Note: Intro -- Contents -- Chapter 1: Contextualizing the Need for Supporting Social Justice-Driven Science/STEM Education Research -- References -- Chapter 2: Communicating with Objects: Supporting Translanguaging Practices of Emergent Bilingual Students During Scientific Modeling -- 2.1 Introduction -- 2.2 Theoretical Framework -- 2.2.1 A Vision for Equitable Science Education for Emergent Bilingual Students -- 2.2.2 Investigating and Communicating About the Natural World Through Science Artifacts -- 2.2.3 Translanguaging: Disrupting the Power Hierarchies that Separate Semiotic Resources -- 2.3 Methods -- 2.3.1 Designing a Learning Environment to Investigate Electricity -- 2.3.2 Context, Participants, and Curriculum -- 2.3.3 Data Collection and Retrospective Analyses -- 2.3.4 A Winding Funding Trajectory -- 2.4 Findings -- 2.4.1 Electric Flow: Electricity Moving Through a Wired DC Circuit -- 2.4.2 Electrical Resistance: How the Conductor's Geometry Regulates Electric Flow -- 2.5 Discussion and Implications -- 2.5.1 Affordances for Problematizing Conceptual Features of Electrical Phenomena -- 2.5.2 Affordances for Communicating About Electrical Phenomena -- 2.5.3 Science Artifacts Can Create Equitable Opportunities for Learning Science -- References -- Chapter 3: Fostering Social Connectedness and Interest in Science Through the Use of a Sports Model -- 3.1 Literature Review -- 3.1.1 Educational Potential of Sports -- 3.1.2 Science Knowledge and Skills Development Through Sports -- 3.1.3 Student Social Gains Through Sports -- 3.1.4 Power, Privilege, and Identity in Sport Settings -- 3.2 Research Context -- 3.2.1 The Instructional Unit: Teaching Natural Selection and Adaptation Through Basketball -- 3.3 Data Collection and Analysis -- 3.4 Findings -- 3.4.1 More Enjoyable and Beneficial Science Learning Experiences. , 3.4.2 Opportunities to Foster Social Connections -- 3.4.3 Specific Impacts on Female Student Participants -- 3.5 Discussion -- 3.6 Limitations and Future Research -- 3.7 Data-Informed Development of the Biology Lessons Over Time -- 3.8 Conclusions -- References -- Chapter 4: Science Teachers' Views on the Integration of Science and Language for Emergent Bilinguals in Grade Sixth Classrooms -- 4.1 Introduction -- 4.2 Theoretical Framework -- 4.3 Socioscientific Issues (SSI) in Science Education -- 4.4 Teachers' Views About Literacy Integration in Science -- 4.5 Teachers' Views About Emergent Bilingual Students -- 4.6 Methods -- 4.7 Settings and Participants -- 4.8 Researcher Perspectives -- 4.9 DISCUSS Curriculum -- 4.10 Data Collection and Analyses -- 4.11 Findings -- 4.11.1 Theme 1: Institutional Barriers Prevented the Integration of Language and Literacy Within Science Instruction -- 4.11.2 Theme 2: Teachers Were Not Prepared to Teach EBs and Need Support to Develop Asset-Based Views -- 4.11.3 Theme 3: Teachers Vary in Their View of Responsibility for Integrating Language in Science Classrooms -- 4.11.4 Theme 4: Low Expectations Prevented Asset-Based Instruction with Emergent Bilinguals -- 4.12 Discussion -- 4.13 Limitations of the Study -- 4.14 Implications and Future Directions -- 4.15 Challenges and Perseverance in Seeking Funding -- References -- Chapter 5: Teacher Candidates and the Equitable, Inclusive Science Classroom -- 5.1 The Complexities of Preparing Teacher Candidates to Teach Science in Our Context -- 5.1.1 Context of Teacher Candidate Preparation -- 5.1.2 Funding This Work -- 5.2 Framing the Work: Critical Race Theory -- 5.2.1 Culturally Relevant Pedagogy -- 5.3 Research Context and Methods -- 5.3.1 The Revamped Methods Courses -- 5.3.2 Context and Participants -- 5.3.3 Research Methods -- 5.3.4 Teacher-Scholars' Positionality. , 5.3.4.1 Joi -- 5.3.4.2 Angela -- 5.3.5 Data Collection and Analysis -- 5.3.5.1 Draw a Science Teacher Test -- 5.3.5.2 Science Teaching Philosophy Statements -- 5.4 Changes in Teacher Candidates' Thoughts on Role as Teacher -- 5.4.1 Findings from Draw a Science Teacher Test -- 5.4.2 Findings from Science Teaching Philosophy Statements -- 5.4.2.1 Teacher as Learner -- 5.4.2.2 Science as an Inviting, Accessible, Inclusive -- 5.4.2.3 Science and Engineering Practices and Nature of Science -- 5.4.2.4 End-of-Semester Philosophy Statements -- 5.4.3 Summary of Findings -- 5.5 Impacts of the Action Research on the Teacher-Scholars -- 5.5.1 Joi -- 5.5.2 Angela -- 5.6 Discussion and Implications -- References -- Chapter 6: Exposing Inequities Within Teacher Professional Development and Its Impact on Advancing Equity, Diversity and Social Justice in STEM Education -- 6.1 Introduction -- 6.2 Inequities in STEM Education -- 6.2.1 Theoretical Underpinnings -- 6.2.1.1 Student Performance on STEM-Based Standardized Exams -- 6.2.1.2 Inadequate Learning Resources -- 6.2.1.3 STEM vs. Non-STEM Programs -- 6.2.1.4 Unprepared Teachers -- 6.2.2 Development and Use of Intellectual and Material Resources for STEM Education -- 6.2.3 Funding and Accountability Measures for Training STEM Teachers in Georgia -- 6.2.3.1 Limited Accountability Measures for Professional Growth -- 6.2.4 Two Educators' Ongoing Efforts and Practices to Support STEM Education -- 6.2.4.1 The STEMITL Project: An Enriching Opportunity for Multiple Stakeholders -- 6.2.4.2 Planning and Teaching Integrated STEM Lessons in the Mathematics Methods Courses -- 6.2.5 Ongoing Initiative for STEM Education Professional Development with Inservice Teachers -- 6.3 Conclusion and Recommendations -- References. , Chapter 7: Exposing the Invisibility of Marginalized Groups in Costa Rica and Promoting Pre-service Science Teachers' Critical Positional Praxis -- 7.1 The Costa Rican Context -- 7.2 Seeking Funding: Challenges and Perseverance -- 7.3 Sociotransformative Constructivism and Critical Cross-Cultural Education -- 7.4 Methodology -- 7.4.1 The Costa Rican Secondary Science Teacher Preparation Program -- 7.4.2 Participants -- 7.4.3 Research Tools and Analysis -- 7.5 Findings -- 7.5.1 The Dialogic Conversation and Reflexivity in Action -- 7.5.2 The Costa Rican Sociocultural Context and the Invisibility of Marginalized Groups -- 7.5.3 Transformative Action: Seeking Policy Changes and Raising Cultural Awareness -- 7.6 Conclusion -- References -- Chapter 8: The Journey of Decolonization as a Scientist and Science Education Researcher -- 8.1 Decolonization as a Theory -- 8.1.1 Decolonization as Praxis -- 8.2 Theoretical Framework -- 8.2.1 Attachment Theory and Loss -- 8.3 Methods -- 8.3.1 Critical Autoethnography Methodology -- 8.3.2 The Design of the Lotions and Potions Curriculum -- 8.3.3 Participants and Context -- 8.3.4 Reflexivity -- 8.3.5 Data Collection -- 8.4 Findings -- 8.4.1 Numbness -- 8.4.2 Yearning and Searching -- 8.4.3 Disorganisation and Despair -- 8.4.4 Reorganisation -- 8.5 Discussion -- References -- Chapter 9: Striving for More: Beyond the Guise of Objectivity and Equality in Engineering Education -- 9.1 Introduction -- 9.2 Engineering Education Equity Reform -- 9.2.1 What Have We Learned from 30 Years of Equity Research? -- 9.2.2 Structural and Systemic Inequity Continues Through Weeder Courses and a Positivist Worldview -- 9.2.3 Looking in the Mirror: Those Like Us Succeed -- 9.2.4 How We Frame the Problem Matters: Recruiting More Minoritized Students Without Addressing the Existing Engineering Culture Is Destined to Fail. , 9.3 Changing the Mindset of Engineering Educators -- 9.3.1 How Can We Shift the Focus from a Student Deficit Model to Supportive Infrastructure Focused on Student Success? -- 9.3.2 We Must Listen to and Learn from Those Students Who Have Chosen to Leave Engineering Programs -- 9.4 Reversing Momentum by Addressing Challenges to the Cultural Diversification of Engineering Students -- 9.4.1 Vignette #1: Fighting Against the Status Quo and Rewarding Faculty for Inclusive Pedagogical Strategies -- 9.4.2 Vignette #2 Focusing on the Long-Term Success of Graduate Candidates -- 9.4.3 Vignette #3 Making Explicit the Cultural Capital Required for Success -- 9.5 The Problem of Change Within Engineering -- 9.6 Learning from Our Experiences: Understanding the Resilient Cultural Norms of Engineering Education -- 9.6.1 Crosscutting Theme #1: Engineers' Identities Are Developed Within Insular Environments That Limit Engineers' Propensity to Reflect Upon Their Own Biased Views of the World -- 9.6.2 Crosscutting Theme 2: Changing Engineering Faculty's Definitions of Work Implies Rewards and Consequences -- 9.7 Providing Hope and Believing That Change Is Possible -- References -- Chapter 10: "What Have You Done for Me Lately": An Afterword -- References.

Note: Intro -- Science Education as a Pathway to Teaching Language Literacy -- TABLE OF CONTENTS -- Foreword -- Preface -- 1. Science, Literacy, and Video Games: Situated Learning -- Commentary on Gee's Science, Literacy, and Video Games: Situated Learning -- Play and the Real World: A Response to Katherine Richardson Bruna's Commentary -- 2. Facilitating the Integration of Multiple Literacies through Science Education and Learning Technologies -- Commentary on Rodriguez & -- Zozakiewicz's Facilitating the Integration of Multiple Literacies through Science Education and Learning Technologies -- Response to Solomon, van de Kerkhof, & -- Moje's Commentary on Facilitating the Integration of Multiple Literacies through Science Education and Learning Technologies -- 3. Ways with Words: Language Play and the Science Learning of Mexican Newcomer Adolescents -- Commentary on Richardson Bruna's Ways with Words: Language Play and the Science Learning of Mexican Newcomer Adolescents -- Response to Gee's commentary on Ways with Words: Language Play and the Science Learning of Mexican Newcomer Adolescents. A 21st Century Niche for the natural -- 4. Supporting Meaningful Science Learning: Reading and Writing Science -- Commentary on Gomez, Sherer, Herman, Gomez, White, & -- Williams' Supporting Meaningful Science Learning: Reading and Writing Science -- Response to Crowther's Commentary on Supporting Meaningful Science Learning: Reading and Writing Science -- 5. When is a Detail Seductive? On the Challenges of Constructing and Teaching from Engaging Science Texts -- Commentary on Solomon, van de Kerkhof, & -- Moje's When is a detail seductive? On the Challenges of constructing and teaching from engaging science texts. , Response to Rodriguez's Commentary on When is a detail seductive? On the Challenges of constructing and teaching from engaging science texts -- 6. Science for English Language Learners: Research and Applications for Teacher Educators -- Commentary on Crowther's Science for English Language Learners: Research and Applications for Teacher Educators -- Response to Gomez, Sherer, Herman, Gomez, White, and Williams' commentary on Science for English Language Learners: Research and Applications for Teacher Educators -- About the authors -- Index.