Justice-Oriented Science Teaching and Learning: Anchoring Phenomena in Science Classrooms
Research at Alder Research Informing Our Work Home Justice-Oriented Science Teaching and Learning: Anchoring Phenomena in Science Classrooms This textbook provides K-12 science teachers and educators innovative uses of anchoring phenomenon-based teaching approaches from a justice-oriented lens (Morales-Doyle, 2017). It discusses topics such as the use of anchoring phenomenon-based pedagogies, qualities of productive anchoring phenomena and includes examples of unit plans that use anchoring phenomena and social justice science issues to create storylines to foster students’ multiple pathways to knowing and learning in the science classrooms. The book is beneficial to K-12 science teachers and science educators who are interested in facilitating students’ sense-making of a real-world phenomenon and engaging in three-dimensional science instruction (NGSS Lead States, 2013). By providing examples of unit plans based on theoretical groundings of anchoring phenomenon-based instruction and justice-oriented science teaching, this book provides a great resource to students, professionals, teachers, and academics in science education. https://link.springer.com/book/10.1007/978-3-031-76297-0
How teachers’ beliefs and pedagogical practices are impacted by the experience of being labeled as an English learner
Research at Alder Research Informing Our Work Home How teachers’ beliefs and pedagogical practices are impacted by the experience of being labeled as an English learner This study explores how public school teachers who were classified as English learners (ELs) in childhood make sense of the EL category, and how their beliefs shape their work with students who are designated as ELs. One understudied context in the field of effective education for ELs is the experience of teachers who were personally impacted by the label. In this study, seven teachers tell how they discovered that they were labeled as ELs, describe their experiences as EL-designated students, and explain how those experiences influence their current understanding of the EL label and shape their teaching. By examining these stories through the lenses of labeling, stigma, and sense making, the study informs the work of educators who advocate for and instruct students designated as ELs, as well as individuals who train preservice and in-service teachers. https://onlinelibrary.wiley.com/doi/abs/10.1002/tesj.890
Teaching for Justice While Navigating Shifting Political Landscapes: Developing Criticality Requires Taking Action
Research at Alder Research Informing Our Work Home Teaching for Justice While Navigating Shifting Political Landscapes: Developing Criticality Requires Taking Action Dr. Steele’s editorial on navigating shifting political landscapes highlights the tensions science teachers and science teacher educators will face in teaching science as a tool for social justice. The editorial highlights shifts in the incoming administration’s approach to issues related to Diversity, Equity, and Inclusion while providing science teachers and science teachers educators with frameworks that highlight practical approaches to liberating pedagogies. Teaching for Justice While Navigating Shifting Political Landscapes: Developing Criticality Requires Taking Action
Mechanisms of Education Policy and Practice: A Dynamic Interplay of Race, Language, and Ability
Research at Alder Research Informing Our Work Home Mechanisms of Education Policy and Practice: A Dynamic Interplay of Race, Language, and Ability Through a qualitative case study analysis, this paper contextualizes the dynamic interplay of race, language, and ability through a conceptual framework grounded in raciolinguistics and principals of DisCrit theory, to answer the following research question: What are the tensions between the way a language radicalized student labeled as disabled is institutionally positioned by mechanisms of education policy and practice and the ways the student positions themselves? Findings shed light on how ideologies intersect and overlap to disenfranchise one student through institutional mechanisms of education policy and practice. https://docs.google.com/presentation/d/1KNtjnI1ME4e-SA8QIzcG1CGYQYRdRvRsqHv6k8hK1B4/edit#slide=id.g26e537a9f5e_0_1303
