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Angela C. Barton

Affiliations: 
Curriculum, Instruction, and Teacher Education Michigan State University, East Lansing, MI 
Area:
Language and Literature Education, Middle School Education
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"Angela Barton"
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Howard M. Glasser grad student 2008 Michigan State
Daniel J. Birmingham grad student 2013 Michigan State
Christine M. Pereira grad student 2013 Michigan State
Takumi C. Sato grad student 2013 Michigan State
Adriane M. Slaton grad student 2013 Michigan State

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Publications

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Bevan B, Barton AC, Garibay C. (2020) Broadening Perspectives on Broadening Participation: Professional Learning Tools for More Expansive and Equitable Science Communication Frontiers in Communication. 5
Greenberg D, Barton AC, Turner C, et al. (2020) Community Infrastructuring as Necessary Ingenuity in the COVID-19 Pandemic Educational Researcher
Barton AC, Tan E. (2020) Beyond Equity as Inclusion: A Framework of “Rightful Presence” for Guiding Justice-Oriented Studies in Teaching and Learning: Educational Researcher. 49: 433-440
Barton AC, Tan E, Birmingham DJ. (2020) Rethinking High-Leverage Practices in Justice-Oriented Ways: Journal of Teacher Education. 71: 477-494
Haverly C, Barton AC, Schwarz CV, et al. (2020) “Making Space”: How Novice Teachers Create Opportunities for Equitable Sense-Making in Elementary Science: Journal of Teacher Education. 71: 63-79
Barton AC, Tan E. (2019) Designing for Rightful Presence in STEM: The Role of Making Present Practices. The Journal of the Learning Sciences. 28: 616-658
Schenkel K, Barton AC, Tan E, et al. (2019) Framing equity through a closer examination of critical science agency Cultural Studies of Science Education. 14: 309-325
Nazar CR, Barton AC, Morris C, et al. (2019) Critically engaging engineering in place by localizing counternarratives in engineering design Science Education. 103: 638-664
Birmingham D, Barton AC, McDaniel A, et al. (2017) “But the science we do here matters”: Youth-authored cases of consequential learning Science Education. 101: 818-844
Gutiérrez KD, Barton AC. (2015) The possibilities and limits of the structure-agency dialectic in advancing science for all Journal of Research in Science Teaching. 52: 574-583
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