Research

Publications

Leon, M.,* Lemmi, C., Sedlacek, Q. C., Ortiz, N., & Feldman, K., (Accepted). Languaging-as-practice in science education: An alternative to metaphors of language-as-tool. Cultural Studies of Science Education.


Sedlacek, Q. C., & Lomelí, K. (2024). Towards authentic purposes for student science writing using culturally relevant pedagogy. Cultural Studies of Science Education, 19(1), 141-162. https://doi.org/10.1007/s11422-023-10203-1


Haeger, H., Bueno, E. H., & Sedlacek, Q. C. (2024). Participation in undergraduate research reduces equity gaps in STEM graduation rates. CBE-Life Sciences Education, 23(1) ar11. https://doi.org/10.1187/cbe.22-03-0061


Sedlacek, Q. C., Amador, L.,* Beasley, E.,* Malech, K.,* Vigil, V.,* Haeger, H., Gray, C. V., & Slown, C. D. (2023). Two stories to tell: Racial equity and the impact of different instructor adaptations to COVID-19. Online Learning, 27(3), 271-296. https://doi.org/10.24059/olj.v27i3.3214


Sedlacek, Q. C., Charity Hudley, A. H., & Mallinson, C. M. (2023). Surveying the landscape of college teaching about African American Language. Linguistics & Education, 77(2023), 101189. DOI: 10.1016/j.linged.2023.101189 [Open Access]


Sedlacek, Q. C., & Murdock-Perriera, L. A. (2023). Quantifying elementary teachers’ foreknowledge about their students. Social Psychology of Education. DOI: 10.1007/s11218-023-09764-4


Kuan, J., & Sedlacek, Q. C. (2022). Does it matter if I call it a CURE? Identity development in online entrepreneurship coursework. Scholarship and Practice of Undergraduate Research 6(1), 23-31. DOI: 10.18833/spur/6/1/7

Oehlman, N., Haeger, H., Sedlacek, Q. C., & Amador, L. (2022). Write it down to up the impact: Authentic and reflective writing to maximize the impact of undergraduate research. Scholarship and Practice of Undergraduate Research 5(4), 35-36.

Sedlacek, Q. C., Gray, C. V., Vigil, V., Gonzales, B., & Slown, C. D. (2022). Professional learning that models components of course-based undergraduate research experiences. Scholarship and Practice of Undergraduate Research 5(4), 24-33.

Román, D., Arias, J. M., Sedlacek, Q. C., & Pérez, G. (Accepted). Comunidad(es): Exploring conceptions of creativity and Latinidad in experiential environmental education through the lens of culturally sustaining pedagogy. Review of Research in Education 46(1), 32-63. https://doi.org/10.3102/0091732X221084332

Stanfield, E., Slown, C. D., Sedlacek, Q. C., & Worcester, S. E. (2022). A course-based undergraduate researcher experience (CURE) in Biology: Developing systems thinking through field experiences in restoration ecology. CBE-Life Sciences Education 21(2), 1-16. https://doi.org/10.1187/cbe.20-12-0300

Sedlacek, Q. C. (2021). Experimental evidence of disparities in biology teachers’ responses to student writing. International Journal of Science Education, 43(14), 2351-2373. https://doi.org/10.1080/09500693.2021.1963499

Sedlacek, Q. C., & Darling-Hammond, K. (In press). ProjectQED: Building an inclusive department for queer and trans students, staff, and faculty. Journal of Women and Gender in Higher Education, 14(2). https://www.tandfonline.com/doi/full/10.1080/26379112.2021.1950007

Lemmi, C.; Brown, B.; Wild, A.; Zummo, L.; & Sedlacek, Q. C. (2019). Language ideologies in science education. Science Education, 103(4), 854-874. https://doi.org/10.1002/sce.21508

Murdock-Perriera, L. A., & Sedlacek, Q. C. (2018). Questioning Pygmalion in the twenty-first century: The formation, transmission, and attributional influence of teacher expectancies. Social Psychology of Education, 21(3), 691-707. https://doi.org/10.1007/s11218-018-9439-9

Osborne, J., Sedlacek, Q. C., Friend, M., and Lemmi, C. (2016). Learning to read science. Science Scope, 40(3), 36-42. https://www.jstor.org/stable/24894487

Raymond, J., Korreck, K., Sedlacek, Q. C., Blair, W., Ghavamian, P., and Sankrit, R. (2007). The preshock gas of SN 1006 from Hubble Space Telescope Advanced Camera for Surveys observations. The Astrophysical Journal, 659(2), 1257-1264. https://iopscience.iop.org/article/10.1086/512483/pdf



* Denotes papers published with student mentees


Recent Conference Presentations

León, M., Lemmi, C., Feldman, K., & Sedlacek, Q. C., (2024, April 14). “Any Language Used by Anyone to Pursue Science”: Shifting Raciolinguistic Ideologies in STEM Teacher Education. [Conference presentation]. AERA 2024 Annual Meeting, Philadelphia, PA.

 

Sedlacek, Q. C., Charity Hudley, A. H., Mallinson, C., Grey, I., Leon, M., Ali, L., McLarty, J., Calhoun, K., & Seidel, K. (2024, April 13). Lessons from college students and instructors to inform the teaching of African American Language content. [Conference presentation]. AERA 2024 Annual Meeting, Philadelphia, PA.

 

León, M., Sedlacek, Q. C., Lemmi, C., & Feldman, K. (2024, March 18). A qualitative look at raciolinguistic ideologies among preservice science and mathematics teachers. [Conference presentation]. NARST 2024 Annual Meeting, Denver, CO.

 

Sedlacek, Q. C., Charity Hudley, A. H., Mallinson, C., Grey, I., León, M., Ali, L., McLarty, J., Calhoun, K., & Seidel, K. (2024, March 17). Lessons from faculty and students for teaching about African American Language. [Conference presentation]. AAAL 2024 Annual Meeting, Houston, TX.

 

León, M., Young, M. K., Sedlacek, Q. C., Rouse, A. G., & Chen, X. (2024, March 16). Educators’ beliefs on languaging practices and how they shape their response to students’ writing. [Conference presentation]. AAAL 2024 Annual Meeting, Houston, TX.

 

Clemons, A., Daly, A., Hikida, M., Kelly, L. L., Lomelí, K., Martin, K. M., Patterson, A. N., Sanchez, F., Schieble, M. B., Sedlacek, Q. C., Taylor, L., Vetter, A., & Williamson, T. (2023, November 30). Deconstructing discourse to reconstruct equitable learning spaces. [Conference symposium as part of Area 11: Research Methods, Practices, and Theory]. LRA 2023 Annual Meeting, Atlanta, GA.

 

Hikida, M., Sanchez, F., Taylor, L., Clemons, A., Daly, A., Kelly, L. L., Lomelí, K., Martin, K. M., Patterson, A. N., Schieble, M. B., Sedlacek, Q. C., Vetter, A., & Williamson, T. (2023, November 17). Deconstructing Whiteness, reconstructing antiracism: Approaches to redressing racism in critical studies of literacy. [Conference symposium]. NCTE 2023 Annual Meeting, Columbus, OH.

 

Sedlacek, Q. C., Lemmi, C., & Lomelí, K. (2023, October 14). Raciolinguistic ideologies in science education: A collaborative study of teachers’ knowledge, ideologies and formative assessment practices. [Conference presentation]. 13th Conference on Education and Social Justice, Honolulu, HI.

 

Sedlacek, Q. C. (2023, September 5). Ethical dilemmas in measuring and sustaining conditions for productive groupwork. [Invited presentation]. Complex Instruction Research and Practice Conference, Hamburg, Germany.

 

Sedlacek, Q. C., & Villa III, A. M. (2023, September 4). Complex Instruction in the United States: A systematic review. [Invited presentation]. Complex Instruction Research and Practice Conference, Hamburg, Germany.

 

Sedlacek, Q. C., Lemmi, C., Feldman, K., & Leon, M. (2023, April 20). Situating African American Language within science teacher education. [Conference presentation as part of Strand 11 related paper set: Rethinking Language in Science, Engineering, and Environmental Education: Historical Dangers and Transformative Possibilities]. NARST 2023 Annual Meeting, Chicago, IL.


Ortiz, N. A., Sedlacek, Q. C., & León, M. (2023, April 15). Why would I not? Exploring the sensemaking around African American Language among two STEM teachers. [Conference presentation as part of related paper set: Teachers’ Sensemaking about Black Language and Linguistic Justice Pedagogy]. 2023 AERA Annual Meeting, Chicago, IL.

Sedlacek, Q. C., Charity Hudley, A. H., & Mallinson, C. (2023, March 10). Findings and Implications for NCTE from a Multi-Site, Interdisciplinary Survey of College Instructors Who Teach about African American Language. [Conference presentation]. 2023 CCCC Annual Meeting, Chicago, IL.

Grants

Amplifying Diverse Voices in STEM Education ($4,500). Competitive internal research grant from SMU Office of Research and Graduate Studies. Sole author in 2023. 


Science Teachers’ Experiences Learning about African American English ($43,210). Competitive external research grant from Spencer Foundation Small Research Grants program. Sole author in 2020.


Culturally Relevant Writing in Science ($3,450). Competitive internal research grant from SMU Office of Research and Graduate Studies. Sole author in 2020. 


The Measure of a MOOC: Piloting Procedures for Rigorously and Scalably Assessing the Impact of Teacher Professional Development MOOCs ($99,342). Competitive internal research grant from Technology for Equity in Learning Opportunities Initiative at Stanford University. Co-author with Jonathan Osborne in 2018. 


Diversity Dissertation Research Opportunity Grant ($5,000). Competitive internal research grant from Stanford University Office of the VPGE. Sole author in 2018.


Project QED: Celebrating and Supporting the GSE’s LGBTQ+/SGL Community ($1,100; $2,250; $2,900). Competitive internal community organizing grant from Stanford GSE Dean’s Collaborative Learning Fund. Co-author with Kia Darling-Hammond in 2016. Funding renewed at higher levels in 2017 and 2018.


GSE Mentorships Program ($5,000; $18,450; $20,850). Competitive internal community organizing grant from Stanford GSE Dean’s Collaborative Learning Fund. Co-author with Juan Miguel Arias in 2015. Funding renewed at higher levels in 2016 and 2017; funding institutionalized in 2018.