Dr. Terri Patchen

Dr. Terri Patchen

Terri Patchen is a Professor in the Department of Elementary and Bilingual Education at California State University, Fullerton. Committed to supporting scholarship at all levels of the university, Prof. Patchen currently serves as a Faculty Fellow for Student Creative Activities and Research, and a Faculty Development Center Coordinator for Scholarly and Creative Activities. A former bilingual school teacher in Boyle Heights, California, Prof. Patchen joined the faculty at CSUF in 2002 after graduate studies at UCLA that included two Masters (in Latin American Studies and Urban Planning), and a Ph.D. in Education. She is the recipient of a Spencer Research Fellowship, a Fulbright Fellowship for research in Guatemala, and a UC ACCORD Dissertation Fellowship, as well as multiple intramural grants. Her research on educational equity in relation to classroom participation, science education, and teacher education has been published in Teachers College Record, Journal of Teacher Education, Science Education, Journal of Research in Science Teaching, and The Urban Review. She is also co-author of the book, Teaching science to culturally and linguistically diverse elementary students.

Patchen, T. & Smithenry, D. (2015). More than just chemistry: The impact of a collaborative participant structure on student perceptions of science. Research in Science Education 45(1), 75-100. doi:10.1007/s11165.
Patchen, T. & Smithenry, D. (2014). Diversifying instruction and shifting authority: A cultural historical activity theory (CHAT) analysis of participant structures. Journal of Research in Science Teaching 51(5), 606-634. doi: 10.1002/tea.21140

Patchen, T. & Smithenry, D. (2013). Framing science in a new context: What students take away from a student-directed inquiry curriculum. Science Education 97(6), 801-829. doi: 10.1002/sce.21077

Patchen, T. (2012). Capitalizing on participation: Latina/o adolescents and the classroom economy. The Urban Review, 44(5), 511-533.

Patchen, T. (2012). “Little Rascals” in the “City of God”: Film reflection and multicultural education. International Journal of Progressive Education, 8(2), 60-83.

Patchen, T. (2011). From gardeners to tour guides: The epistemological struggle revealed in teacher-generated metaphors of teaching. Journal of Teacher Education, 62(3), 286-298.

Patchen, T. (2008). Constructing cultural relevance in science : A case study of two elementary teachers. Science Education, 92(6), 994-1014.

Patchen, T. (2006). Engendering participation, deliberating dependence : Inner-city adolescents perceptions of classroom practice. Teachers College Record, 108(10), 2053-2079.

Patchen, T. (2005). Prioritizing participation : Five things that every teacher needs to know to prepare recent immigrant adolescents for classroom participation. Multicultural Education, 12(4), 43-47.

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