Beth Warren

Associate Professor
Director of the Earl Center for Learning & Innovation

Dr. Beth Warren engages in research that builds from the heterogeneity of human sense-making and experience to multiply possibilities for learning and development for children and youth from communities historically disadvantaged by schooling and society. This includes participatory design research that investigates 1) questions at the intersection of culture, language, and learning in disciplinary literacies, with attention to science, humanities, and the emerging interdisciplinary sphere of artscience, and 2) teacher professional learning as the cultivation of interpretive power.

Dr. Warren has co-directed the Chèche Konnen Center at TERC where she has collaborated closely with educators, youth, artists, and scientists in Boston and Cambridge. She is currently an Executive Editor of Cognition and Instruction. 

2014-2018  Collaborative Research: Expansive Meanings and Makings in ArtScience, National Science Foundation

2011-2014  Educating the Imagination: A Studio Approach to Transformative Science Learning, National Science Foundation

2010-2014  A Practice-based Approach to Professional Development in K-5 Science, U.S. Department of Education, Institute of Educational Sciences

2006-2009  ArtScience: Toward A New Pedagogical Vision, Ford Foundation

2004-2009  Learning in Practice: New Possibilities for Teacher Professional Education, National Science Foundation

Appointments

Editorial Board, Cognition & Instruction

Ed.D. Human Development and Reading, Harvard University, Graduate School of Education

Ed.M. Human Development and Reading, Harvard University, Graduate School of Education

B.A. French Language and Literature, Wesleyan University

Dr. Warren engages in design research that builds from the heterogeneity of human sense-making and experience to multiply possibilities for learning and development for children and youth from historically minoritized communities. She investigates questions at the intersection of culture, language, and learning in disciplinary literacies (e.g. sciences, humanities, arts), and she investigates designs for teacher learning that center the analysis, disruption and transformation of power in moment-to-moment classroom interaction.

Current research projects:

Expansive Meanings and Makings in ArtScience (EMMAS), funded by the National Science Foundation: In this collaborative, participatory design research project, we are exploring the potential of an artscience/studio approach to learning for youth from historically minoritized communities who have disengaged from traditional school science. The approach emphasizes “the creative rather than the uniform” (Heath, 1986) to open up new forms of engagement with complex socio-ecological domains (e.g. climate change, human microbiome), and to multiply possibilities of knowing, analyzing, experiencing and feeling—or the texture of relationships that youth can cultivate with phenomena towards more intimate, embodied, expressive and sustaining relationships than is typically possible or supported in school. Collaborators: Boston Arts Academy, the Broad Institute of MIT and Harvard, Chèche Konnen Center at TERC, local artists.

Disciplines, Discourses and Power, funded by the James S. McDonnell Foundation: In this project, we are exploring implications for teacher learning when the analysis, disruption and transformation of power—framed as settled expectations based in whiteness as property (Harris, 1993) regarding children, communities, disciplines, language and epistemic rights—is centered in the design and enactment of classroom discourse. We are asking: What is to be learned when one is learning teaching (Lampert, 2010) and specifically learning to hold classroom discussions that are meaningful and re-humanizing (Gutiérrez, 2018) for both children and adults? Collaborators: Chèche Konnen Center at TERC, Boston Public Schools, Southern Methodist University.

Visit Dr. Warren's Faculty Profile

Rosebery, A.S., Warren, B. and Tucker-Raymond, E. (in press).  Developing interpretive power in science teaching.  To appear in Journal of Research in Science Teaching.  Article first published online: 25 AUG 2015 | DOI: 10.1002/tea.21267

Nasir, N., Rosebery, A.S., Warren, B. and Lee, C.D. (2014).  Learning as a cultural process.  In K. Sawyer (Ed.), The Cambridge handbook of the learning sciences, 2nd edition, pp. 686-706.  New York:  Cambridge University Press.

Bang, M., Warren, B., Rosebery, A.S., and Medin, D. (2012). De-settling expectations in science education. Human Development, 55(5), 243-358.

Warren, B. and Rosebery, A.S, (2011).  Navigating interculturality: African American male students and the science classroom.  Journal of African American Males in Education, 2(1), 98-115.

Rosebery, A.S., Ogonowski, M., DiSchino, M., and Warren, B. (2010). “The coat traps all your body heat”: Heterogeneity as fundamental to learning. Journal of the Learning Sciences, 19(3), 322–357.

Rosebery, A.S. and Warren, B. (Eds.) (2008).  Teaching science to English language learners.  Arlington, VA: NSTA Press.

Warren, B., Ogonowski, M. and Pothier, S. (2005). “Everyday” and “scientific”:  Re-thinking dichotomies in modes of thinking in science learning. In R. Nemirovsky, A. Rosebery, J. Solomon, and B. Warren (Eds.), Everyday matters in science and mathematics: Studies of complex classroom events, pp. 119-148. Mahwah, NJ: Erlbaum.

Warren, B., Ballenger, C., Ogonowski, M., Rosebery, A.S. and Hudicourt-Barnes, J. (2001).  Re-thinking diversity in learning science: The logic of everyday sense-making.  Journal of Research on Science Teaching, 38(5), 529-552.

Warren, B. and Rosebery, A.S. (1996). ‘This question is just too, too easy!’  Perspectives from the classroom on accountability in science. In L. Schauble & R. Glaser (Eds.), Innovations in learning: New environments for education, pp. 97-125.  Hillsdale, NJ: Lawrence Erlbaum.

Rosebery, A.S., Warren, B. and Conant, F. (1992). Appropriating scientific discourse: Findings from language minority classrooms.  Journal of the Learning Sciences, 2(1), 61-94.

Warren, B., Rosebery, A.S. and Tucker-Raymond, E. (April, 2016).  Interpretive power:  Cultivating attention to student sense-making. National Association for Research on Science Teaching, Baltimore, MD.

Warren, B., Rosebery, A.S., and Bang, M. (April, 2015).  Expansive meanings and makings in artscience. American Educational Research Association Annual Meeting, Chicago, IL.

Warren, B. (June, 2014).  Three ways of looking at making.  International Conference of the Learning Sciences, University of Colorado, Boulder, CO.

Warren, B. and Bang, M. (October, 2012). De-settling expectations in science education.  Distinguished Lecturer Series, Center for Research in Mathematics and Science Education, San Diego State University.

Warren, B. and Rosebery, A.S. (November, 2011).  Science learning and teaching as intercultural work. STEM Education Lecture Series, Tufts University, Medford, MA.

Warren, B., Pothier, S. and Rosebery, A.S. (June, 2011). Possible worlds, possible meanings: Working language in the science classroom. Jean Piaget Society Conference, Berkeley, CA.

Warren, B. and Brown, L.D.  (June, 2011).  Object-centered learning:  Opening paths of inquiry in a community of learners. Center for Arts in Education Summer Institute, Boston Arts Academy, Boston, MA.

Warren, B. and Rosebery, A.S. (May, 2010).  Teacher learning and student diversity:  Problems and possibilities. Presidential Symposium, American Educational Research Association, Denver, CO.

Warren, B. and Rosebery, A. S. (March, 2010).  The transformative potential in students’ talk in science. Race, Culture, Identity and Achievement Seminar Series, Simmons College, Boston, MA.

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