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 -- Introduction to Volume -- Contents -- Part I: Introduction: Science Education Policy -- Reference -- Chapter 1: Science for All: Historical Perspectives on Policy for Science Education Reform -- Introduction -- Science for All Before 1960 -- Practical Studies and Vocational Education -- The Comprehensive High School and Aptitude Testing as Democratizing In uences -- World War II and the Search for Science Talent -- The Sputnik Challenge -- From the 1960s to the Present: The Era of Civil Rights -- A Call for Excellence and Common Culture -- The Economic Argument -- No Child Left Behind (NCLB) -- Conclusion -- References -- Chapter 2: Is It Possible to Teach "Science for All" in a Climate of Accountability? Educational Policy and the Equitable Teaching of Science -- Nonmainstream Students, NCLB, and Science Education Reform -- Influence of NCLB on the Science Learning of Nonmainstream Students -- Possible Reasons for Continued Gaps -- Structure of NCLB Policy -- Instructional Decisions Focused on Short-Term Assessment Gains -- Negative Consequences for Science Teachers -- Structure of NCLB Assessments -- Understanding the Paradox: Negative Consequences of NCLB -- Comments on Methodology -- Implications for Science Education Research, Practice, and Policy -- References -- Chapter 3: Conceptions of Inequality in the Era of Bush/Obama -- Conceptions of Inequality in Standards-Based Reform -- 1990s Conceptions of Standards-Based Reform -- Influence of Standards-Based Reform in Contemporary Initiatives -- Conceptions of Inequality in Market-Based Reform -- Conceptions of Inequality as Epistemological -- What These Lens Enable and Constrain in Our Scholarship -- What Is the "So What" for New Scholars Interested in Equality and Diversity? -- References. , Chapter 4: International Response for Part I: Bridging the Gaps Between Policy and Practice on Equity for Science Education Reforms -- Question 1: What Are the Major Trends of the Policies on Equity in Science Education? -- Question 2: How Do These Chapters Address Similar Issues that Might Be Encountered by International Scholars and School Science Teachers? -- Question 3: What Issues or Actions Need to Be Considered to Achieve Equity? -- Importance of Teacher Preparation in Educational Reform -- Necessity of Conducting Policy-Related Research to Provide Evidence of Effectiveness of Policies -- Essential Actions Taken for Communication Between Researchers and Policymakers -- Concluding Remarks -- References -- Part II: Introduction: Globalization -- References -- Chapter 5: The Imperative of Context in the Age of Globalization in Creating Equity in Science Education -- Overview -- Contextual Factors of Globalization -- Holons -- Globalization -- Positive Effects of Globalization -- Mitigating Forces -- The Economics of Education and Society -- The Notions of Capital and Habitus -- Role and Function of Education and Schooling -- Revisiting the Imperative of Context -- References -- Chapter 6: Frameworks for Examining the Intersections of Race, Ethnicity, Class, and Gender on English Language Learners in K-12 Science Education in the USA -- Integrating Frameworks to Expand Levels of Analyses -- Global Trends in E|im|migration 4 at the Macro Level -- A Meso Level Analysis: Who Are ELLs and What Challenges Do They Face in the USA? -- Immigration Trends in Philadelphia: A Micro Perspective -- Situating Our Research: Southeast Asian and Latino/a Students in the USA -- Using Intersectionality to Improve Science Teaching for LM/ELL Students -- Implications -- References -- Chapter 7: Elementary Students' Ways of Seeing Globalization in Science. , What Is Globalization? -- Deterritorialization -- Interconnectedness -- Time and Space Compression (Speed) -- Globalization, Locality, and Science Teaching and Learning -- Methods -- Themes -- Globalization and Global Perspectives in the Science Classroom: Where Is Globalization? -- Scientific Cosmopolitanism: Accepting or Abdicating the Non-Western Ways in a Globalized Classroom -- Discussion and Implications -- Making Here and Now Connections Between Science Content and Globalization Issues -- Emphasizing the Relationships Between Science and Global Systems in Policy and Curricular Documents -- Preserving Knowledge Based on Different Cultures and Promoting Hybrid Self (Identity) -- Methodological Issues in Globalization Research Involving Youths as Participants -- References -- Chapter 8: International Response for Part II: Globalisation and Science Education: A View from the Periphery* -- The Complexity of Globalisation -- Conceptualising Globalisation: A Wicked Problem? -- Globalisation in Australian Education -- References -- Part III: Introduction: Context and Culture -- Reference -- Chapter 9: Race, Culture, Gender, and Nature of Science in Elementary Settings -- Theoretical Discussion -- Critical Theory -- Interactional Framework -- Empirical Discussions in the Contemporary Literature Base -- Nature of Science as a Long Tradition -- Nature of Science Gaining National Importance -- Empirical Discussion on Current Efforts -- Context Explored -- Low-SES, African American, Males and Females -- Low-SES, Heterogeneous, Males and Females -- Low-SES, African American, Females -- Findings Related to Race, Culture, Gender, and NOS -- Low-SES, African American, Males and Females -- Low-SES, Heterogeneous, Males and Females -- Low-SES, African American, Females -- Concluding Thoughts. , What Do the Theoretical and Methodological Lenses Used in This Scholarship Enable? What Do They Constrain? -- What Are the Ways Ideas in This Chapter Can Be Used to Inform Research, Practice, and Policy? More Speci cally, What Is the "So What" for Graduate Students and New Scholars Looking for Ways to Conduct Research on Equity and Diversity? What Are the Implications of This Research for Classroom Teachers and Policymakers? -- References -- Chapter 10: Conceptualizations of Context in Science Education Research: Implications for Equity -- Context as Spheres of Influence Across Space and Time -- Empirical Illustration: Teachers' Views of Students -- In Their Own Words -- Context as Fields: A Focus on Cogenerative Dialogues -- Establishing a Consistent and Robust Practice -- Cogenerative Dialogues -- Vignette 1: Creating Resources -- Vignette 2: Reproducing and Transforming Culture -- Conclusions -- Common Questions -- References -- Chapter 11: Allowing Our Research on Urban, Low-SES, African American Girls and Science Education to Actively and Continually Rewrite Itself -- Introduction -- Confronting and Challenging Our Theoretical Framework -- Exploring Our Understanding of Participatory Research -- Critiquing the Research Questions -- Broadening Our Understanding of Appropriate Methodologies in Feminist Research -- Conclusion -- Common Questions -- References -- Chapter 12: Science Learning as Participation with and in a Place -- Introduction -- Conceptual Background -- Place and Education -- Learning as Participation Through Hybridity -- Research Design and Context -- Green Energy Technologies in the City: GET City -- Urban Heat Islands -- Energy Supply and Demand -- Go Green -- Data Acquisition and Analysis -- Uncovering Tensioned Dialectics in Place-Based Education -- Reconciling Science vs. Place Through Contextualization. , Reconciling Knowledge vs. Action Through Participation -- Discussion -- What Do the Theoretical and Methodological Lenses Used in This Scholarship Enable and What Do They Constrain? -- What Are the Ways Ideas in This Chapter Can Be Used to Inform Research, Practice, and Policy? More Speci cally, What Is the "So What" for Graduate Students and New Scholars Looking for Ways to Conduct Research on Equity and Diversity? What Are the Implications of This Research for Classroom Teachers or Policymakers? -- References -- Chapter 13: International Response for Part III: Reflections on Context, Place-Based Education,and Science for All -- Context -- Place-Based Education and School-Based Curriculum -- Reflection -- Science for All -- Concluding Remarks -- References -- Part IV: Introduction: Discourse, Language, and Identity -- References -- Chapter 14: The Language-Identity Dilemma: An Examination of Language, Cognition, Identity, and Their Associated Implications for Learning -- Introduction: The Language-Identity Dilemma -- Perspectives on Language, Identity, and Science Learning -- Recognizing Cultural Discontinuities -- The Cognition Position -- A Framework for Intervention -- Situating Science Language -- Disaggregating Instruction -- The Case of D'Andre Hampton -- A Discussion of Metabolism -- Conclusion: Moving Toward Identity-Based Pedagogy -- References -- Chapter 15: Science, Language, and Families: Constructing a Model of Steps to College Through Language-Rich Science Inquiry -- Vignette from Alka-Seltzer Rocket Lab at the Steps to College Workshop (2/27/10) -- Conceptual Framing -- Educational Components -- Authentic Science Practice -- Academic Language -- Steps to College Through Language-Rich Science Inquiry -- Student, Parent, and Teacher Participation in the Workshops -- Data Sources and Results -- Results -- Interest in Science. , Knowledge About Science.

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.