Current Projects

  • A mixed-methods study, funded by the Spencer Foundation, focused on ways that current or prospective science teachers make sense of information about critical sociolinguistics in their teacher education coursework;

  • A qualitative study of how secondary science teachers can use culturally relevant pedagogy to inform the design of writing-to-learn activities;

  • A mixed-methods study focused on the ways that raciolinguistic ideologies are reproduced and contested in teacher education and college linguistics courses;

  • A qualitative study of how K-12 science and mathematics teachers learn to design and implement digital game-based learning activities informed by frameworks of cognitive complexity and cultural relevance, in collaboration with NSF Fellow Holly Pope and Anthony Muro Villa III of the University of California at Riverside;

  • A quantitative study of teacher foreknowledge (information teachers receive about students prior to the beginning of the school year, potentially shaping their expectations for students) in collaboration with Lisel Murdock-Perriera of Sonoma State University.

  • A mixed-methods study of the affordances and constraints of computational text analysis methods for informing teacher professional development research, in collaboration with Aaron Alvero and Klint Kanopka of Stanford University; and

  • A mixed-methods study of STEM student outcomes and faculty sensemaking in a professional development program, in collaboration with Heather Haeger, Corin Slown, and Corin White of CSU Monterey Bay.

Selected Publications

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.

Lemmi, C.; Brown, B.; Wild, A.; Zummo, L.; & Sedlacek, Q. C. (2019). Language ideologies in science education. Science Education, 103(4), 854-874.

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.

Osborne, J., Sedlacek, Q. C., Friend, M., and Lemmi, C. (2016). Learning to read science. Science Scope, 40(3), 36-42.

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.

Selected Presentations

Sedlacek, Q. C. & Murdock-Perriera, L. (Forthcoming). Elementary teachers’ foreknowledge about their students. Accepted to present at 2021 Virtual AERA Annual Meeting.

Gonzalez-Samano, C., Slown, C. D., Sedlacek, Q. C., & White, C. V. (Forthcoming). Developing identity in science: Course-based undergraduate research in organic chemistry. Accepted to present at postponed 3rd Conference of Science Educators for Equity, Diversity, and Social Justice.

White, C. V., & Sedlacek, Q. C. (2020, December 6). Integrating culturally relevant pedagogy in a multidisciplinary undergraduate research program. 10th Conference on Education and Social Justice, Honolulu, HI.

* Amador, L., Vigil, V., Malech, K., Haeger, H., & Sedlacek, Q. C. (2020, August 7). Successful online transitions: How instructors supported students during COVID-19. CSUMB Summer Research Symposium, Seaside, CA.

Alvero, A. J., Sedlacek, Q. C., & Kanopka, K. (2020, September 18). A call for critical and constructive data science in teacher education. AERA Satellite Conference on Educational Data Science, Stanford, CA.

Sedlacek, Q. C., & Osborne, J. F. (2020, April 8). The measure of a MOOC: Examining the knowledge and practices of science teachers enrolled in a professional development xMOOC. Society for Information Technology and Teacher Education Annual Conference, New Orleans, LA.

Sedlacek, Q. C. (2020, March 17). Disparities in biology teachers’ expectations for a student science writing activity. [Accepted to present at 2020 NARST Annual Conference, Portland, OR. Conference cancelled due to COVID-19 public health concerns.]

* Sedlacek, Q. C., Haeger, H., Bock, G., Amador, L., Beasley, E., Velasquez, S., & White, C. (2020, January 6). Who gets a CURE? Participation in course-based undergraduate research by transfer, employed, and caregiver students. Hawai‘i International Conference on Education, Honolulu, HI.

Sedlacek, Q. C. (2020, January 4). Whose writing gets feedback? Evidence of disparities in high school biology. 2020 ASTE Far West Conference, Honolulu, HI.

Sedlacek, Q. C. (2019, November 9). Supporting equitable writing opportunities in science education. 9th Conference on Education and Social Justice, Honolulu, HI.

Sedlacek, Q. C. (2019, October 13). Developing CUREs: Equity and groupwork in course-based undergraduate research. 2nd Conference of Science Educators for Equity, Diversity, and Social Justice. Norfolk, VA.

Sedlacek, Q. C. (2018, November 9). Whom do we ask to write science? Pedagogy, ideology, and expectations of California science teachers. International Conference on Urban Education, Nassau, Bahamas.

Sedlacek, Q. C. (2018, September 28). Contestation or reification? College linguistics students learning about African American English. 2018 Race and Pedagogy National Conference, Tacoma, WA.

Sedlacek, Q. C. (2017, October 7). Beliefs about race and racism among college students studying AAE: Preliminary findings from a mixed-methods study of students’ experiences studying African American English. 2nd Conference on Race, Inequality, and Language in Education, Stanford, CA.

Sedlacek, Q. C., Huber, S., Seidel, T., & Osborne, J. (2017, August 21). What does one make of a MOOC?: Ownership and transformation in online science teacher education. 2017 ESERA Biennial Conference, Dublin, Ireland.

* Papers or presentations with student mentees

Selected Grants

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.