As the Next Generation Science Standards make clear, equity must be a priority in today’s science classrooms. This means ensuring that all students, regardless of race, gender, and economic or linguistic background, develop positive science-linked identities that allow them to access, evaluate, challenge, and even generate scientific knowledge. Yet, developing positive science-linked identities can be problematic for students who perceive science to be in conflict with other aspects of their identities, such as gender, ethnicity, or economic class. Thus prioritizing equity indicates the need to provide experiences that help all students—and especially those who are historically underrepresented in science—forge positive science-linked identities. This article draws on a yearlong case study conducted in collaboration with a middle grade (5-8) science teacher at an all-female school serving primarily students of color from working class families. Analysis of data, including observations of 102 classes and student interviews and surveys, revealed four promising strategies relevant to all middle school science teachers: (a.) Prioritize communication in science, (b.) Position all students as scientists, (c.) Allow students to be science authorities, and (d.) Demonstrate that science actually matters.
This presentation explores Asao Inoue’s 2014 assertion that “students find reasons to learn and
grow as writers when their labor is truly honored” in the contexts of basic writing student
reflection and contract grading.
This research is an ethnographic study of literacy as a socially constructed process, literacy viewed as a part of the acquisition and transmission of culture. The focal population was a group of low SES high school students, most of whom were African American, and their children (ages 7 weeks to 4 years), several of whom were enrolled in a day care center housed within the large, urban high school their parents attended in a midwestern U.S. city. The research was an attempt to understand the kinds of literacy, specifically the types and amounts of reading and writing, that were a part of the home and school lives of the student/parents, and their parents, and a part of the home and day care lives of their children.
Paraprofessional education candidates (associate degree level) and pre-service teachers participated in Visible Thinking (Ritchart, Church & Morrison, 2011) activities during undergraduate coursework to understand, inform, and then reflect on current topics in education while forming professional identities. The Visible Thinking process and reflections will be shared relating to professional development and inquiry.
A viscometer for liquids of low viscosity was built to be used at temperatures up to ca. 1000°C with the liquid maintained under a vacuum or inert gas atmosphere. The viscometer follows the method first suggested by Helmholz (8) and later successfully developed by Chiong and Andrade (4). In this method, the liquid is enclosed in a sphere; and the sphere is set in rotatory oscillation about a vertical axis. From measurements of the damping of the oscillations and the period and moment of inertia of the rotating pendulum, absolute values of the viscosity are calculated using the equations derived by Chiong and Andrade (4).