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Eli Tucker-Raymond

PROJECT AFFILIATION:

PROFESSIONAL ROLES

  • Researcher 

BIO

Dr. Tucker-Raymond's research focuses on creating humanizing spaces in out-of-school learning environments, K-12 classrooms, and in teacher professional learning communities. He is interested in the intersections between science, literacy, media, and the arts and the ways in which these intersections create expansive spaces for learning, teaching, and being. Dr. Tucker-Raymond served as a post-doctoral fellow in urban education at TERC from 2008-2010. He is currently a member of the Cheche Konnen Center. He also serves on the editorial boards of the Journal of Research in Science Teaching and the Journal of Adolescent and Adult Literacy. 

EXPERTISE

STEM literacy, critical literacy, qualitative research, teacher learning 

RECENT PUBLICATIONS

Tucker-Raymond, E. & Rosario, M. (Online First). Imagining identities: Young people constructing discourses of race, ethnicity and community in a contentious context of rapid urban development. Urban Education. Accessed at http://uex.sagepub.com/content/early/2014/09/20/0042085914550412
Rosebery, A. S., Warren, B., & Tucker-Raymond, E. [Shared first authorship]. (Online First). Developing interpretive power in science teaching. Journal of Research in Science Teaching.
Varelas, M., Tucker-Raymond, E., & Richards, K. (2015). A structure-agency perspective on young childrens engagement in school science: Carlos performance and narrative. Journal of Research in Science Teaching 52(4), 516-529.