Assessing equity beyond knowledge‐ and skills‐based outcomes: A comparative ethnography of two fourth‐grade reform‐based science classrooms

Carlone, Heidi B.; Haun-Frank, Julie; Webb, Angela W.

doi:10.1002/tea.20413

Cited by 173 publications

(156 citation statements)

References 53 publications

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“…It is also about seeing the natural world in new ways, asking questions one did not think to ask before, and seeing oneself and being recognized by others as competent (Carlone, Haun-Frank, & Webb, 2011). In this definition, learning is a process of identity development (Lave & Wenger, 1991).…”

Section: Learning As Identity Workmentioning

confidence: 99%

‘Unthinkable’ Selves: Identity boundary work in a summer field ecology enrichment program for diverse youth

Carlone

Huffling

Tomasek

et al. 2015

International Journal of Science Education

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Abstract:The historical under-representation of diverse youth in environmental science education is inextricably connected to access and identity-related issues. Many diverse youth with limited previous experience to the outdoors as a source for learning and/or leisure may consider environmental science as 'unthinkable'. This is an ethnographic study of 16 diverse high school youths' participation, none of who initially fashioned themselves as 'outdoorsy' or 'animal people', in a four-week summer enrichment program focused on herpetology (study of reptiles and amphibians). To function as 'good' participants, youth acted in ways that placed them well outside their comfort zones, which we labeled as identity boundary work. Results highlight the following cultural tools, norms, and practices that enabled youths' identity boundary work: (1) boundary objects (tools regularly used in the program that facilitated youths' engagement with animals and nature and helped them work through fear or discomfort); (2) time and space (responsive, to enable adaptation to new environments, organisms, and scientific field techniques); (3) social support and collective agency; and (4) scientific and anecdotal knowledge and skills. Findings suggest challenges to commonly held beliefs about equitable pedagogy, which assumes that scientific practices must be thinkable and/or relevant before youth engage meaningfully. Further, findings illustrate the ways that fear, in small doses and handled with empathy, may become a resource for youths' connections to animals, nature, and science. Finally, we propose that youths' situated identity boundary work in the program may have the potential to spark more sustained identity work, given additional experiences and support.

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Section: Learning As Identity Workmentioning

confidence: 99%

‘Unthinkable’ Selves: Identity boundary work in a summer field ecology enrichment program for diverse youth

Carlone

Huffling

Tomasek

et al. 2015

International Journal of Science Education

Self Cite

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“…Lin, Schwartz, & Hatano, 2005). Adaptivity is particularly beneficial when teaching students from nondominant communities, who benefit most when teachers are able to leverage students' repertoires for participation in cultural practices (Gutiérrez & Rogoff, 2003) in such a way as to bridge everyday and scientific ways of meaning making (Barton & Tan, 2009;Carlone, Haun-Frank, & Webb, 2011;Gee & Clinton, 2000;Hudicourt-Barnes, 2003;Rosebery et al, 2010;Warren, Ballenger, Ogonowski, Rosebery, & Hudicourt-Barnes, 2001).…”

Section: Strengths and Limitations Of Effectiveness Studies As A Formmentioning

confidence: 99%

“…A key goal of this research has been to develop an understanding of how to expand opportunities for students from nondominant groups, including girls and youth of color, to learn science. A consistent finding, moreover, is that apprenticeship to scientific practices is neither a simple nor straightforward matter for many students; rather, it is necessary to consider how learners understand themselves (i.e., their identity) as an essential aspect of science learning (Carlone et al, 2011;Hazari, Sonnert, Sadler, & Shanahan, 2010;National Research Council, 2009). Below, we review key findings from this research and suggest ways that it can inform DBIR for the next generation of science standards.…”

Section: Insights From Implementation Research On the First Generatiomentioning

confidence: 99%

“…Likewise, it requires teachers to take the heterogeneity of forms of speaking and thinking that students bring to the classroom in a way that does not imply that difference constitutes a deficit in students' thinking (Bang, Medin, & Atran, 2007;Gutiérrez & Orellana, 2006;Rosebery & Warren, 2008). A central goal of instruction becomes to help students navigate among different epistemologies, rather than adopt one over another in a way that may lead to devaluing of particular cultural practices (Bang & Medin, 2010) or identities (Carlone et al, 2011).…”

Section: Insights From Research On Relating Everyday and Scientific Tmentioning

confidence: 99%

“…Some of this research can focus on tools that will be useful to a broad range of students and teachers. These include research on preparing teachers to use ''talk moves'' in science to promote productive disciplinary engagement in practices such as argumentation (Chin & Osborne, 2010;M. C. O'Connor & Michaels, 2011;Penuel & DeBarger, 2011;Thompson, Windschitl, & Braaten, 2010).…”

Section: Professional Development That Prepares Teachers To Adapt Higmentioning

confidence: 99%

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Large‐scale science education intervention research we can use

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Fishman

2012

J Res Sci Teach

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This article develops an argument that the type of intervention research most useful for improving science teaching and learning and leading to scalable interventions includes both research to develop and gather evidence of the efficacy of innovations and a different kind of research, design-based implementation research (DBIR). DBIR in education focuses on what is required to bring interventions and knowledge about learning to all students, wherever they might engage in science learning. This research focuses on implementation, both in the development and initial testing of interventions and in the scaling up process. In contrast to traditional intervention research that focuses principally on one level of educational systems, DBIR designs and tests interventions that cross levels and settings of learning, with the aim of investigating and improving the effective implementation of interventions. The article concludes by outlining four areas of DBIR that may improve the likelihood that new standards for science education will achieve their intended purpose of establishing an effective, equitable, and coherent system of opportunities for science learning in the United States. ß 2012 Wiley Periodicals, Inc. J Res Sci Teach 49: 2012

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European Modernism and the Information Society: Informing the Present, Understanding the Past

Burke¹

2009

J. Am. Soc. Inf. Sci.

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Assessing equity beyond knowledge‐ and skills‐based outcomes: A comparative ethnography of two fourth‐grade reform‐based science classrooms

Abstract: When evaluating equity,

Cited by 173 publications

References 53 publications

‘Unthinkable’ Selves: Identity boundary work in a summer field ecology enrichment program for diverse youth

‘Unthinkable’ Selves: Identity boundary work in a summer field ecology enrichment program for diverse youth

Large‐scale science education intervention research we can use

European Modernism and the Information Society: Informing the Present, Understanding the Past

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