Co-Director, Chèche Konnen Center
Beth Warren is Co-Director of the Chèche Konnen Center, a research group within the Educational Research Collaborative (ERC). As a learning scientist, Dr. Warren seeks to contribute to transformative educational designs that build from the heterogeneity of human sense-making to multiply possibilities for learning and development for children and youth from communities historically disadvantaged in schooling and society. She and her colleagues investigate questions at the intersection of culture, race, language, and learning in disciplinary literacies, with particular attention to science, humanities, and the emerging interdisciplinary sphere of artscience. In current research, the Chèche Konnen Center has joined with Boston area public school teachers, high school youth, independent artists and university scientists to design an artscience pedagogy that aims to foster creative engagement with critical socio-scientific challenges of 21st century life. In collaboration with Tufts University, the Chèche Konnen Center is also expanding its work on a model of teacher learning that integrates attention to student sense-making, disciplinary knowledge, and historically structured inequalities on the same plane of professional inquiry. In addition to her research, Dr. Warren currently serves as an Executive Editor of Cognition and Instruction.
For more information, see: ChecheKonnen.terc.edu
- Expansive Meanings and Makings in Artscience
- Urban Mathematics and Science Teacher Collaborative
- Educating the Imagination
- A Practice-Based Approach to Professional Development in Science
- Learning in Practice
Rosebery, A.S., Warren, B. and Tucker-Raymond, E. (in press). Developing interpretive power in science teaching. To appear in Journal of Research in Science Teaching. Article first published online: 25 AUG 2015 | DOI: 10.1002/tea.21267
Nasir, N., Rosebery, A.S., Warren, B. and Lee, C.D. (2014). Learning as a cultural process. In K. Sawyer (Ed.), The Cambridge handbook of the learning sciences, 2nd edition, pp. 686-706. New York: Cambridge University Press.
Bang, M., Warren, B., Rosebery, A.S., and Medin, D. (2012). De-settling expectations in science education. Human Development, 55(5), 243-358.
Warren, B. and Rosebery, A.S, (2011). Navigating interculturality: African American male students and the science classroom. Journal of African American Males in Education, 2(1), 98-115.
Rosebery, A.S. and Warren, B. (Eds.) (2008). Teaching science to English language learners. Arlington, VA: NSTA Press.
Warren, B., Ogonowski, M. and Pothier, S. (2005). “Everyday” and “scientific”: Re-thinking dichotomies in modes of thinking in science learning. In R. Nemirovsky, A. Rosebery, J. Solomon, and B. Warren (Eds.), Everyday matters in science and mathematics: Studies of complex classroom events, pp. 119-148. Mahwah, NJ: Erlbaum.
Warren, B., Ballenger, C., Ogonowski, M., Rosebery, A.S. and Hudicourt-Barnes, J. (2001). Re-thinking diversity in learning science: The logic of everyday sense-making. Journal of Research on Science Teaching, 38(5), 529-552.
Warren, B. and Rosebery, A.S. (1996). ‘This question is just too, too easy!’ Perspectives from the classroom on accountability in science. In L. Schauble & R. Glaser (Eds.), Innovations in learning: New environments for education, pp. 97-125. Hillsdale, NJ: Lawrence Erlbaum.
Rosebery, A.S., Warren, B. and Conant, F. (1992). Appropriating scientific discourse: Findings from language minority classrooms. Journal of the Learning Sciences, 2(1), 61-94.