Sedlacek, Q. C., & Murdock-Perriera, L. A. (Accepted). Quantifying elementary teachers’ foreknowledge about their students. Social Psychology of Education.
Sedlacek, Q. C. (In press). “Stealing from the language”: Interest convergence and teachers’ advocacy for language-inclusive practices. English Teaching: Practice & Critique. DOI: 10.1108/ETPC-03-2022-0037
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
A mixed-methods study funded by the Spencer Foundation and focused on ways that current or prospective STEM teachers make sense of information about African American Language (AAL) in their teacher education coursework;
Quantitative and qualitative studies of how AAL content is taught more broadly across college departments of Education, Linguistics, English, and other disciplines;
A qualitative study of how science teachers can use culturally relevant pedagogy to inform the design of writing activities;
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 recent NSF postdoctoral 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.
Ortiz, N. A., & Sedlacek, Q. C. (2023). Why would I not? Exploring the sensemaking around African American Language among two STEM teachers. Accepted to present as part of related paper set: Teachers’ Sensemaking about Black Language and Linguistic Justice Pedagogy at 2023 AERA Annual Meeting, Chicago, IL.
Sedlacek, Q. C., Charity Hudley, A. H., & Mallinson, C. (2023). Findings and Implications for NCTE from a Multi-Site, Interdisciplinary Survey of College Instructors Who Teach about African American Language. Accepted to present at 2023 CCCC Annual Meeting, Chicago, IL.
Sedlacek, Q. C., Lemmi, C., & Feldman, K. (2023). Situating African American Language within science teacher education. Accepted to present as part of Strand 11 related paper set: Rethinking Language in Science, Engineering, and Environmental Education: Historical Dangers and Transformative Possibilities at 2023 NARST Annual Meeting, Chicago, IL.
Sedlacek, Q. C., Clemons, A., Calhoun, K., Charity Hudley, A. H., & Mallinson, C. (2023). Implications for ADIST from a survey of college instructors who teach about African American Language. Accepted to present at 2023 AAAL Annual Meeting, Portland, OR.
Sedlacek, Q. C., Charity Hudley, A. H., & Mallinson, C. (2023). Findings and Implications for English Language Teaching from a Multi-Site, Interdisciplinary Survey of College Instructors Who Teach about African American Language. Accepted to present at 2nd Hawai‘i International Conference on English Language and Literature Studies, Hilo, HI.
Villa III, A. M., Pope, H., & Sedlacek, Q. C. (2023). Developing teacher technological and pedagogical content knowledge through equitable digital game based learning. Accepted to present at 2023 AMTE Annual Meeting, New Orleans, LA.
Calhoun, K., Peltier, J., Sedlacek, Q. C., Seidel, K., Charity Hudley, A., & Mallinson, C. (2023). A mixed-methods examination of Black language pedagogy and how linguistic practices shape Black faculty experiences. Accepted to present at 2023 American Dialect Society Annual Meeting, Denver, CO.
Sedlacek, Q. C., Lemmi, C., & Feldman, K. (2023) Examining racial and linguistic ideologies and formative assessment practices among preservice teachers of STEM and other subjects. Accepted to present at 2023 ASTE Annual Meeting, Salt Lake City, UT.
* Sedlacek, Q. C., Ali, L., & McLarty, J. (2022, April 26). Racial ideologies of students enrolled in coursework on African American English at five U.S. colleges. 2022 AERA Annual Meeting, San Diego, CA.
Pope, H., Villa III, A. M., & Sedlacek, Q. C. (2022, April 25). Addressing Equity in STEM Through Digital Game-Based Learning Professional Development. 2022 AERA Annual Meeting, San Diego, CA.
* Haeger, H., Sedlacek, Q. C., Gray, C. V., Slown, C. D., Malech, K., Amador, L., Vigil, V. (2022, April 21). Easing transitions in a time of crisis: Undergraduate perceptions of CURE instructional adaptations at a Hispanic-Serving Institution during the COVID-19 pandemic. 2022 AERA Annual Meeting, San Diego, CA.
Sedlacek, Q. C. (2022, March 29). Who gets to sound “like a scientist”? Scientific language as a process of authentication. Strand 11 related paper set: Raciolinguistic Perspectives in Science Education, 2022 NARST Annual Meeting, Vancouver, Canada.
Sedlacek, Q. C., Villa III, A. M., & Pope, H. (2022, January 28). Teacher sensemaking around the use of digital games to promote equity in STEM. 4th Conference of Science Educators for Equity, Diversity, & Social Justice.
Sedlacek, Q. C., Malech, K., Amador, L., Vigil, V., & Haeger, H. (2021, June 25). VCUREs: Lessons learned in the transition to virtual course-based research experiences during COVID-19. Centering Diversity, Equity + Inclusion in Undergraduate Research + Creative Activity Conference.
Sedlacek, Q. C. & Murdock-Perriera, L. (2021, April 12). Elementary teachers’ foreknowledge about their students. Paper presentation at 2021 Virtual AERA Annual Meeting.
Gonzalez-Samano, C., Slown, C. D., Sedlacek, Q. C., & White, C. V. (2021, January 30). 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
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.