Science Curriculum and Student Diversity: A Framework for Equitable Learning Opportunities

Autor/inn/en	Lee, Okhee; Buxton, Cory
Titel	Science Curriculum and Student Diversity: A Framework for Equitable Learning Opportunities
Quelle	In: Elementary School Journal, 109 (2008) 2, S.123-137 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-5984
DOI	10.1086/590522
Schlagwörter	Curriculum Development; Urban Schools; Research and Development; Curriculum Design; Low Income Groups; High Stakes Tests; Student Diversity; Science Curriculum; Minority Groups; English (Second Language); Equal Education; Accountability; Barriers; Educational Policy; Science Achievement; Federal Legislation; Epistemology; Cultural Influences; Bilingual Education; Language of Instruction; Language Proficiency; Culturally Relevant Education; Hands on Science + Suchen Sie Ihr Suchwort? Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Forschung und Entwicklung; Lehrplangestaltung; Ethnische Minderheit; English as second language; English; Second Language; Englisch als Zweitsprache; Verantwortung; Politics of education; Bildungspolitik; Bundesrecht; Erkenntnistheorie; Cultural influence; Kultureinfluss; Bilingual teaching; Bilingualer Unterricht; Teaching language; Unterrichtssprache; Language skill; Language skills; Sprachkompetenz
Abstract	We address issues of science curriculum for nonmainstream students--students of color, students learning English as a new language, and students from low-income families--who are often concentrated in urban schools. First, we describe a theoretical framework for equitable learning opportunities with nonmainstream students. Building on this framework, we then discuss challenges in designing and implementing science curriculum materials for these students. Although some of these challenges affect nonmainstream students more broadly, other challenges are more directly related to specific student groups. Next, we provide examples of curriculum development and research programs to illustrate key components in the theoretical framework and to highlight how these programs address challenges in curriculum design and implementation. Finally, we offer an agenda to guide future research and development efforts. We discuss how alternative, sometimes competing, theoretical views of curriculum development in the literature can be brought together in the context of high-stakes testing and accountability policy. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10