Abby Schwenger is a Ph.D. student at NYU Steinhardt specializing in Childhood Education. Her research interests lie at the intersection of language and content areas. She is particularly interested in developing and progressing STEM curricula that position students as informed citizen scientists by using relevant societal issues as a context for doing STEM-related work. Within this work, she is excited to see data science play an increasingly important role in STEM education. Abby currently works as a research associate on an NSF grant, supporting linguistically diverse schools in the NYC DOE with their implementation of a justice-centered STEM curriculum. She is passionate about translanguaging and home language use in the science classroom.
Abby holds a Bachelor’s degree from the University of Miami where she majored in Elementary and Exceptional Student Education and Spanish. She is certified in elementary education, K-12 special education, ESOL education, and middle grades mathematics.
Selected Publications
Haas, A., Reid, E., Grapin, S.E., Schwenger, A., and Park, J. (2025). Rethinking argument: Engaging all students, including multilingual learners, in arguing from evidence. Science and Children.
Grapin, S.E., Plumley, C., Banilower, E., Sterenberg Mahon, 1., Craven, L., Schwenger, A.,
Haas, A., & Lee, O. (2024). Development of a questionnaire on teachers’ beliefs, preparedness, and instructional practices for teaching NGSS science with multilingual learners. Science Education.
Schwenger, A., Grapin, S. E., Altamirano, N., Haas, A., & Lee, O. (2024). Formative assessment from a translanguaging perspective in the NGSS classroom. Science and Children.
Haas, A. Schwenger, A., Master, L., Grapin, S. E., & Lee, O. (2023). Symmetry in NGSS teacher professional learning: “Walking the walk” and “talking the talk.” Science and Children.