Research

Publications

Sedlacek, Q. C., Lemmi, C., Feldman, K., Ortiz, N., & León, M.* (Forthcoming). African American Language in science education: A translanguaging perspective. Journal of Research in Science Teaching. https://doi.org/10.1002/tea.22011

 

Villa, A. M. C., & Sedlacek, Q. C. (2024). A systematic review of Complex Instruction in the United States. Intercultural Education. https://doi.org/10.1080/14675986.2024.2425555

 

Sedlacek, Q. C., León, M.,* Grey, I.,* McLarty, J.,* Neal, S.,* & Neal, S.* (2024). Developing pedagogical content knowledge for teaching about African American Language in college classrooms. Teachers College Record, 124(4-5), 187-219. https://doi.org/10.1177/01614681241271523

 

León, M.,* Lemmi, C., Sedlacek, Q. C., Ortiz, N., & Feldman, K., (2024). Languaging-as-practice in science education: An alternative to metaphors of language-as-tool. Cultural Studies of Science Education. (Advance online publication). https://doi.org/10.1007/s11422-024-10228-0

 

Sedlacek, Q. C., & Lomelí, K. (2024). Towards authentic purposes for student science writing using culturally relevant pedagogy. Cultural Studies of Science Education, 19(1), 141-162. https://doi.org/10.1007/s11422-023-10203-1

 

Haeger, H., Bueno, E. H., & Sedlacek, Q. C. (2024). Participation in undergraduate research reduces equity gaps in STEM graduation rates. CBE-Life Sciences Education, 23(1) ar11. https://doi.org/10.1187/cbe.22-03-0061

 

Sedlacek, Q. C., Amador, L.,* Beasley, E.,* Malech, K.,* Vigil, V.,* Haeger, H., Gray, C. V., & Slown, C. D. (2023). Two stories to tell: Racial equity and the impact of different instructor adaptations to COVID-19. Online Learning, 27(3), 271-296. https://doi.org/10.24059/olj.v27i3.3214

 

Sedlacek, Q. C., Charity Hudley, A. H., & Mallinson, C. M. (2023). Surveying the landscape of college teaching about African American Language. Linguistics & Education, 77(2023), 101189. https://doi.org/10.1016/j.linged.2023.101189

 

Villa III, A. M., Sedlacek, Q. C., & Pope, H. F. (2023). I DiG STEM: A teacher professional development on equitable digital game-based learning. Education Sciences, 13(964), 1-23. https://doi.org/10.3390/educsci13090964

 

Sedlacek, Q. C., & Murdock-Perriera, L. A. (2023). Quantifying elementary teachers’ foreknowledge about their students. Social Psychology of Education, 26, 639–672. https://doi.org/10.1007/s11218-023-09764-4

 

Sedlacek, Q. C. (2023). “Stealing from the language”: Interest convergence and teachers’ advocacy for language-inclusive practices. English Teaching: Practice & Critique, 22(1), 112-130. https://doi.org/10.1108/ETPC-03-2022-0037

 

Román, D., Arias, J. M., Sedlacek, Q. C., & Pérez, G. (2022). Exploring conceptions of creativity and Latinidad in experiential environmental education through the lens of culturally sustaining pedagogy. Review of Research in Education 46, 32-63. https://doi.org/10.3102/0091732X221084332 

 

Stanfield, E., Slown, C. D., Sedlacek, Q. C., & Worcester, S. E. (2022). A course-based undergraduate research experience (CURE) in Biology: Developing systems thinking through field experiences in restoration ecology. CBE-Life Sciences Education 21(ar20), 1-16. https://doi.org/10.1187/cbe.20-12-0300

 

Oehlman, N., Haeger, H., Sedlacek, Q. C., & Amador, L.* (2022). Write it down to up the impact: Authentic and reflective writing to maximize the impact of undergraduate research. Scholarship and Practice of Undergraduate Research 5(4), 35-36.

 

Sedlacek, Q. C., Gray, C. V., Vigil, V.,* Gonzales, B., & Slown, C. D. (2022). Professional learning that models components of course-based undergraduate research experiences. Scholarship and Practice of Undergraduate Research 5(4), 24-33.

 

Kuan, J., & Sedlacek, Q. C. (2022). Does it matter if I call it a CURE? Identity development in online entrepreneurship coursework. Scholarship and Practice of Undergraduate Research 6(1), 23-31.

 

Sedlacek, Q. C. (2021). Experimental evidence of disparities in biology teachers’ responses to student writing. International Journal of Science Education, 43(14), 2351-2373. https://doi.org/10.1080/09500693.2021.1963499

 

Sedlacek, Q. C., & Darling-Hammond, K. (2021). ProjectQED: Building an inclusive department for queer and trans students, staff, and faculty. Journal of Women and Gender in Higher Education, 14(2), 228-231. https://doi.org/10.1080/26379112.2021.1950007

 

Lemmi, C.; Brown, B.; Wild, A.; Zummo, L.; & Sedlacek, Q. C. (2019). Language ideologies in science education. Science Education, 103(4), 854-874. https://doi.org/10.1002/sce.21508

 

Murdock-Perriera, L. A., & Sedlacek, Q. C. (2018). Questioning Pygmalion in the twenty-first century: The formation, transmission, and attributional influence of teacher expectancies. Social Psychology of Education, 21(3), 691-707. (Equal co-authorship) https://doi.org/10.1007/s11218-018-9439-9

 

Osborne, J., Sedlacek, Q. C., Friend, M., and Lemmi, C. (2016). Learning to read science. Science Scope 40(3), 36-42.

 

Raymond, J., Korreck, K., Sedlacek, Q. C., Blair, W., Ghavamian, P., and Sankrit, R. (2007). The preshock gas of SN 1006 from Hubble Space Telescope Advanced Camera for Surveys observations. The Astrophysical Journal 659(2), 1257-1264. https://doi.org/10.1086/512483



* Denotes papers published with student mentees


Selected Conference Presentations

León, M., Lemmi, C., Feldman, K., & Sedlacek, Q. C., (2024, April 14). “Any Language Used by Anyone to Pursue Science”: Shifting Raciolinguistic Ideologies in STEM Teacher Education. [Conference presentation]. AERA 2024 Annual Meeting, Philadelphia, PA.

 

Sedlacek, Q. C., Charity Hudley, A. H., Mallinson, C., Grey, I., Leon, M., Ali, L., McLarty, J., Calhoun, K., & Seidel, K. (2024, April 13). Lessons from college students and instructors to inform the teaching of African American Language content. [Conference presentation]. AERA 2024 Annual Meeting, Philadelphia, PA.

 

León, M., Sedlacek, Q. C., Lemmi, C., & Feldman, K. (2024, March 18). A qualitative look at raciolinguistic ideologies among preservice science and mathematics teachers. [Conference presentation]. NARST 2024 Annual Meeting, Denver, CO.

 

Sedlacek, Q. C., Charity Hudley, A. H., Mallinson, C., Grey, I., León, M., Ali, L., McLarty, J., Calhoun, K., & Seidel, K. (2024, March 17). Lessons from faculty and students for teaching about African American Language. [Conference presentation]. AAAL 2024 Annual Meeting, Houston, TX.

 

León, M., Young, M. K., Sedlacek, Q. C., Rouse, A. G., & Chen, X. (2024, March 16). Educators’ beliefs on languaging practices and how they shape their response to students’ writing. [Conference presentation]. AAAL 2024 Annual Meeting, Houston, TX.

 

Clemons, A., Daly, A., Hikida, M., Kelly, L. L., Lomelí, K., Martin, K. M., Patterson, A. N., Sanchez, F., Schieble, M. B., Sedlacek, Q. C., Taylor, L., Vetter, A., & Williamson, T. (2023, November 30). Deconstructing discourse to reconstruct equitable learning spaces. [Conference symposium as part of Area 11: Research Methods, Practices, and Theory]. LRA 2023 Annual Meeting, Atlanta, GA.

 

Hikida, M., Sanchez, F., Taylor, L., Clemons, A., Daly, A., Kelly, L. L., Lomelí, K., Martin, K. M., Patterson, A. N., Schieble, M. B., Sedlacek, Q. C., Vetter, A., & Williamson, T. (2023, November 17). Deconstructing Whiteness, reconstructing antiracism: Approaches to redressing racism in critical studies of literacy. [Conference symposium]. NCTE 2023 Annual Meeting, Columbus, OH.

 

Sedlacek, Q. C., Lemmi, C., & Lomelí, K. (2023, October 14). Raciolinguistic ideologies in science education: A collaborative study of teachers’ knowledge, ideologies and formative assessment practices. [Conference presentation]. 13th Conference on Education and Social Justice, Honolulu, HI.

 

Sedlacek, Q. C. (2023, September 5). Ethical dilemmas in measuring and sustaining conditions for productive groupwork. [Invited presentation]. Complex Instruction Research and Practice Conference, Hamburg, Germany.

 

Sedlacek, Q. C., & Villa III, A. M. (2023, September 4). Complex Instruction in the United States: A systematic review. [Invited presentation]. Complex Instruction Research and Practice Conference, Hamburg, Germany.

 

Sedlacek, Q. C., Lemmi, C., Feldman, K., & Leon, M. (2023, April 20). Situating African American Language within science teacher education. [Conference presentation as part of Strand 11 related paper set: Rethinking Language in Science, Engineering, and Environmental Education: Historical Dangers and Transformative Possibilities]. NARST 2023 Annual Meeting, Chicago, IL.


Ortiz, N. A., Sedlacek, Q. C., & León, M. (2023, April 15). Why would I not? Exploring the sensemaking around African American Language among two STEM teachers. [Conference presentation as part of related paper set: Teachers’ Sensemaking about Black Language and Linguistic Justice Pedagogy]. 2023 AERA Annual Meeting, Chicago, IL.

Sedlacek, Q. C., Charity Hudley, A. H., & Mallinson, C. (2023, March 10). Findings and Implications for NCTE from a Multi-Site, Interdisciplinary Survey of College Instructors Who Teach about African American Language. [Conference presentation]. 2023 CCCC Annual Meeting, Chicago, IL.

Research Grants


NSF Racial Equity in STEM Program (External). Amplifying Diverse Voices in STEM Education (ADVISE). Principal Investigator (2023). Lead PI and lead proposal author with 8 co-PIs or senior personnel, including Greses Pérez (Tufts), Heather Haeger (University of Arizona), Joel Alex Mejia (UT San Antonio), Claudia Solís-Lemus (University of Wisconsin), Michelle Friend (University of Nebraska Omaha), Karla Lomelí (Santa Clara University), Anthony Muro Villa III (University of California Riverside), and Sara Dozier (California State University Long Beach).

 

$2,484,019


Southern Methodist University Research Council Grant (Internal). Amplifying Diverse Voices in STEM Education (ADVISE). Principal Investigator (2023 – 2024). Sole author. Led to multiple external grant proposals currently under review, two manuscripts currently being revised and resubmitted, and one in preparation.

 

$4,500


Spencer Foundation Small Research Grant (External). Science Teachers’ Experiences Learning about African American English (STELAAE). Principal Investigator (2021 – 2024). Sole author. Led directly to one peer-reviewed article forthcoming in Journal of Research in Science Teaching as well as two additional manuscripts currently in preparation. Also contributed indirectly to one peer-reviewed article published in Linguistics and Education and one peer-reviewed article published in Teachers College Record.

 

$43,210


Southern Methodist University Research Council Grant (Internal). Culturally Relevant Writing about Science (CREWS). Principal Investigator (2021 – 2022). Sole author. Led to one unsuccessful proposal for external grant funding and one peer-reviewed article successfully published in Cultural Studies of Science Education.

 


$3,450

Stanford University Technology for Equity in Learning Opportunities Grant (Internal). The Measure of a MOOC: Piloting Procedures for Rigorously and Scalably Assessing the Impact of Teacher Professional Development MOOCs. Lead researcher (2018 – 2019). Co-author with Principal Investigator Jonathan Osborne.

 

$99,342

 


Stanford University Diversity Dissertation Research Opportunity Grant (Internal). Principal Investigator (2018 – 2019). Sole author. Led to one peer-reviewed article published in International Journal of Science Education.

 

$5,000