Santau, A.O., Secada, W., Maerten-Rivera, J., Cone, N. & Lee, O. (2010). US Urban elementary teachers’ knowledge and practices in teaching science to English language learners: Results from the first year of a professional development intervention. International Journal of Science Education, 32(15), 2007–2032.
Teachers of English language learners face the dual challenge of helping students to learn the academic content of science and to acquire English language proficiency. Elementary teachers, meanwhile, face the additional challenge of responding to new teaching requirements outlined within reform initiatives with an often limited understanding of science and its practices. The study reported in this paper sought to examine these issues (and also a comparison of teacher’s knowledge and practice between grade levels) as part of the analysis of a long-term professional development initiative for urban elementary schools. The professional development (PD) sought to enhance teacher knowledge of science content, teaching practices, inquiry processes, and teaching practices in science to support English language development.
Galloway, F. & Shea, M. M. (2009). Does your organization welcome participants with disabilities? A new assessment tool. Afterschool Matters, 9, 12–19.
With an increase in the enrollments of youth with disabilities in afterschool programs, organizations must evaluate if their programs truly welcome children and youth with disabilities. The authors of this study developed a valid and statistically reliable instrument, Organizational Developmental Model of Inclusion for Individuals with Disabilities (ODMI-IWD), to assist the program providers in developing policies to improve on perceived weakness in the areas of inclusion: diversity, differential treatment, congruency, motivational imperative, and experience.
Van Eijck, M. & Roth, W.-M. (2009). Authentic science experiences as a vehicle to change students’ orientations toward science and scientific career choices: Learning from the path followed by Brad. Cultural Studies of Science Education, 4, 611–638.
This study aims to answer two questions important to informal science learning: What is “authentic”? And, why do we want students to have authentic science learning experiences? Using ethnographic methods, the authors developed a case study over the course of one year of an Aboriginal student, Brad, who participated in a scientific internship program that included both nature conservation and laboratory work. This study analyzes how Brad’s cultural identity interacted, influenced, and hybridized with the scientific and other practices he participated in during his internship. The paper will be of interest to ISE educators exploring how program experiences interact with identity to encourage expanded participation in STEM.
Malone, K. R., & Barabino, G. (2009). Narrations of race in STEM research settings: Identity formation and its discontents. Science Education, 93(3), 485–510.
This study investigates specific challenges that students of color have in developing a personal identity related to science. The researchers examined how experiences in graduate school programs shaped the emergent identities of African-American women students in science and engineering. The study sheds light on the barriers cultural minority students might face in their pursuit of science in school and in careers, and suggests that educators might help to prepare students for these experiences.
Maulucci, M. (2010). Resisting the marginalization of science in an urban school: Coactivating social, cultural, material and strategic resources. Journal of Research in Science Teaching, 47(7), 840–860.
Education reform efforts often focus on material supplies and teacher knowledge of science, but this article points out additional constraints that teachers face within their schools and how the teachers from one middle school overcame them. These constraints have implications for what the researcher calls “inertial forces” that may derail social justice efforts. An awareness of these issues can help ISE educators in their efforts to design and lead professional development programs that support teachers.
Xu, J., Coats, L., & Davidson, M. (2012). Promoting student interest in science: The perspectives of exemplary African American teachers. American Educational Research Journal, 49(1), 124–154.
This study investigated what exemplary African American science teachers do to develop interest in science among low-income African American elementary students. The researchers found three interrelated approaches:
1) Having a genuine interest—in science, in teaching, and in students’ lives
2) Scaffolding students’ interest in science
3) Offering multiple standpoints—many ways for students to engage
Levinson, R. (2010). Science education and democratic participation: An uneasy congruence. Studies in Science Education, 46(1), 69–119.
Democratic participation is supposed to be enabled by the skills of scientific literacy. But there are several models of democratic participation—deficit, deliberative, and more radical forms. The author of this paper argues that educators need to make explicit to students the political and hegemonic bases underlying these models as well as the role of scientific knowledge and decision-making. This paper may be of interest to ISE educators leading programs supporting scientific literacy through argumentation, participation, and
Tan, E., Calabrese Barton, A., Kang, H., & O’Neill, T. (2013). Desiring a career in STEM-related fields: How middle school girls articulate and negotiate identities-in-practice in science. Journal of Research in Science Teaching, 50(10), 1143–1179. doi:10.1002/tea.21123
This article examines middle school girls’ participation in school-day science classes and out-of-school time science clubs to understand the girls’ identification with and relationship to science. Looking at the girls’ science experiences across settings, researchers compared how the identities developed from these experiences supported or worked against the girls’ future trajectories in STEM.
Johnson, C. C. (2011). The road to culturally relevant science: Exploring how teachers navigate change in pedagogy. Journal of Research in Science Teaching, 48(2), 170–198.
This article reports on a case study of two middle school science teachers who took part in professional development designed to help them enact culturally relevant pedagogy in their classrooms. The long-term and community-oriented aspects of the professional development seemed to play a vital role in supporting the teachers’ success.
Wong, B. (2012). Identifying with science: A case study of two 13-year-old “high achieving working class” British Asian girls. International Journal of Science Education, 34(1), 43–65.
This paper presents a case study of two currently high-achieving 13-year-old British Asian schoolgirls: One appears keen to pursue advanced science learning, whilst the other seems more likely to reject such a path. Wong’s discussion offers insight into how young people develop an identity with science—or not. His analysis adds to the literature on why students rapidly lose interest in science on reaching adolescence and secondary school.