Eli Tucker-Raymond

Research Associate Professor

Photo of Eli Tucker-Raymond
Dr. Eli Tucker-Raymond is a research associate professor at BU Wheelock College of Education & Human Development. He is affiliated with the Earl Center for Learning & Innovation. His 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.
A former middle school teacher, Dr. Tucker-Raymond has conducted research with community organizations and schools in Chicago, Ill., and in the Greater Boston area. He has served as principal investigator and co-principal investigator on several National Science Foundation-funded grants.

 

Postdoctoral Fellow in Urban Science Education with the Chèche Konnen Center at TERC

PhD, Curriculum & Instruction (Literacy,Language,and Culture), University of Illinois at Chicago

MA, Learning Sciences, Northwestern University

BA, Anthropology and Elementary Education Certificate, University of Massachusetts - Boston

Some of Dr. Tucker-Raymond's current and past projects include:

2021-2025: Developing a Network to Coordinate Research on Equity Practices and Cultures in STEM Maker Education ($499,985) Co-PI (with PI Maria Olivares and Co-PIs Edna Tan, University of North Carolina Greensboro; Jill Castek, Universtiy of Arizona, and Cynthia Graville, Saint Louis University). National Science Foundation.

Advancing Informal STEM Education 2020-2023: STEM Literacies, Identities, and Learning through Cascading Models of  Near-Peer Mentoring ($1.15M)PI (with Co-PIs Maria Olivares and Katherine Frankel, Boston University). National Science Foundation: EHR Core Research.

DRL #2000511.2019-2021: Collaborative Research: Using Culturally Sustaining STEM+C Learning Environments to Explore Computational Learning and Identity ($967,620)PI (with Co-PIs Dionne Champion, University of Florida; Brian Gravel, Tufts University; and Amon Millner, Olin College of Engineering). National Science Foundation: STEM+C.

DRL #1842278 and #203472.2017-2020: Collaborative Research: Integrating Computational Making Practices in STEM Teaching ($685,941)PI (with Co-PIs Maria Olivares, TERC & Amon Millner, Olin College of Engineering). National Science Foundation: STEM + C (Computer Science).

DRL #1742091 & #2021180.Including:2019: Supplement: Research Experiences for Undergraduates on Collaborative Research: Integrating Computational Making Practices in STEM Teaching ($13,402)  DRL #19328022018:  Supplement: Research Experiences for Undergraduates on Collaborative Research: Integrating Computational Making Practices in STEM Teaching ($51,512) DRL #1841777.2018: Supplement: Research Experiences for Undergraduates on Collaborative Research: Integrating Computational Making Practices in STEM Teaching ($13,190) DRL #1831156.

 

Tucker-Raymond, E. & Gravel, B.E. (2019). STEM literacies in makerspaces: Implications for learning, teaching, and research. New York, NY: Routledge.

Pappas, C. C., & Tucker-Raymond, E. (2011). Becoming a teacher researcher in literacy teaching and learning: Strategies and tools for the inquiry process. New York: Routledge.

Gravel, B.E., Tucker-Raymond, E., Kohberger, K, & Browne, K. (2018). Navigating worlds of information: STEM literacy practices of experienced makers. International Journal of Technology and Design Education 28(4). https://doi.org/10.1007/s10798-017-9422-3

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., Gravel, B.E., Kohberger, K., & Browne, K. (2017). Source code and a screwdriver: STEM literacy practices in fabricating activities among experienced makers. Journal of Adolescent and Adult Literacy 60(6), 617-627. http://onlinelibrary.wiley.com/doi/10.1002/jaal.612/full

Tucker-Raymond, E. & Rosario, M. (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

Tucker-Raymond, E., Gravel, B.E., Wagh, A., & Wilson, N. (2016). Making it social: Considering the purpose of literacies to support participation in making and engineering. Journal of Adolescent and Adult Literacy 60, 207-211.

Tucker-Raymond, E., Lewis, N., Moses, M., & Milner, C., (2016). Opting in and creating demand: Why young people choose to teach mathematics to each other. Journal of Science Education and Technology 25, 1025-1041 doi:10.1007/s10956- 016- 9638-0

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