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“You are Never too Little to Understand Your Culture”: Strengthening Early Childhood Teachers through the Diné Institute for Navajo Nation Educators
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This article describes one effort to strengthen early childhood teaching in schools on the Navajo Nation that centers the work of two teachers within a program attempting to support teachers in the development of…
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In this article, the authors present evidence from teachers' reflections that this stability was supported by the teachers' intellectual and emotional experiences as learners. Specifically, they argue that engaging in…
“Science Theatre Makes You Good at Science”: Affordances of Embodied Performances in Urban Elementary Science Classrooms
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School science continues to alienate students identifying with nondominant, non-western cultures, and learners of color, and considers science as an enterprise where success necessitates divorcing the self and corporeal…
Transforming Science Learning Framework: Translating an Equity Commitment into Action through Co-Design
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In this study, we present a conceptual tool for guiding teachers’ principled pedagogical actions toward equitable instruction, referred to as the Transforming Science Learning (TSL) framework. The TSL framework was…
Secondary Chemistry Teacher Learning: Precursors for and Mechanisms of Pedagogical Conceptual Change
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Despite years of research and practice inspired by chemistry education research, a recent report shows that US secondary instruction is not aligned with current national reform-based efforts. One means to mitigate this…
Investigating the Mangle of Teaching Oxidation–Reduction with the VisChem Approach: Problematising Symbolic Traditions that Undermine Chemistry Concept Development
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Specific to the topic of oxidation–reduction (redox), teachers are obligated by the discipline to prioritise symbolic traditions such as writing equations, documenting oxidation states, and describing changes (e.g., what…
Why Does Teacher Learning Vary in Professional Development? Accounting for Organisational Conditions
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Professional development providers often struggle with how some teachers take up and internalise new instructional practices while others have difficulty implementing new ideas and strategies. Teacher personal…
Why Do Teachers Vary in Their Instructional Change During Science PD? The Role of Noticing Students in an Iterative Change Process
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This qualitative study uses a nonlinear, iterative model of teacher learning (Interconnected Model of Professional Growth; Clarke & Hollingsworth, 2002) alongside professional noticing to help understand why elementary…
Elementary Teachers’ Knowledge of Using Language as an Epistemic Tool in Science Classrooms: A Case Study
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Language is a fundamental tool for learning science. This study highlights the importance of teacher knowledge in utilising language as a tool for knowledge generation in the classrooms. This case study examines elementary…
Shaping Ambitious Science Teaching to Be Culturally Sustaining and Productive in a Rural Context: Toward a Justice-Centered Ambitious Science Teaching Framework
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Significant science education resources, namely the Next Generation Science Standards (NGSS) and the Ambitious Science Teaching (AST) framework, need an intentional aim of centering social justice for minoritized…
Cultivating a Higher Level of Student Agency in Collective Discussion: Teacher Strategies to Navigate Student Scientific Uncertainty to Develop a Trajectory of Sensemaking
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Teachers play a crucial role in guiding students through sensemaking by addressing uncertainties and assisting in solution development. Student uncertainty is recognized as a pedagogical resource, engaging them in…