Scholarship

Dropping soon in Southwestern Law Review!

Cheuk, T., Valree*, M. (2024). Impact of the COVID Care Crisis for Student Parents in Higher Education. Southwestern Law Review. 53(1). *Cal Poly Alumna. Editor reviewed law journal article.

LINK to Journal.

Cheuk, T., Quinn, R., & Conner, J. (Eds.) (2024). Political Activism in Colleges and Universities: Possibilities for Institutional Change toward Social Justice. Routledge. ISBN: 978-1-032-61429-8. 

Edited special issue as book.

Abstract: This book explores the dynamics of political activism within colleges and universities. It critically examines the potential for institutional change toward social justice through the themes of identity development, tactics, and institutional responses, highlighting the possibilities of such efforts. 

With a focus on colleges and universities, the book examines how political activism can be harnessed to challenge existing power structures and promote equity and inclusivity. It presents a range of research highlighting how students, faculty, and administrators have mobilized for change. Chapters delve into the possibilities and limits of political engagement within higher educational institutions, offering valuable insights for understanding the potential of political activism in catalyzing positive change within colleges and universities. By shedding light on these efforts, the book critically examines the role of education in fostering social justice.

LINK to Book.

Cheuk, T. (2024). Exploring interconnections with the living world through nature journaling. In R. Montgomery & A. Montgomery (Eds.), Place-based writing in action: Opportunities for authentic writing in the world beyond the classroom (pp. 29-39). Routledge. Edited book chapter.

LINK to Book.

Frye, A. & Cheuk, T. (2024). Epilogue: Community as resistance and rebellion among aspiring educators of color. In B. R. Silver & G. P. McCarron (Eds.). Supporting college students of immigrant origin: New insights from research, policy, and practice. Cambridge University Press. Edited book chapter.

Research supported by Spencer Foundation Small Grant (2022-2025)

LINK to epilogue

Cheuk, T. (2023). Planning science instruction for emergent bilinguals: Weaving rich and relevant language support. A review. Teachers College Record. Solicited book review.

LINK to Book Review

Cheuk, T. (2024). Exploring translanguaging and multimodal practices in nature journaling with pre-service teachers. In O. S. Andrews & A. Tomlin (Eds.), When we hear them: Attuning teachers to language diverse students (pp. 201-210). Information Age Publishing (IAP). Peer-reviewed, edited book chapter.

Forthcoming!

Buck Bracey, Z., Stuhlsatz, M., Wilson, C., Cheuk, T., Santiago, M. M., Osborne, J., Haudek, K., & Donovan, B. (2023). Investigating differential severity across linguistic subgroups in automated scoring of student argumentation. In Advances in applications of Rasch measurement in science education, part of the Contemporary Trends and Issues in Science Education book series (CTISE, volume 57) 385-426.

Abstract: This study uses Many-Facet Rasch Measurement (MFRM) to examine the extent to which computer scoring models for assessing students’ argumentation in science might be more or less severe when scoring students who have been designated as English Learner (EL) students than humans scoring the same data. We found that while no one machine scoring approach produced significant bias, performance on certain items demonstrated that one machine model had significant potential to widen performance gaps.

LINK to full chapter. 

Wilson, C. D., Haudek, K., Osborne, J., Stuhlsatz, M., Cheuk, T., Donovan, B., Buck Bracey, Z., Mercado Santiago, M., & Zhai, X. (2023). Using Automated Analysis to Assess Middle School Students’ Competence with Scientific Argumentation. Journal of Research in Science Teaching. https://doi.org/10.1002/tea.21864 

Abstract: Argumentation is fundamental to science education, both as a prominent feature of scientific reasoning and as an effective mode of learning—a perspective reflected in contemporary frameworks and standards. The successful implementation of argumentation in school science, however, requires a paradigm shift in science assessment from the measurement of knowledge and understanding to the measurement of performance and knowledge in use. Performance tasks requiring argumentation must capture the many ways students can construct and evaluate arguments in science, yet such tasks are both expensive and resource-intensive to score. In this study we explore how machine learning text classification techniques can be applied to develop efficient, valid, and accurate constructed-response measures of students' competency with written scientific argumentation that are aligned with a validated argumentation learning progression. 

LINK to article.

Cheuk, T., Quinn, R., & Conner, J. O. (2022). Introduction to ‘Political Activism in Postsecondary Settings: Possibilities and Limits in Institutional Change toward Social Justice’. Peabody Journal of Education: Issues of Leadership, Policy, and Organizations. 97(5), 521-532. https://doi.org/10.1080/0161956X.2022.2143699  

Introduction to a themed issue on student activism in higher education. (Role: Co-editor)

LINK to Introduction.

Mayorga, E., Cheuk, T., Quinn, R., Conner, J. O. (2022). Afterword: Fugitive Praxis and the Unsettling of the Imperial University. Peabody Journal of Education: Issues of Leadership, Policy, and Organizations. 97(5), 631-638. https://doi.org/10.1080/0161956X.2022.2143701

Afterword to a themed issue on student activism in higher education. (Role: Co-editor).

LINK to Afterword.

Cheuk, T. (2022). Making visible learners’ community cultural wealth: Towards an asset-based approach fostering thriving in classroom spaces. In K. Brown, S. Rodriguez, & R. Papa (Eds.), Chapter 5: Recipes to combat the ISMs for educational leadership preparation programs (pp. 33-42). ICPEL Book Press.

Abstract: Leveraging Yosso’s community cultural wealth model (2006b) and Jimenez’s migration capital model (2020), this activity is centered on an assets-based approach in revealing the accumulated resources drawn from the experiences of diverse students in educational spaces. These assets span aspirational, navigational, social, linguistic, familial, resistant, and migration capital. This activity can be used by instructors that help students reflect on their own ‘funds of knowledge’ (Moll et al., 1992) and make visible the expansive range of resources students—especially those from historically and systematically marginalized populations—bring into a learning community.

LINK to chapter.

Guzman*, C., Cruz Sebastian*, M., Cheuk, T., & Frye, A. (2022). Building a community of educators of color as rebellion: Struggles toward a rightful presence in a historically white institution. Journal of School and Society, 8(1), 59-66. *student/alumni authors

Cheuk, T., & Morales‐Doyle, D. (2022). Talking through the “messy middle” of partnerships in science education. Science Education.

Abstract:  We were inspired by the conversational book between Horton and Freire (1990) and specifically their discussion of “Is it possible to just teach biology?” (p. 102). In our conversation, we illustrate the ways in which partnerships may make justice-oriented science education possible. Our focus is on complementary and contradictory knowledges, and ways of knowing, institutional resources and constraints, and strategies for making transformative change. We explore the middle of partnerships as a series of opportunities for learning and growing, caring for one another, and building solidarity spaces together.

LINK to article.

Cheuk, T. (2021). Can AI be racist? Color evasiveness in the application of machine learning to science assessments. Science Education.

Abstract: Assessment developers are increasingly using the developing technology of machine learning in transforming how to assess students in their science learning. I argue that these algorithmic models further embed the structures of inequality that are pervasive in the development of science assessments in how they legitimize certain language practices that protect the hierarchical standing of status quo interests. My argument is situated within the broader emerging ethical challenges around this new technology. I apply a raciolinguistic equity analysis framework in critiquing the “new black box” that reinforces structural forms of discrimination against the linguistic repertoires of racially marginalized student populations. The article ends with me sharing a set of tactical shifts that can be deployed to form a more equitable and socially-just field of machine learning enhanced science assessments.

LINK to article.

Cheuk, T. (2022). Empowering elementary students through interactive nature journaling. Teaching and Learning Online: Elementary Educators. In J. E. Killham & F. S. Allaire (Eds.). Information Age Publishing (IAP).

Abstract: Distance learning has led educators, students, and their families to reconsider how students can learn science outdoors, beyond the classroom and school walls. In my work with elementary pre-service teachers, we explored the connections between science learning and science literacies through nature journaling. I share how free applications such as iNaturalist, iRecord, eBird, and Google Slides can be used to gather observations and share data among K–5 students. Additionally, I discuss how to adapt lessons from How to Teach Nature Journaling as a starting point and situating the lessons in the framework of field-based science learning.

LINK to chapter.

Ibourk, A., & Cheuk, T. (2022). Empowering Future Teachers to Use EQuIP Rubric to be Critical Conscious Users of Science Curricular Materials. Teaching and Learning Online: Secondary Educators. Jennifer E. Killham and Franklin S. Allaire (Eds.). Information Age Publishing (IAP).  Edited book chapter.

Abstract: This chapter shares how pre-service educators have leveraged and repurposed the Educators Evaluating the Quality of Instructional Products (EQuIP) rubric as an instructional tool that empowers them to be more critical users of science curricular materials (See Source Notes for rubric access). We outline ways in how preservice science teachers can integrate this tool in their review, selection, and adaptation of science curricular materials in efforts of problematizing and desettling expectations of their normalized views and practices of disciplinary teaching and learning using a variety of online applications (e.g., Google Slides, Mentimeter, Zoom breakout rooms). Examples are shared in how student teachers apply portions of the EQuIP rubric in online learning spaces. We close by sharing evidence in how science teachers use this tool for critical self-reflection and enhance their improvement practices in their interactions (planning and enactment) with the curriculum with diverse learners.

Cheuk, T. (2021, Aug 13). The invisible woman: Student parents and the COVID-19 pandemic. American Journal of Education Forum. 

Cheuk, T. (2019). Emergent bilingual and multilingual learners in California: Californians Together passing the torch to the next generation of advocates (1996 to present).  Berkeley Review of Education, 9(1). LINK to article.

Cheuk, T. & New York State Department of Education Office of Bilingual Education and World Languages (NYSED-OBEWL) (2019). Transforming districts, classrooms, schools and lives in New York State by prioritizing equity and academic success for Multilingual Learners and English Language Learners (MLLs/ELLs). Online commissioned report.