An Equity Lens on Science Education Reform-Driven Classroom-Embedded Assessments

Autor/inn/en	Mark, Sheron L.; Tretter, Tom; Eckels, Lacey; Strite, Amy
Titel	An Equity Lens on Science Education Reform-Driven Classroom-Embedded Assessments
Quelle	In: Action in Teacher Education, 42 (2020) 4, S.405-421 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Tretter, Tom)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-6620
DOI	10.1080/01626620.2020.1756527
Schlagwörter	Equal Education; Science Education; Educational Change; Science Instruction; Instructional Effectiveness; Academic Standards; Secondary School Science; Science Teachers; Middle School Teachers; Faculty Development; Culturally Relevant Education; Place Based Education; Interdisciplinary Approach; Formative Evaluation + Suchen Sie Ihr Suchwort? Naturwissenschaftliche Bildung; Bildungsreform; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Unterrichtserfolg; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität
Abstract	Long-standing calls have been initiated to attend to equity in student achievement in and through science. Science teacher educators can aid these efforts by identifying effective science teaching strategies and supporting K-12 science teachers in integrating those into their practice. Scholars argue for an equity-driven lens to be central in teacher education for reform efforts to be fully effective in ensuring high quality education for all students. The Next Generation Science Standards (NGSS) undergird current U.S. reform efforts and are noted for more explicitly addressing issues of equity than past standards, but still noted as limited as equity is not sufficiently central. Additionally, "reflexivity" is encouraged with reforms, where thorough understanding is derived of effectiveness and challenges of past and current practices before implementing changes. Altogether, these issues inform the current study: an exploration of the ways in which science teachers work to implement NGSS-aligned instruction within a professional development context where an equity-driven lens is not explicit, seeking to identify evidence of how current practice facilitated or aligned with equity-driven practices. This inquiry will serve to guide future efforts to build on and transform current practice to more centrally address equity in science education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01