Cory Buxton

Oregon State University, Department of Educational Practice and Research, Faculty Member

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Cory A. Buxton is a professor in the College of Education at Oregon State University. Before coming to OSU, Buxton was Athletic Association Professor of Education at the University of Georgia and a former high school science and ESOL teacher. His research aims to foster more equitable and engaging science learning opportunities for all students and especially for immigrant and migrant students and emergent bilingual learners. His most recent work is on creating spaces where students, parents, teachers, and researchers can engage together as co-learners while strengthening their academic relationships, their knowledge of science and engineering practices and careers, and their ownership of the language of science. His research has been funded by the National Science Foundation, the U.S. Department of Education, and several private foundations.His current research focuses on designing teacher professional development for creating more equitable science learning opportunities for bilingual learners, understanding the uses of science to solve social problems, and fostering success in science as a gateway to broader academic success.
Address: Corvallis, Oregon, United States

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Papers by Cory Buxton

Case: No podemos abandonar las ciencias: Supporting Science Home Learning with Multilingual Families

Springer texts in education, Dec 31, 2022

Co-designing a Justice-Centered STEM Teacher Professional Learning Project

BRILL eBooks, Nov 5, 2023

Co-designing a justice-centered STEM teacher professional learning project

Advancing Critical Praxis and Pedagogy Across Educational Settings, 2024

Taking up the call by the editors of this volume for “critical descriptions of how the realities ... more Taking up the call by the editors of this volume for “critical descriptions of how the realities of school communities intersect with institutions of higher education and community projects to advance collaborations and partnerships,” we describe our work with in-service teachers in communities across Oregon focused on broadening participation in science, technology, engineering, and mathematics (STEM) fields. Broadening participation is essential for creating more justice-centered STEM in our society and cannot occur without families and communities working in partnership with educators to ensure that community resources, needs, and multi-generational perspectives are centered in this work (National Academies of Sciences, Engineering, and Medicine [NASEM], 2018).

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Educators Learning Lessons From Multilingual Family Engagement Through the COVID-19 Pandemic

by Cory Buxton and Barbara Ettenauer

School Community Journal, 2023

We report on a project to support teachers and district administrators working with multilingual ... more We report on a project to support teachers and district administrators working with multilingual learners as they deepened relationships and understandings with multilingual families in five Oregon school districts. Due to the COVID-19 pandemic, which radically shifted the ways educators engaged with students' families, we repurposed this ongoing research to answer the question: How did teachers' and supporting administrators' conceptions of and actions to promote multilingual family engagement shift in response to the COVID-19 pandemic? Further influenced by the concurrent national protests for racial justice, we consider how teachers and administrators engaged in liberatory work as they questioned structures that had previously seemed inevitable or unproblematic. Framed using Harro's cycle of liberation, we discuss lessons learned based on systematic data collected from both teachers and administrators from multiple districts and multiple time points before and during pandemic-impacted schooling.

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Next Generation Sheltered Instruction to Support Multilingual Learners in Secondary Science Classrooms

Science Education, 2020

Using findings from a four-year research and development effort, we propose an updated model of s... more Using findings from a four-year research and development effort, we propose an updated model of sheltered instruction for science classrooms that leverages the opportunities provided by the Next Generation Science Standards (NGSS) to better support multilingual learners in middle and high school science. Using data from teacher implementation logs and interviews, we examine

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English Learners in Science Education

Routledge eBooks, Feb 17, 2015

Teaching Science to English Language Learners

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Teacher subjectivities and multiplicities of enactment: Agential realism and the case of science teacher learning and practice with multilingual Latinx students

Routledge eBooks, Feb 1, 2023

Analyzing Bilingual Science Assessments for Improved Understanding of Science and Language Connections

Proceedings of the 2020 AERA Annual Meeting, 2020

Teaching science to English language learners

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Introduction to theme issue on diversity and equity in science education

Teachers Strengthening Partnerships With Multilingual Families During the Pandemic

Kappa Delta Pi record, Dec 2, 2022

National DefenseEducation Act

Encyclopedia ofthe Social and Cultural Foundations of Education, Oct 5, 2012

A Sustainability Science-Based Framework for Science Education

The final chapter first summarizes the main results of our empirical investigations. We then pres... more The final chapter first summarizes the main results of our empirical investigations. We then present our sustainability science-based framework for how science education should represent ecology and environmental science topics to better respond to the needs of the Anthropocene Epoch. The proposed framework is based on our conviction that we need a science education in our schools where learning undergirded by ethical commitments of intellectual rigor, civility, and care leads to praxis. Further, engagement in praxis should in turn occasion critical reflections back on science content and its ethical considerations. Our framework is defined by (a) the acknowledgment of an explicit ethical stance that needs to be the foundation of science education, (b) its compatibility in terms of content with the latest developments in ecology and environmental sciences, and (c) a definite orientation towards praxis in the service of social-ecological justice.

The Natural World and Science Education in the United States

Springer eBooks, 2018

The use of general descriptive names, registered names, trademarks, service marks, etc. in this p... more

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Sputnik

Encyclopedia ofthe Social and Cultural Foundations of Education, Oct 5, 2012

Multilingual Learners in Science Education

Routledge eBooks, Jan 25, 2023

This Issue

Theory Into Practice, 2013

I T HAS BEEN WELL documented that our nation’s public schools continue to become more culturally,... more I T HAS BEEN WELL documented that our nation’s public schools continue to become more culturally, racially, ethnically, linguistically, and socioeconomically diverse (National Center for Education Statistics [NCES], 2010). At the same time, long-standing educational inequities with their roots in racial, ethnic, linguistic, gender, and social class discrimination persist in US schools generally, and in science education specifically (Lee & Buxton, 2010). In this issue of Theory into Practice, we explore the theme of diversity and equity in science education with specific attention given to questions such as: who are the students from diverse backgrounds in our classrooms today, and what can educators do to make science more accessible and relevant to these students? The various authors in this volume point out that the demographic subgroups typically used to categorize students in schools are not fixed or natural characteristics, but rather social constructions. The authors also point out that all of these dimensions of identity—race, ethnicity, gender, culture, language, special needs, social class, religion, family, and community— are complex, shifting, social and political fields and that the interplay among these dimensions adds further layers of complexity to questions of diversity and equity. The 2008 racial and ethnic makeup of students in US schools was 55% White, 21% Hispanic, 17% Black, 5% Asian/Pacific Islander, and 1% American Indian/Alaska Native (NCES, 2010). This represents the lowest percentage of White students and the highest percentage of Hispanic students in US schools to date, an on-going demographic shift that is likely to continue for the foreseeable future. In terms of socioeconomic status, in 2007, 42% of the nation’s K–12 students received free or reduced price lunch, indicating students coming from homes where the family income is less than $38,200 for a family of four during the 2007–2008 school year (NCES, 2008). Free and reduced-price lunch data over the past decade indicate a trend of rising student poverty that is likely to continue, given both demographic shifts and economic conditions. Even though attempts to clarify the meanings and implications of increased demographic diversity in our schools may lead to worthwhile theoretical and conceptual questions, these are also pressing practical questions due to the enhanced demands of high-stakes testing and accountability for all students driven by the No Child Left Behind Act of 2001 and subsequent legislation. The public and professional discourses about standards-based accountability measures; comparative performances on state, national, and international assessment measures; and perceptions of high academic standards and work force readiness (or lack thereof) have dominated educational decision-making and public debate for the last decade.

Evolving Views on the Nature of Nature

Springer eBooks, 2018

This chapter presents the theoretical framework that guided our study of the intended, enacted, a... more This chapter presents the theoretical framework that guided our study of the intended, enacted, and received science curricula on ecology and environmental science topics in the US education system. We begin with an exploration of the modern conception of nature and how it has enabled Western societies to study and exploit the natural world for their own utilitarian purposes since the beginning of the industrial revolution. We then examine the understanding of nature in modern science and its eventual failure to explain a world that is populated by hybrid entities that are both social and natural in all their manifestations and relations. This is followed by an exploration of the emerging contours of an amodern view of nature that currently guides much of research in ecology and environmental sciences. In the end, we present the theoretical framework that shaped our research.

Systemic functional multimodal discourse analysis: multimodal composing and civic agency of multilingual youth

Pedagogies: An International Journal, Oct 2, 2022

Multimodality has been a growing research interest in the field of applied linguistics. With the ... more Multimodality has been a growing research interest in the field of applied linguistics. With the actor-network theory as an analytic framework, the purpose of the present study was to explore how university students of Teaching English as a Foreign Language (TEFL) take advantage of both material and non-material semiotic resources while being involved in the process of developing classroom activities. Furthermore, the semiotic resources of these students including their language, gaze, and gesture were analyzed using systemic functional multimodal discourse analysis (SF-MDA). To do this, using an ethnomethodology, we videotaped the interaction of a group of 6 TEFL students developing materials, for the improvement of learners' intercultural competence, on the topic of food. The findings indicated that the participants developed these materials as they interacted with each other, as human semiotic resources, as well as their digital tools, as nonhuman resources. In addition, while mainly expressing their mental processes, they also conveyed positive attitudes and built negotiation expanding space using their gesture with both fast and slow graduation. Their gaze was also engaged, directed at both the group members and objects developing the classroom activities.

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Case: No podemos abandonar las ciencias: Supporting Science Home Learning with Multilingual Families

Springer texts in education, Dec 31, 2022