Jrène Rahm

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Emergent learning opportunities in an inner‐city youth gardening program

Jrene Rahm, Jrène Rahm, 2002 .

“We could think of things that could be science”: Girls' re-figuring of science in an out-of-school-time club

Allison J. Gonsalves, Jrène Rahm, Alice Carvalho, 2013 .

Embedding Seeds for Better Learning: Sneaking up on Education in a Youth Gardening Program.

Jrène Rahm, K. Grimes, 2005 .

Science in the Making at the Margin: A Multisited Ethnography of Learning and Becoming in an Afterschool Program, a Garden, and a Math and Science Upward Bound Program

Jrène Rahm, 2010 .

Connecting with People, Places and Histories Through Archaeology: Youths’ Development of Sustain’abilities’

Jrène Rahm, 2021, Contributions from Science Education Research.

Educating science teachers for sustainability: questions, contradictions and possibilities for rethinking learning and pedagogy

Jrène Rahm, Anna Gorges, 2018 .

Youths’ navigations of botanical gardens: bids for recognition, ways to desettle practice

Jrène Rahm, 2018 .

Project-Based Museum-School Partnerships in Support of Meaningful Student Interest- and Equity-Driven Learning Across Settings

Jrène Rahm, 2016 .

Probing stereotypes through students' drawings of scientists

P. Charbonneau, Jrène Rahm, 1997 .

Diverse Urban Youth’s Learning of Science Outside School in University Outreach and Community Science Programs

Jrène Rahm, 2012 .

A Look at Meaning Making in Science through School-Scientist-Museum Partnerships

Jrène Rahm, 2006 .

Urban youths’ hybrid positioning in science practices at the margin: a look inside a school–museum–scientist partnership project and an after-school science program

Jrène Rahm, 2008 .

MCA SPECIAL ISSUE – Introduction Unpacking “Signs of Learning” in Complex Sociopolitical Environments

Carol B. Brandt, Jrène Rahm, J. D. Adams, 2023, Mind, Culture, and Activity.

Refiguring research stories of science identity by attending to the embodied, affective, and non-human

Allison J. Gonsalves, Jrène Rahm, 2023, Frontiers in Education.

Reimagining Science Education in Neoliberal Global Contexts: Sociocultural Accounts of Science Learning in Underserved Communities

Carol B. Brandt, Jrène Rahm, 2016 .

Roles, caring and learning to teach science

David R. Geelan, Jrène Rahm, Felicia Moore Mensah, 2010 .

Youth Voice and Positive Identity-Building Practices: The Case of ScienceGirls.

Jrène Rahm, Audrey Lachaîne, A. Mathura, 2014 .

Young women of color figuring science and identity within and beyond an afterschool science program

Allison J. Gonsalves, Jrène Rahm, Audrey Lachaîne, 2021, Journal of the Learning Sciences.

Building Democratic Character through Community Experiences in Teacher Education

M. Lecompte, Jrène Rahm, Dorothy Aguilera, 1996 .

A case study of long-term engagement and identity-in-practice: Insights into the STEM pathways of four underrepresented youths

Jrène Rahm, John C. Moore, 2016 .

Learning environments at the margin: Case studies of disenfranchised youth doing science in an aquarium and an after-school program

Doris B. Ash, Jrène Rahm, 2008 .

Community-Gardens and Science Laboratories as Texts for Science Literacy Development

Jrene Rahm, Jrène Rahm, 2004 .

“A Scientist Can Be Anyone!” Oral Histories of Scientists Can Make “Real Science” Accessible to Youth

Jrene Rahm, Jrène Rahm, J. Downey, 2002 .

Stories of learning, identity, navigations and boundary crossings in STEM in non-dominant communities: new imaginaries for research and action

Jrène Rahm, 2016 .

Reframing research on informal teaching and learning in science: Comments and commentary at the heart of a new vision for the field

Jrène Rahm, Jrène Rahm, 2014 .

Multiple Modes of Meaning-Making in a Science Center.

Jrène Rahm, Jrène Rahm, 2004 .

Working towards more socially just futures: five areas for transdisciplinary literacies research

Amélie Lemieux, Jrène Rahm, Lisa M. Boyle, 2023, Literacy.

Is That Really Science? A Look at the Science Practice of an Inner-City Youth Gardening Program.

Jrène Rahm, 1999 .

The Value of an Emergent Notion of Authenticity: Examples from Two Student/Teacher-Scientist Partnership Programs.

Laurel M. Hartley, Jrène Rahm, L. Hartley, 2003 .

Moving Beyond the Singular: A Deconstruction of Educational Opportunity in Science Through the Lens of Multiples in an Era Marked by Globalization and Neoliberalism

Jrène Rahm, 2019, Advances in STEM Education.

The Role of Afterschool and Community Science Programs in the Lives of Urban Youth

Jrène Rahm, John C. Moore, Marie-Paule Martel-Reny, 2005 .

The role of multiple representations in the understanding of ideal gas problems

Loretta L. Jones, Jrène Rahm, Seán P. Madden, 2011 .

Youths’ and scientists’ authoring of and positioning within science and scientists’ work

Jrène Rahm, 2007 .

A Look at Youth-Initiated Dialogue in an Inner-City Gardening Program.

Jrène Rahm, 2000 .

The Restorying of STEM Learning Through the Lens of Multiples

Jrène Rahm, 2019, Stem and the Social Good.

Collaborative imaginaries and multi-sited ethnography: space-time dimensions of engagement in an afterschool science programme for girls

Jrène Rahm, 2012 .