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Outputs (36)

What has persisted and what has not: A longitudinal study of changes in teachers’ experiences of Project-Based Teaching and Learning through the COVID-19 Pandemic (2025)
Journal Article
Hira, A., Anderson, E., & Woods, P. (in press). What has persisted and what has not: A longitudinal study of changes in teachers’ experiences of Project-Based Teaching and Learning through the COVID-19 Pandemic. International Journal of Engineering Education, 41(2), 280-290

In this qualitative interview-based longitudinal study, we follow and share experiences of teachers from four different high schools in the United States that represent different institutional contexts (Urban, Suburban, Rural, Public and Charter) aro... Read More about What has persisted and what has not: A longitudinal study of changes in teachers’ experiences of Project-Based Teaching and Learning through the COVID-19 Pandemic.

Scenes of entanglement: Towards a posthuman understanding of the transglobal noise music scene (2024)
Journal Article
Woods, P. J., & Ortega, Y. (2025). Scenes of entanglement: Towards a posthuman understanding of the transglobal noise music scene. DIY, Alternative Cultures & Society, 3(1), 3-17. https://doi.org/10.1177/27538702241305690

Drawing on the growing interest in affective and relational approaches to scene studies, we use this paper to explore a reimagining of DIY music scenes, and the transglobal noise music scene in particular, through a posthuman lens. This retheorizatio... Read More about Scenes of entanglement: Towards a posthuman understanding of the transglobal noise music scene.

Exploring the impact of COVID-19 on the grammar of schools in project-based learning contexts (2024)
Journal Article
Woods, P. J., Anderson, E., & Hira, A. (in press). Exploring the impact of COVID-19 on the grammar of schools in project-based learning contexts. Journal of Educational Change, https://doi.org/10.1007/s10833-024-09522-z

While scholars and public figures have positioned the COVID-19 pandemic as an opportunity for school reform, the response to this potential for change by teachers remains underexplored. In turn, we attend to the following research question: how do te... Read More about Exploring the impact of COVID-19 on the grammar of schools in project-based learning contexts.

Bearing Witness to Violence Through Noise: A Critical Exploration of Runzelstirn & Gurgelstøck’s Affective Curriculum (2024)
Journal Article
Woods, P. (2024). Bearing Witness to Violence Through Noise: A Critical Exploration of Runzelstirn & Gurgelstøck’s Affective Curriculum. Journal of Curriculum Theorizing, 39(1b),

This paper explores the nature of earwitnessing, or the act of bearing witness through sound, via noise. Employing Thompson’s (2017) definition of the term, I argue that noise holds the pedagogical potential to address critiques of bearing witness an... Read More about Bearing Witness to Violence Through Noise: A Critical Exploration of Runzelstirn & Gurgelstøck’s Affective Curriculum.

Learning about Data, Algorithms, and Algorithmic Justice on TikTok in Personally Meaningful Ways (2024)
Presentation / Conference Contribution
Morales-Navarro, L., Kafai, Y. B., Nguyen, H., DesPortes, K., Vacca, R., Matuk, C., Silander, M., Amato, A., Woods, P., Castro, F., Shaw, M., Akgun, S., Greenhow, C., & Garcia, A. (2024, June). Learning about Data, Algorithms, and Algorithmic Justice on TikTok in Personally Meaningful Ways. Presented at ISLS Annual Meeting 2024, Buffalo, NY

TikTok, a popular short video sharing application, emerged as the dominant social media platform for young people, with a pronounced influence on how young women and people of color interact online. The application has become a global space for youth... Read More about Learning about Data, Algorithms, and Algorithmic Justice on TikTok in Personally Meaningful Ways.

Learning about Data, Algorithms, and Algorithmic Justice on TikTok in Personally Meaningful Ways (2024)
Presentation / Conference Contribution
Morales-Navarro, L., Kafai, Y. B., Nguyen, H., DesPortes, K., Vacca, R., Matuk, C., Silander, M., Amato, A., Woods, P. J., Castro, F., Shaw, M., Akgun, S., Greenhow, C., & Garcia, A. (2024, June). Learning about Data, Algorithms, and Algorithmic Justice on TikTok in Personally Meaningful Ways. Presented at 18th International Conference of the Learning Sciences (ICLS) 2024 : Learning as a Cornerstone of Healing, Resilience, and Community, Buffalo, NY

TikTok, a popular short video sharing application, emerged as the dominant social media platform for young people, with a pronounced influence on how young women and people of color interact online. The application has become a global space for youth... Read More about Learning about Data, Algorithms, and Algorithmic Justice on TikTok in Personally Meaningful Ways.

Reclaiming the right to look: making the case for critical visual literacy and data science education (2024)
Journal Article
Woods, P. J., Matuk, C., DesPortes, K., Vacca, R., Tes, M., Vasudevan, V., & Amato, A. (2024). Reclaiming the right to look: making the case for critical visual literacy and data science education. Critical Studies in Education, 65(5), 441-459. https://doi.org/10.1080/17508487.2023.2298198

As visual cultures scholars have argued, visual expression and aesthetic artifacts largely comprise the modern world. This includes the production of the school as an institution. A critical approach to education therefore must reinscribe students wi... Read More about Reclaiming the right to look: making the case for critical visual literacy and data science education.

Agency at Scale: Embedding Interpersonal Interaction and Collaboration in an Online Professional Development Platform (2023)
Presentation / Conference Contribution
Woods, P. J., Anderson, E., Lin, G., Hargroder, A., Liao, A., Hanks, B., Beazley, G., & Tung, A. (2023, June). Agency at Scale: Embedding Interpersonal Interaction and Collaboration in an Online Professional Development Platform. Presented at 16th International Conference on Computer-Supported Collaborative Learning (CSCL) 2023, Montreal, Canada

Responding to an increasing demand for scalability, designers have begun creating online teacher professional development (oTPD) platforms and curricula. However, researchers have also critiqued the field for overlooking the role of teacher voice and... Read More about Agency at Scale: Embedding Interpersonal Interaction and Collaboration in an Online Professional Development Platform.

Promoting students’ informal inferential reasoning through arts-integrated data literacy education (2023)
Journal Article
Matuk, C., Vacca, R., Amato, A., Silander, M., Desportes, K., Woods, P. J., & Tes, M. (2024). Promoting students’ informal inferential reasoning through arts-integrated data literacy education. Information and Learning Science, 125(3/4), 163-189. https://doi.org/10.1108/ils-07-2023-0088

Purpose
Arts-integration is a promising approach to building students’ abilities to create and critique arguments with data, also known as informal inferential reasoning (IIR). However, differences in disciplinary practices and routines, as well as... Read More about Promoting students’ informal inferential reasoning through arts-integrated data literacy education.

Promoting students’ informal inferential reasoning through arts-integrated data literacy education (2023)
Journal Article
Matuk, C., Vacca, R., Amato, A., Silander, M., DesPortes, K., WOODS, P., & Tes, M. (2024). Promoting students’ informal inferential reasoning through arts-integrated data literacy education. Information and Learning Science, 125(3/4), 163-189. https://doi.org/10.1108/ILS-07-2023-0088

Purpose
Arts-integration is a promising approach to building students’ abilities to create and critique arguments with data, also known as informal inferential reasoning (IIR). However, differences in disciplinary practices and routines, as well as... Read More about Promoting students’ informal inferential reasoning through arts-integrated data literacy education.