Manuscripts​

Gyles, S. A. (2024). Designing for Critical Science Agency in a Community-Based Science Curriculum. Education Sciences, 14(8), 1-22.

 

Gyles, S. A., & Clark, H. F. (2024). (Re) defining expert in science instruction: a community-based science approach to teaching. Cultural Studies of Science Education, 1-24. 

Clark, H. F., Gyles, S. A., & Nava-Landeros, I. (2023). Teacher Candidates’ Conceptions and Practices of Computational Thinking for Equity. Journal of Computer Science Integration, 6(1), 1-16.

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Clark, H., Gyles, S., Tieu, D., Venkatesh, D., & Sandoval, W. Exploring science teachers efforts to frame phenomenon in the community. Journal of Research in Science Teaching, 1-29.

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Invited Papers

Tzou, C., Gyles, S., Aguirre, J., del Rosario Zavala, M. (2024). An Urgent Need for Transformation: Culturally Responsive and Sustaining Math and Science Education Towards Thriving Futures. Spencer Foundation White Paper Series Culturally Sustaining and Relevant Education Approaches, Fall 2024. 

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Clark, H. Gyles, S., Tieu, D., & Venkatesh, S. (2022). Community Science Teaching at Mann UCLA Community School. Community Schooling, Issue 2, Spring 2022. Los Angeles, CA: UCLA Center for Community Schooling.

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Book Chapters

Gyles, S. A., Starks, E., McGowan, V. C., White, B., & Tzou, C. (2026). Designing Expansive Science and Engineering Learning for Heterogeneity, Justice, and More Sustainable Futures. In D. Pimental & K. Terrell (Eds.) Science Education and Culturally Sustaining Pedagogies: Research, Practices, and Critical Reflections (pp. 103-138). IGI Global Scientific Publishing.

 

French, R., Gyles, S., Kushon, S., & Quartz, H. (2022). Community Teacher Learning and Development: The Promise of University-Assisted Community Schools. In J. Ferrara, J. Nath & R. Beebe (Eds.) Professional Development Schools and Community Schools: The Nexus of Practice (p. 91-110). Information Age Publishing, Inc.

 

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Peer-Reviewed Conference Proceedings

Tzou, C., Starks, E., Cassone McGowan, V., White, B., Sherry-Wagner, J., Gyles, S., Bruce, F., Haverly, C., Guerra, M., Bang, M. & Booker, A. (2025). Designing for Expansive Forms of STEAM Disciplinary Engagement. In Rajala, A., Cortez, A., Hofmann, R., Jornet, A., Lotz-Sisitka, H., & Markauskaite, L. (Eds.), Proceedings of the 19th International Conference of the Learning Sciences - ICLS 2025 (pp. 2487-2495). International Society of the Learning Sciences. https://doi.org/10.22318/icls2025.255490

 

Gyles, S., McGowan, V. C., Starks, E., White, B., Bang, M., & Tzou, C. (2025). Toward a Collective Understanding of Designing STEM Learning for Equity and Justice. In Rajala, A., Cortez, A., Hofmann, R., Jornet, A., Lotz-Sisitka, H., & Markauskaite, L. (Eds.), Proceedings of the 19th International Conference of the Learning Sciences - ICLS 2025 (pp. 2988-2990). International Society of the Learning Sciences. https://doi.org/10.22318/icls2025.600537

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Gyles, S. (2024). Students’ Expressions of Community Health Concerns in the Third Space in a Community-Based Science Class. In Lindgren, R., Asino, T. I., Kyza, E. A., Looi, C. K., Keifert, D. T., & Suárez, E. (Eds.), Proceedings of the 18th International Conference of the Learning Sciences - ICLS 2024 (pp. 2441-2442). International Society of the Learning Sciences.

 

Tzou, C., Cassone McGowan, V., Gyles, S., White, B., Starks, E. (2023). White Faculty Learning Through Co-Design: Building Racial Equity-Centered STEM Courses for Preservice Elementary Teachers. International Conference of the Learning Sciences (ICLS) Proceedings. p.1142-1145

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​*Please email me for copies of any papers.