Nicol R HowardUniversity of Redlands · School of Education
Nicol R Howard
PhD in Education
About
34
Publications
3,327
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Introduction
Dr. Howard’s research focuses on the racialized experiences of Black girls and families in mathematics, science, computer science, and digital spaces. She uses critical quantitative and mixed methodological approaches that center Black girls’ experiences to further interrogate the impact of intersecting social locations and complex power dynamics (in and out-of-school) while uplifting the Black community and family.
Additional affiliations
July 2016 - present
January 2011 - May 2016
May 2008 - May 2009
Publications
Publications (34)
The researchers examined the online social networking attitudes of underperforming Latino high school students in an alternative education program that uses technology as the prime venue for learning. A sequential explanatory mixed methods study was used to cross-check multiple sources of data explaining students’ levels of comfort with utilizing a...
In this two-year study, researchers examined the impact of using tablet technologies across content areas in an urban high school setting. Class observations provided notable examples of how student motivation and learning appeared to be enhanced by use of the iPads in conjunction with opportunities to collaborate and be creative in the context of...
Science, Technology, Engineering, and Mathematics (STEM) education efforts to prepare K-12 students for college and future careers are evolving and remain an important factor in the growth and development of economies across the world (Carter et al. 2014; Ge et al. 2015; Howard 2016; Legewie and DiPrete 2011). In the US alone, the demand for worker...
Educational Technology Leaders’ support of computer science teachers in K-5 classrooms are influenced by their beliefs about school-based program implementation criteria, available district-level support, and state mandates on the integration of computer science. The researcher in this study examines the beliefs about Computer Science teacher suppo...
Through this mixed methods study, using a sequential exploratory approach, the application of a cyberethnography was utilized to gain insight into the experiences of new and veteran teachers involved in a Twitter chat. A quantitative survey administered through Twitter further supported the identification of teachers’ professional development prefe...
In recent years, the rapid advancement of artificial intelligence (AI) has fostered an urgent need to better prepare current and future educators to be able to integrate AI technologies in their teaching and to teach AI literacy to PreK-12 students. While many organizations have developed professional learning opportunities for inservice educators,...
Drawing together the most up-to-date research from experts all across the world, the second edition of Computer Science Education offers the most up-to-date coverage available on this developing subject, ideal for building confidence of new pre-service and in-service educators teaching a new discipline. It provides an international overview of key...
It is our belief that critical imagination can occur through classroom daydreaming and the freedom to pursue creativity that can be realized through Afrofuturistic fiction. This article uses “critical imagination” and generative-expression through Black feminist discourse analysis to explore the possibilities of engaging daydreaming as freedom drea...
We examined the relationships between high school CTE participation and indicators of career and college readiness using 2009 High School Longitudinal Study restricted-use data. Regression analyses of 2009–2018 data revealed significantly lower dropout rates for CTE participants, but only White CTE participants experienced better employment likelih...
In this chapter, we aim to support practitioners in understanding what equity-focused teaching and learning can look like within K-12 computer science learning settings. We unpack key constructs, such as equity and minoritized learners, to offer context for how we identify learners and how we define equity. In providing an overview of a justice-ori...
Building upon research utilizing Martin’s Mathematical Socialization and Identity Framework, we examine factors related to community and family involvement to advance the current discourse that informs policies. Data from the High School Longitudinal Study (HSLS:09) public-use file provided a sample of 1,029 Black girls for our analyses. We develop...
This brief summarizes the responses of pre-service candidates, in-service educators, community college faculty, and university teacher education faculty who completed the California Council on Teacher Education’s Policy Committee State- wide Survey on antiracist education. Using the participant and responses and the professional expertise amongst C...
This brief summarizes the responses of pre-service candidates, in-service educators, and university teacher education faculty who completed the California Council on Teacher Education’s Policy Committee Statewide Survey on distance learning experiences during the COVID-19 pandemic. Using the participant and responses and the professional expertise...
In this position paper, we advocate for the use of equity-focused teaching and learning as an essential practice within computer science classrooms. We provide an overview of the theoretical underpinnings of various equity pedagogies (Banks & Banks, 1995), such as culturally relevant pedagogy (Ladson-Billings, 1995, 2006) and share how they have be...
Borup et al. (Educ Technol Res Dev 63: 161–184. https://doi.org/10.1007/s11423-015-9367-8, 2015) examined teacher candidate and instructor perceptions of feedback in blended learning environments. Their work juxtaposed two different modalities of learning and feedback; it serves as a critical anchor to support future efforts to ensure students and...
Background/Context
Previous literature has focused on mathematics socialization as it relates to the construction of mathematics identity, yet much of that research has been qualitative and lacking the theorization of high school Black girls. This study presents a longitudinal analysis of the relationships between socialization factors and mathemat...
How-to books related to computer science (CS) and teaching CS in K-12 environments are often either step-by-step guides or reference books, with little or no connection to pedagogy. By contrast, Coding + Math offers the analytical foundation teachers need to inform their practice, specifically in mathematics.
This book will serve as a deep dive in...
This research was conducted to examine the influence of parental involvement, in the form of parent conversations, on mathematics achievement for high school girls. Data from the High School Longitudinal Study of 2009 (HSLS:09) public-use file provided a sample of 13,694 students, including 6,592 girls for our analyses. A scale for measuring parent...
Closing the Gap is an ISTE book series designed to reflect the contributions of multiple stakeholders seeking to ensure that digital equity is achieved on campuses, in classrooms, and throughout education. In this series, authors Nicol R. Howard, Sarah Thomas, and Regina Schaffer offer historical and philosophical insights while exploring challenge...
According to Freire and Macedo (2003), language offers the power to create change: Reading the word and learning how to write the word so one can later read it are preceded by learning how to write the world, that is, having the experience of changing the world and touching the world” (p. 356). However, with forms of knowledge there are limitations...
Building classroom engagement and collaboration can create a setting for the promotion of dialogue, student voice, and student engagement while defining the classroom as a safe environment where positive collaboration, effective inclusion of higher level thinking skills, multimodal engagement, and integrated technology can happen within the collabo...
The purpose of this study was to determine the predictability of STEM achievement in Algebra for female high school students utilizing mathematics self-efficacy, mathematics interest, mathematics identity, and parental involvement. This study employed data from the High School Longitudinal Study of 2009 (HSLS:09/12) which consisted of 3,938 female...