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Caitlin Fine

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Caitlin Fine

Assistant Professor of Elementary Education

Elementary Education and Literacy

Bio

A former elementary bilingual science teacher, I am dedicated to working with practitioners and students at the intersection of bi/multilingual education, science education, formative assessment, and teacher education. I use participatory design-based research to put theory to work by collaboratively imagining, building, testing, reflecting upon tools and routines to support translanguaging pedagogies in science classrooms. Additionally, I am interested how a pedagogical focus on centering students' dignity shifts teachers’ language ideologies and how they interpret students’ ideas.

Degree

PhD in Education

University of Colorado Boulder

Other in Curriculum & Instruction

George Mason University

MA in Spanish Language and Literature

Middlebury College

BA in Political Science & Spanish

Haverford College

Published Works

  • Fine, C., Furtak, E. (2025). A Call to Reimagine Science Formative Assessment Systems Through Translanguaging. Science Education, Early View(Online). .
  • Fine, C., Lee, S., McNeill, K. (2025). Teachers’ beliefs about language in science: Customizing science curricula to center emergent multilingual learners’ sensemaking. Cultural Studies of Science Education, -25. .
  • Fine, C., Martin Corredor, L. (2025). The Figured Worlds of a Translanguaging FLC and Influences on STEM Education Faculty Members’ Instruction (Poster 7). American Educational Research Association (AERA) Annual Meeting 2025,
  • Fine, C., Silva Diaz, E. (2025). Expanding Perspectives in Science Picture Books: A checklist to support using science picture books in your classroom. Science and Children,
  • Fine, C., Braaten, M. (2025). Savviness of sixth graders: Student perspectives about translanguaging during science formative assessment. Journal of Research in Science Teaching, 62(1), 193-227. .
  • Fine, G. C., Furtak, M. E. (2024). Asset and deficit discourses of student ideas in science formative assessment co-design. Journal of Research in Science Teaching, 61(9), 2133-2161. .
  • Lee, S., DiFrancesco, B., Fine, C., McNeill, K. (2024). Expanding language use: Supporting emergent multilingual learners’ sensemaking in science. Science Scope,
  • McNeill, K., Lee, S., Zhang, Y., Moore, A., Buell, J., Reiser, B., Affolter, R., Fine, C., Moreno Vera, M. (2024). Customization of Curriculum Materials as a Site for Identifying and Taking Action on Shared Problems of Practice. International Society of the Learning Sciences,
  • Patrick-Stuart, R., Fine, C., Venegas-Weber, P., Furtak, E. (2024). Interpreting and Planning for Multilingual Sensemaking. Ambitious Science Teaching.
  • Colley, C., Venegas-Weber, P., Fine, C. (2024). Read Alouds Tools & Professional Learning for Dual Language Classrooms. Ambitious Science Teaching.
  • Fine, C., Getz, M., Littich, H. (2023). (Trans)formative assessment co-design cycles: Translanguaging stances and shifts in a science teacher-researcher collaboration. (). Multilingual Matters.
  • Grapin, E. S., Pierson, A., González-Howard, M., Ryu, M., Fine, C., Vogel, S. (2023). Science education with multilingual learners: Equity as access and equity as transformation. Science Education, 107(4), p. 999-1032. .
  • Fine, G. C., Littich, H., Getz, M. (2023). The (Trans)Formative Assessment Planning Template: Explicitly Welcoming Translanguaging During Formative Assessment in Your Science Classroom. Science Scope,