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.