Department of Learning, Teaching and Curriculum

Dr. Rachel Askew is an assistant professor of middle grades education. Previously, she has served in various roles in education from middle school teacher to post-doctoral researcher.

Her research interests include exploring the intersections of science education with identity, social justice, and equity. She has presented her work at conferences such as the American Educational Research Association and the National Association for Research in Science Teaching.

Dr. Askew's educational work extends beyond the classroom. She has initiated and led various programs and workshops for inservice teachers, contributing to professional development in science education. Her service includes mentoring education students through book clubs, facilitating professional development workshops, and volunteering in community-based educational programs.

Selected Presentations and Publications

Presentations

• Askew, R., Wade-Jaimes, K., & Carlone, H. (2023, April 28). Taking up a theoretical framework to support student/teacher STEM identities. [Paper presentation]. National Association for Research in Science Teaching 95th Annual International Conference (Virtual).
• Wade-Jaimes, K., & Askew, R. (2023, March 27-30). Enacting social justice teaching identities in science classrooms. [Paper presentation]. National Association for Research in Science Teaching 95th Annual International Conference, Chicago, IL., United States.
• Carlone, H., Jen, T., Bell, A., Janumyan, Y., Askew, R., Pierson, A., Keifert, D.T., Henrie, A., Johnson, H. (2023, April 13-16). Elementary Teacher Learning through Co-Design: Place-based and Justice-Oriented Curriculum Planning. [Poster Session]. Supporting Teacher Learning of Justice-Centered Ambitious Practice. American Educational Research Association Annual Conference. Chicago, IL., United States.

Publications

• Pierson, A., Keifert, D.T., Daniel, B. Lee, S., Jen, T., Bell, A., Johnson, H., Askew, R., & Henrie, A. (2024). Designing to support equity-as-transformation perspectives for multilingual science learners. Instructional Science. https://doi.org/10.1007/s11251-024-09674-8
• Wade‐Jaimes, K., & Askew, R. (2024). Teacher positioning within the figured world (s) of urban school science. Science Education.
• Askew, R. (2023). Let’s Root for Each Other and Grow: Interconnectedness (with) in Science Education. In Reimagining Science Education in the Anthropocene, Volume 2 (pp. 307-327). Cham: Springer International Publishing.
• Askew, R., Wade-Jaimes, K. (2022). Exploring the Connections Between Student-Teacher Administration Science Identities in Urban Settings. In: Holmegaard, H.T., Archer, L. (eds) Science Identities. Contributions from Science Education Research, vol 12. Springer, Cham. https://doi.org/10.1007/978-3-031-17642-5_9
• Askew, R. (2021). Participatory Action Research as Pedagogy in Elementary Science Methods. Innovations in Science Teacher Education, 6(3). Retrieved from https://innovations.theaste.org/participatory-action-research-as- pedagogy-in elementary-science-methods/

Connect with Dr. Askew on LinkedIn.

Click here for Dr. Askew's CV.