500. DOWNLOAD HERE.
Teacher Professional Learning
Tan, E., Calabrese Barton, A., & Benavides, A. (2021) Supporting teacher visioning of Justice-oriented Engineering in middle school. Peabody Journal of Education. DOWNLOAD HERE.