@article{wright_delgado_mendoza_2024, title={Exploring the impact of an intervention on pre-service science teachers' attitudes and beliefs about gender and sexual diversity-inclusive science teaching}, volume={4}, ISSN={["1098-2736"]}, DOI={10.1002/tea.21942}, abstractNote={Abstract Exploring how science teacher education programs can prepare science teachers to support gender and sexually diverse students remains an important area for research. A 5‐week intervention was designed for pre‐service science teachers' (PSSTs), addressing gender and sexual diversity (GSD). The effects of the intervention on PSSTs' attitudes and beliefs about GSD‐inclusive science teaching (GSDST) were explored using a multiple case study research design. In addition, the design elements of the intervention that were perceived as most significant were identified. Our results showed that the PSSTs were mostly supportive of measures indicative of GSDST prior to the intervention, and there was an overall trend in favor of GSDST with small effect sizes after the intervention, which did not reach statistical significance. Using thematic analysis, three themes were identified to characterize how their attitudes and beliefs changed throughout the intervention: GSDST is perceived as important for student safety; an “add LGBT and stir” approach to GSDST; and uncertainty of GSD language. Five design features of the intervention that were perceived as most impactful were group dialog; coherence to Ambitious Science Teaching; GSD terminology; knowledge of intersex, hormones, and lesbian, gay, bisexual, transgender, and queer scientists; and relevant case studies. The findings contribute to understanding how science teacher education programs can impact PSSTs' attitudes, beliefs, and intended enactment of GSDST consistent, with recent calls for GSD equity in science education.}, journal={JOURNAL OF RESEARCH IN SCIENCE TEACHING}, author={Wright, Gary William and Delgado, Cesar and Mendoza, K. Rende}, year={2024}, month={Apr} }
 @article{wright_delgado_2023, title={Generating a framework for gender and sexual diversity-inclusive STEM education}, volume={2}, ISSN={["1098-237X"]}, DOI={10.1002/sce.21786}, abstractNote={AbstractStudents who identify as LGBTQ continue to report feelings of being unsafe at school because of their sexual orientation, gender identity, and gender expression. Access to a gender and sexual diversity (GSD)‐inclusive curriculum and supportive teachers may positively improve the school climate for LGBTQ students, but these supports are often not included in STEM classrooms. One response is to ensure that STEM teachers are prepared to integrate GSD‐inclusive STEM teaching into their classrooms. This review systematically analyzed the literature on supporting and affirming GSD in K‐12 and higher education STEM education contexts. The 81 selected studies were qualitatively analyzed using inductive thematic analysis and epistemic network analysis, and the findings showed that GSD‐inclusive STEM education literature coheres around six highly related constructs: Heteronormativity, Social Justice, Epistemic Knowledge of Science and Inquiry, Identity, Embodiment, and GSD language. Identifying these constructs, and the connections among them, led to the generation of an operational framework of GSD‐inclusive STEM teaching that can inform and guide STEM teacher education programs and STEM teacher professional development to develop STEM educators' equity literacy around GSD to foster bias‐free, equitable, inclusive STEM classrooms.}, journal={SCIENCE EDUCATION}, author={Wright, Gary William and Delgado, Cesar}, year={2023}, month={Feb} }
 @article{wright_park_2021, title={The effects of flipped classrooms on K-16 students’ science and math achievement: a systematic review}, volume={58}, ISSN={0305-7267 1940-8412}, url={http://dx.doi.org/10.1080/03057267.2021.1933354}, DOI={10.1080/03057267.2021.1933354}, abstractNote={ABSTRACT One response to a pedagogical shift towards student-centred and active learning approaches to promote student learning in STEM is the flipped classroom. However, there has been inconsistency in the design and implementation of the flipped classroom and its impact on student learning. This review systematically analysed 30 empirical studies on flipped classrooms in formal, K-16 science and maths classrooms to understand theoretical underpinnings leading to different approaches to flipped classrooms and the impact of flipped classrooms on student learning in science and maths classrooms. The selected studies were qualitatively analysed, and the results showed that: (1) there is more published literature on the flipped classroom identified in post-secondary science and mathematics classrooms, (2) the design of the flipped classroom is rarely grounded in theoretical frameworks especially in science classrooms, and (3) the flipped classroom has an overall positive effect on students’ science and maths learning. This study highlights the importance of using explicit theoretical frameworks aligned with contemporary learning theories to guide the design, implementation, and evaluation of the flipped classroom. Additionally, there is a need for future research to utilise design-based methodologies to maximise the positive impact of the flipped classroom on student learning.}, number={1}, journal={Studies in Science Education}, publisher={Informa UK Limited}, author={Wright, Gary W. and Park, Soonhye}, year={2021}, month={Jun}, pages={95–136} }