Scholarship

Research Agenda

The overarching goal of my research program is to advance inclusive and antiracist teaching through targeted professional learning for K-20+ STEM educators. I focus on three connected research lines: 1) designing and facilitating equity-focused professional learning, 2) positioning educators to engage in and implement equity work, and 3) developing learning communities that advance systemic change in STEM education. Across all lines of research, my work is grounded in critical theory and driven by my desire to improve educational experiences and outcomes for historically marginalized students. In support of this work, I have collaborated with K-12 schools, school districts, teacher associations, community organizations and institutions, community colleges, and universities.

Designing and Facilitating Equity-Focused Professional Learning

Positioning Educators to Engage in and Implement Equity Work

Developing Learning Communities that Advance Systemic Change in STEM Education

Publications

Below, you’ll find my writing organized by publication type. Feel free to contact me for questions on any specific publication.

Journal Articles

Codding, D., Yen, A. H., Lewis, H., Johnson-Ojeda, V., Frey, R. F., Hokanson, S. C., & Goldberg, B. B. (2024). Nationwide inclusive facilitator training: Mindsets, practices, and growth. To Improve the Academy, 43(2).
Calkins, S., Conway, A., Daniels, T., Frey, R. F., Gillian-Daniel, D., Goldberg, B.B., Greenler, R., Hill, L., Hokanson, S. C., Johnson-Ojeda, V., Pinder-Grover, T., Armstrong, S., Buchanan, D., Codding, D., … York, A. M. (2024). Scaling inclusive teaching: A national STEM teaching initiative centering identity, power and privilege. Change: The Magazine of Higher Learning, 56(5), 31-40.
Codding, D. & Goldberg, B. B. (2024). The clash of academic hierarchy and inclusive leadership: Evolution within a nationwide diversity, equity, and inclusion initiative. ADVANCE Journal, August.
Bell, N. S., & Codding, D. (2024). Equity scenario response survey: Understanding teacher candidates’ preparation of their sociopolitical identity. Urban Education, 59(3), 878-910.
Mouza, C., Codding, D., & Pollock, L. (2022). Investigating the impact of research-based professional development on teacher learning and classroom practice: Findings from computer science education. Computers & Education, 186.
Codding, D., Alkhateeb, B., Mouza, C., & Pollock, L. (2021). From professional development to pedagogy: Examining how computer science teachers conceptualize and apply culturally responsive pedagogy. Journal of Technology and Teacher Education, 29(4), 497-532.
Codding, D., Yang, H., Mouza, C., & Pollock, L. (2021). Computing for communities: Designing culturally responsive informal learning environments for broadening participation in computing. Journal of Applied Instructional Design, 10(4).
Yang, H., Codding, D., Mouza, C., & Pollock, L. (2021). Broadening participation in computing: Promoting affective and cognitive learning in informal spaces. Tech Trends, 65(2), 196-212.

Conference Proceedings

Codding, D., Alkhateeb, B., Mouza, C. & Pollock, L. (2020). Building equitable computing classrooms through culturally responsive professional development. In G. H. Marks & D. Schmidt-Crawford (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 277-286). Online: Association for the Advancement of Computing in Education (AACE).
Yang, H., Codding, D., Mouza, C., & Pollock, L. (2020). Broadening participation in computing: Infusing culturally responsive pedagogy into the design of informal learning environments. In M. Gresalfi & I. S. Horn (Eds.), The Interdisciplinarity of the Learning Sciences, 14th International Conference of the Learning Sciences (ICLS) 2020, Volume 2 (pp. 765-766). Nashville, TN, USA: International Society of the Learning Sciences.
Codding, D., Mouza, C., Pollock, L. & Sheridan, S. (2019). Culturally responsive and equity-focused computer science professional development. In K. Graziano (Ed.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 353-361). Las Vegas, NV, United States: Association for the Advancement of Computing in Education (AACE).
Codding, D., Mouza, C., Rolón-Dow, R., and Pollock, L. (2019). Positionality and belonging: Analyzing an informally situated and culturally responsive computer science program. Proceedings of 8th Annual Conference on Maker Education, New York City, NY, USA: FabLearn 2019.
Mouza, C., Codding, D., & Pollock, L. (2018). Learning to teach computer science: Professional development design and teacher outcomes. In E. Langran & J. Borup (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 1628-1634). Washington, D.C., United States: Association for the Advancement of Computing in Education (AACE).

Dissertation & Theses

Codding, D. (2021). Hope through vulnerability: Disrupting white fragility in education (Publication No. 2591323339) [Doctoral dissertation, University of Delaware]. ProQuest Dissertations and Theses A&I.
Codding, D. (2013). Parables and pretense: Teaching metaphoric language in the church [Master’s thesis, Emory University]. Emory Theses and Dissertations.
Codding, D. (2010). Religion in Shakespeare: An examination of religious aspects and influences in Hamlet. [Honors thesis, McMurry University]. Abilene Library Consortium Catalog.

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