Dr. Penuel design and studies curriculum materials, assessments, and professional learning experiences for teachers in science. He works in partnership with school districts and state departments of education, and the research he conducts is in support of educational equity in three dimensions: (1) equitable implementation of the Next Generation Science Standards; (2) creating equitable classroom cultures that attend to students’ affective experiences and where all students have authority for constructing knowledge together; and (3) connecting teaching to the interests, experiences, and identities of learners. He uses a wide range of research methods, including one his colleagues and he developed called design-based implementation research, to test what they design.
keywords
design-based implementation research, teacher learning, sociocultural approaches to classroom assessment, science curricula, afterschool programs, learning and development from sociocultural, social capital, complex social systems perspectives, research-practice partnerships, research utilization, science interest development, learning with digital media, compassion and dignity
EDUA 5022 - Compassion In Action: Capstone
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Summer 2021 / Summer 2022
Focuses on compassion in action as leaders plan for cultivating more compassionate environments and explore the ways compassion can contribute to the wellness of educators and schools. They will apply compassion practices to investigate assumptions they make about students, relationships, and schools. Educators will identify ways to use/adapt existing policies/procedures/routines as they develop action plans, bringing compassionate leadership to school communities and sustaining their work in today's increasingly precarious climate.
EDUC 4112 - Educational Psychology and Adolescent Development
Primary Instructor
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Spring 2018 / Fall 2020
Examines current theory and research about adolescent learning and development and explore implications for secondary teaching. Topics include human diversity as a resource for learning, adversity and agency, connecting instruction to students' everyday lives, and the role of belonging and relationships in positive youth development. This course is appropriate for masters degree students. Same as PSYC 4114 and EDUC 5112.
EDUC 6368 - Adolescent Psychology and Development for Teachers
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Spring 2018
Examines current theory and research on adolescent development, learning, motivation, and academic achievement. Emphasizes how theory and research can inform instructional decisions in the secondary classroom.
EDUC 7386 - Educational Evaluation
Primary Instructor
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Spring 2018
Builds an understanding of the range of approaches taken by educational evaluators, focusing particularly on the evaluation of programs. Explores the nature of different evaluation perspectives and how these disparate views translate into methodological and conceptual models. Students develop a familiarity with the most common and influential approaches to evaluation.
EDUC 8348 - Seminar: Human Development
Primary Instructor
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Fall 2019
Intensive study of selected topics in human development. The focus of the seminar will vary depending on the instructor's expertise and students' interests. Recent topics include adolescent development in social context, Vygotsky and Cultural-Historical Activity Theory, and design-based research methods. Repeatable for credit up to 6 total credit hours. Recommended prerequisite: EDUC 6318 or EDUC 8210 or instructor consent.
EDUC 8730 - Advanced Qualitative Data Analysis
Primary Instructor
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Fall 2021
Requires students begin semester with qualitative data already collected (from class project, pilot study, dissertation). Instructors present diverse methods of analyzing data and writing about interpretations. Instructors customize part of course to address specific topic of expertise, e.g., discourse analysis, video analysis, textual analysis, ethnographic analysis. May be repeated up to 12 total credit hours.
PSYC 4114 - Educational Psychology and Adolescent Development
Primary Instructor
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Spring 2018 / Fall 2020
Examines current theory and research about adolescent learning and development and explore implications for secondary teaching. Topics include human diversity as a resource for learning, adversity and agency, connecting instruction to students' everyday lives, and the role of belonging and relationships in positive youth development. This course is appropriate for masters degree students. Same as EDUC 4112 and EDUC 5112.