& Contributions to STEAM Education
Kayumova, S., Avraamidou, L., & Adams, J. (in press) Science education now:Diversity, equity, and the big picture. In Bryan, L., & Tobin, K. (Eds.). Critical Issues and Bold Visions for Science Education: The Road Ahead. Rotterdam, The Netherlands: Sense.
Kayumova, S. (2018). Analyzing the Nexus between Advantaged Social Positioning and Science Identity Development among Emergent Bilingual/Multilingual Students. Poster presented at 13th International Conference of Learning Sciences. London. UK.
Kayumova, S. & Cardello (2018). “I Have an Opinion about Science I Think Part is True and Part is Not”: Emergent Bilingual/Multilingual Adolescents “Figuring” Science Learning Through Virtual Labs. Proceedings of the 13th International Conference of Learning Sciences. London. UK.
Kayumova, S., Karsli, E., Allexsaht‐Snider, M., & Buxton, C. (2015). Latina mothers and daughters: Ways of knowing, being, and becoming in the context of bilingual family science workshops. Anthropology & Education Quarterly,46(3), 260-276.
Kayumova, S., Zhang, W., & Scantlebury, K. (2018). Displacing and Disrupting Colonizing Knowledge-Making-Practices in Science Education: Power of Graphic-Textual Illustrations. Canadian Journal of Science, Mathematics and Technology Education, 1-14.
Kayumova, S., McGuire, C., Cardello, S. (2018). From empowerment to response-ability: rethinking socio-spatial, environmental justice, and nature-culture binaries in the context of STEM education. Cultural Studies of Science Education. DOI: 10.1007/s11422-018-9861-5.
Kayumova, S., Tippins, D. (2018). Obsessed with Accountability? Science Teachers Under the Microscope. In Lynn Bryan & Kenneth Tobin (Eds). Thirteen Questions in Science Education. Peter Lang: New York, NY.
Bazzul J., Kayumova, S. (2018). The Ethical Subject of Science Education: Toward different ethico-politico frontiers for twenty-first century science education. In Reis G., Mueller M., Gisewhite R., Siveres L., Brito R. (eds)Sociocultural Perspectives on Youth Ethical Consumerism. Cultural Studies of Science Education: (pp. 101-114). Springer: Dorecht, Netherlands.https://doi.org/10.1007/978-3-319-65608-3_7
Buxton, C., Allexsaht-Snider, M., Suriel, R., Kayumova, S., Karsli, E., & Aghasaleh, R. (2017). Reassembling science teacher educator professional learning in the LISELL-B project. In C. Buxton & M. Allexsaht-Snider (Eds.),Supporting K-12 English Language Learners in Science: Putting Research into Teaching Practice (pp. 69-92). New York: Routledge.
Kayumova, S., & Tippins, D. (2016). Toward re-thinking science education in terms of affective practices: reflections from the field. Cultural Studies of Science Education, 11(3), 567-575. DOI :10.1007/s11422-015-9695-3.
Buxton, C., Kayumova, S., & Allexsaht-Snider, M. (2013). Teacher, researcher and accountability: Discourses shaping democratic practices for science teaching in middle schools. Democracy & Education, 21(2).
Buxton, C., Allexsaht-Snider, M., Aghasaleh, R., Kayumova, S., Kim, S. H., Choi, Y. J., & Cohen, A. (2014). Potential Benefits of Bilingual Constructed Response Science Assessments for Understanding Bilingual Learners’ Emergent Use of Language of Scientific Investigation Practices. Double Helix.
Buxton, C., Allexsaht-Snider, M., Suriel, R., Kayumova, S., Choi, Y., Bouton, B. & Land, M. (2013). Using Educative Assessments to Support Science Teaching for Middle School English Language Learners. Journal of Science Teacher Education, 24(2), 347-366.