Eli Tucker-Raymond

Research Associate Professor

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. He has served as principal investigator and co-principal investigator on several National Science Foundation funded grants.
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 #1932802
            • 2018:  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.

2008-2010 Post Doctoral Fellow in Urban Science Education with the Chèche Konnen Center at TERC - Cambridge, MA

2009 Ph.D.Curriculum and Instruction (Literacy,Language,and Culture) University of Illinois at Chicago – Chicago, IL

2002 MA Learning Sciences Northwestern University - Evanston, IL

1996 BA Anthropology and Elementary Education Certificate University of Massachusetts - Boston, MA

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.

 

Visit Dr. Tucker-Raymond's Faculty Profile

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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