During the past decade educational researchers increasingly have turned to Critical Discourse Analysis (CDA) as a set of approaches to answer questions about the relationships between language and society. In this article the authors review the findings of their literature review of CDA in educational research. The findings proceed in the following manner: the multiple ways in which CDA has been defined, the theories of language included in CDA frameworks, the relationship of CDA and context, the question of methods, and issues of reflexivity. The findings illustrate that as educational researchers bring CDA frameworks into educational contexts, they are reshaping the boundaries of CDA.

Recent advances in biology and digital technology represent unique opportunities for teacher educators to rethink the programmatic experiences of prospective secondary science and mathematics teachers. This article discusses the importance of teacher education programs that connect mathematics and science where appropriate, recognize the hybridization of science, and integrate biological and digital features into program learning experiences. In addition, recommendations for incorporating these design features into teacher education are offered.