In the Feinstein College of Education, we engage in scholarship that cultivates advocacy, justice, and joy. “Theory in Practice” is a place where we highlight impactful research being conducted in our college. Here, you’ll meet our education scholars and hear about the many ways their work can impact everyday educational practice.
Theory in Practice with Sara Sweetman - "As a women in STEM education, this research mattered to me because it shifts the focus from ‘fixing’ girls to confronting the hostile environments and gendered attitudes that shape STEM perceptions early on, underscoring the need for mixed-gender learning experiences that foster respect and collaboration."
Theory in Practice with Rachel Silva - "It is important to examine how educators understand and use equity, inclusion, and UDL in their work in order to better understand the challenges and opportunities to building equitable and inclusive schools for all students."
Theory in Practice with Steve Pryzmus - “Language has always been the mechanism for creating reality, first as the means to think within an individual’s mind and then as a tool for convincing others to think the same way.”
Theory in Practice with Adam Moore and Annemarie Vaccaro - "Understanding the lived experiences of disabled college students as they learn to self-advocate in inhospitable PK–16 educational settings provides invaluable information for educators to do better and be better at supporting students and serving as allies.”
Theory in Practice with M. Shane Tutwiler - "As the methodologist and lead quantitative analyst, this study gave me an opportunity to demonstrate the use of modern Bayesian modeling methods to help answer important questions about helping to support teachers during times of pedagogical change.”
Theory in Practice with Nicole King - “This article is of particular importance to me because it shares some of the dialogue, reflection, and tensions that teachers must embrace in order to design educational spaces and experiences that center multilingual learners. It frames teachers as agentive members of communities of practice that are focused on engaging in real conversations about equity and what it looks and sounds like to question the status quo.”