Research Associate Professor
- Title Research Associate Professor
- Email email@example.com
Eli’s research focuses on creating and understanding humanizing spaces for learners at the intersection of STEM, literacy, and the media/arts. He is particularly interested in spaces that promote racial equity and critical, compassionate relationships between educators and learners. Recently much of that work has been in the area of making, part of the larger activity of making, as context for those critical, compassionate relationships.
Eli is a former middle school teacher. He grew up in Cambridge, MA and lives there now with his family. He has conducted research with community organizations and schools in Chicago, IL and in the Greater Boston Area. He believes the golden era of hip hop was 1986-1992.
Ongoing Research Projects
Selected Publications | Presentations | Social Media
Champion, D., Tucker-Raymond, E., Millner, A., Wright, C., Gravel, B., Likely, R., Allen-Handy, A., Dandridge, T. (accepted). Designing for computational STEM and arts integration in culturally sustaining learning ecologies. Information and Learning Sciences.
Tucker-Raymond, E. & Gravel, B.E. (2019). STEM literacies in makerspaces: Implications for learning, teaching, and research. New York, NY: Routledge.
Rosario Ramos, E., Tucker-Raymond, E., & Rosario, M. L. [Joint first authorship between first two authors] (2017). DiaspoRican art as a space for identity building, cultural reclamation, and political reimagining. Journal of Latinos in Education 16(3), 217-228. http://www.tandfonline.com/doi/abs/10.1080/15348431.2016.1229615
Tucker-Raymond, E. & Rosario, M. L. (2017). Imagining identities: Young people constructing discourses of race, ethnicity, and community in a contentious context of rapid urban development. Urban Education 52 32-60 doi: 10.1177/0042085914550412
Rosebery,A.S.,Warren,B.,& Tucker-Raymond,E.(2016). Developing interpretive power in science teaching. Journal of Research in Science Teaching, 53(10) 1571-1600. http://onlinelibrary.wiley.com/doi/10.1002/tea.21267/full