This paper describes our reflection on a clinical-based teacher preparation program. We examined a context in which novice pre-service teachers and a mentor teacher implemented inquiry-based science instruction to help students make sense of genetic engineering. We utilized developmental models of professional practice that outline the complexity inherent in professional knowledge as a conceptual framework to analyze teacher practice. Drawing on our analysis, we developed a typography of understandings of inquiry-based science instruction that teachers in our cohort held and generated a two dimensional model characterizing pathways through which teachers develop core teaching practices supporting inquiry-based science instruction.

Residents of Herculaneum, Missouri have been influential in shaping the management of contamination challenges resulting from the community's proximity to the last primary lead processing plant in the United States. This paper provides a nuanced examination of two perspectives of resident activist groups involved in lead-related controversy in Herculaneum. Ethnographic data collection and storyline analysis were used to trace the evolution in local views from resembling an industrialist-environmentalist dichotomy to more compromising positions associated with ecological modernization. Implications for characterizing public environmental perspectives in the US as beginning to entertain certain aspects of the ecological modernist paradigm are discussed.

No abstract

No abstract

No abstract