Angela Calabrese Barton

Her recent work takes place within three interrelated strands: 1) Working within the intersection of formal/informal education in support of understanding and designing new possibilities for equitably consequential teaching and learning; 2) designing teaching learning tools and experiences that promote more expansive learning outcomes, such as critical agency, identity work, and social transformation (as grounded within expanding disciplinary expertise); and 3) methodologies for embracing authentic “research + practice” work that attends to practitioner and youth voice, and critically engages the goals of equity and justice. Her work takes place in classrooms, makerspaces and community organizations. She has also designed and taught after school and community-based STEM focused on sustainable communities for over two decades in homeless shelters and community organizations in different cities in the US. She takes a participatory design approach to all of her work, bringing in youth participants, parents, teachers and community staff in collaborating on program design.

Calabrese Barton has served as a WT Grant Distinguished Fellow, and is a Fellow of the American Education Research Association. She is the former co-Editor of the Journal of Research in Science Teaching, and is currently co-Editor of the American Educational Research Journal. Some of her publications appear in Educational Researcher, the American Educational Research Journal, Journal of Teacher Education, Teachers College Record, the Journal of Research in Science Teaching, Science Education, and the Journal of the Learning Sciences among other outlets. Her research has been recognized by the American Education Research Association with the American Education Research Association Award for Exemplary Contributions to Practice-Engaged Research in 2018 (AERA-wide), the 2009 Award for Research Leading to Transformations of Social Contexts (Division G Social Contexts of Education), and with the 2004 Exemplary Research Award in Teaching and Teacher Education (Division K).