Alexandra E. Schindel (she/her)

My research lies at the crux of two of the most significant challenges in US schooling: a) the pressing need to increase the participation of young people in science from communities that have historically been underrepresented in STEM fields; and b) educating youth in a time of climate crisis. In my research, I address the critical need to increase learning and participation in science, environmental, and climate change education among underrepresented youth and to develop teacher capacity to facilitate empowering, equity-based practices in these fields. I accomplish this through two interrelated strands: (1) examining and enacting critical approaches to environmental and climate change education; and (2) examining contexts that support youth participation, civic action, and empowerment in school science.

• PhD, University of Wisconsin-Madison (2011)
• MAT, Cornell University (2001)
• BS, Brigham Young University (1998)

• Schindel, A., Rish, R., Ramdath, K.*, Mawer, D.*, Christiano, M.*, & Higgins, C.* (2023). Sustaining Relationships Through Critical Place Inquiry. Journal of School & Society, 8(2), 37-44. http://www.johndeweysociety.org/the-journal-of-school-and-society/files/2023/02/Issue-8.2-5-Schindel_etal.pdf

• Christ,T., Bakhoda, I., Chiu, M. M., Wang, X. C., Schindel, A., & Liu, Y. (2022). Mediating Learning in the Zones of Development: Role of Teacher and Kindergartner Talk-Turns During Read-Aloud Discussions. Journal of Research in Childhood Education, DOI: 10.1080/02568543.2022.2146816
• Schindel, A., Henry, A.*, Tripp, J.*, Wang, C., & Christ, T. (under review). Integrating Critical Pedagogy of Place with NGSS in Kindergarten.

• Schindel, A., Honwad, S., Rish, R., Waight, N., & Miles, M. (2022). Stories of Impact: Scientific Narratives and Climate Justice. Refereed poster paper presented at the International Society of the Learning Sciences Annual Meeting.

• Schindel , A. (Fall 2022). Climate Justice Education Minicourse. Professional development workshop for the New York State Master Teacher Program.;

• Schindel, A. (2022, December). Healing Relationships with the Natural World Through Critical Place Inquiry. Paper presented at the Society for Social Studies of Science, Cholula, Mexico.;
• Schindel, A., Tolbert, S., Ramdath, K.*, & Urban, L.* (2023, April). Empowering Science Praxis: Lessons from a Social Justice Science Teacher Inquiry Group. Paper to be presented at the annual meeting of the National Association for Research in Science Teaching. Chicago, IL.;

• Citizen Science Teachers: University at Buffalo (UB) Noyce Residency Scholars; Federal; NSF NOYCE; Awarded; (06/04/2021-06/01/2025)

• AERA Environmental Education SIG Program Chair for 2024 Conference
  04/20/2023-04/21/2024

• Section Editor; Schools as Sites of Climate/Change. In S. Tolbert & A. Sezen-Barrie (Eds.), The Handbook of Climate Change Education Research, Policy, and Practice. SpringerNature/Palgrave Macmillan.
  12/01/2022-04/01/2024