Equity for Students Requires Equity for Teachers: The Inextricable Link between Teacher Professionalization and Equity-Centered Science Classrooms

Miller, Emily Adah; Berland, Leema K.; Campbell, Todd

doi:10.1080/1046560x.2023.2170793

Cited by 7 publications

(2 citation statements)

References 117 publications

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“…Science teachers who understand local wisdom can teach students about sustainability principles that exist in local culture. Science teachers can help students relate scientific theories to local wisdom while helping them understand the importance of conserving nature (Adah Miller et al, 2023;Fiel'ardh et al, 2023;Jaelani & Hasbi, 2022;Lasekan & Godoy, 2020). In addition, the professional development of science teachers who emphasize a sustainable approach to learning can contribute to increasing students' understanding of environmental issues, helping to create a generation that is aware and concerned about environmental sustainability (Aulucci, 2023;W Leal Filho et al, 2018).…”

Section: Contributions and Recommendationsmentioning

confidence: 99%

A systematic literature review about local wisdom and sustainability: Contribution and recommendation to science education

Lestari,

Paidi,

Suyanto

2024

EURASIA J Math Sci Tech Ed

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The theme “local wisdom, sustainability, and education” attracted the attention of researchers, and the number of publications began to increase, making it interesting to study. This systematic literature review (SLR) aims to review various research published in journals indexed in Scopus database related to the theme “local wisdom, sustainability, and education”. The review focuses on publication trends as well as the contributions and recommendations that can be obtained. Disbursement was focused on the largest database in the world (Scopus), where 186 articles were obtained. preferred reporting items for systematic reviews and meta-analysis model was used to obtain suitable articles, so that finally only 10 articles met the criteria to be analyzed. We obtained data that the dominant research was conducted using a qualitative approach or method. There is no dominant author, and all authors are not related to each other. Local wisdom and sustainability “meet” in the word Indonesia, showing Indonesia’s position and urgency in this study. The theme “local wisdom, sustainability, and education” is still not an interesting issue asking for international collaboration, so research collaboration is still local. We discuss all the findings. We also discuss the contributions and recommendations of the 10 articles analyzed, which can be grouped into aspects of sustainable agriculture, sustainable watershed management, implementation of environmental education curricula, and teacher professionalism development. Contributions and recommendations are aimed at all aspects of education (both formal, non-formal and informal education). Findings can be a consideration or baseline for researchers to study theme of “local wisdom, sustainability, and education” according to their respective backgrounds and objectives.

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Section: Contributions and Recommendationsmentioning

confidence: 99%

A systematic literature review about local wisdom and sustainability: Contribution and recommendation to science education

Lestari,

Paidi,

Suyanto

2024

EURASIA J Math Sci Tech Ed

View full text Add to dashboard Cite

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“…Rather, we believe these cases demonstrate the potential value of establishing joint understandings within organizations of the purpose of PD and collaboration time. Furthermore, offloading some instructional design work to well-crafted resources (Brown, 2009) can allow teachers to focus their own expertise and design capacity on the students in front of them, an important task in our current era of push towards more equitable science learning for all students (Adah Miller et al, 2024). We saw Hilltop exercising this design capacity in the scaffolds they created for their students and then began to remove, which is a key aspect of scaffolding that is often forgotten (Reiser & Tabak, 2014).…”

Section: Colleagues As a Resource: The Role Of Collaborationmentioning

confidence: 99%

Organizational sensemaking during curriculum implementation: The dilemma of agency, role of collaboration, and importance of discipline‐specific leadership

Lowell,

Fogelman,

McNeill

2024

Science Education

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Adopting new instructional materials is an important way to support reform in science education, but implementation can be challenging and complex. Therefore, we conducted a contrasting case study of two middle schools implementing new curricular materials. We conducted semi‐structured interviews with teachers and leaders and collected instructional artifacts and reflections from teachers. Using an organizational sensemaking framework, we investigated the tensions that came up during implementation, the resources leveraged to address those tensions, and resulting instructional and leadership practices. One school focused on implementing the materials with fidelity, relying on networking and past practices, which led to a more traditionalized teaching approach. The other school centered the curricular materials, prioritizing understanding the instructional model and customizing for their students, resulting in more aligned instructional practices. Looking across the two cases highlights three key takeaways. First, we discuss the dilemma of agency, which is how can leaders balance teachers' professional agency with the push for instructional reform, especially when teachers may not fully understand the reform approach. We propose that a focus on understanding the goals of instructional reform might help resolve this dilemma. Second, we discuss the role of collaboration as potentially supporting or inhibiting teacher learning and propose that when teachers collaborate about high quality instructional materials they may be more likely to learn about the reforms inherent in them. Finally, we highlight the importance of discipline‐specific leadership in helping teachers to understand and implement the complexities inherent in new science instructional materials.

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“It's Just a Hot Mess”: Supporting Teacher Praxis to Challenge Barriers for Multilingual Learners

Reigh,

Miller,

Fackler

et al. 2024

Science Education

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This paper examines a professional learning (PL) program for upper elementary teachers focused on developing instructional practices to support multilingual learners (MLLs) in science. The PL sought to support teachers' praxis, which we describe as their sense of agency to critically analyze and take action against barriers to MLLs’ opportunities to learn. We analyzed pre‐PL interviews with teachers to identify the ways that they framed MLLs from asset‐ and deficit‐based perspectives and the barriers that they identified that undermine MLLs' science learning. Then, we analyzed the extent to which the teachers' participation in the PL shifted their framing of MLLs and fostered their sense of agency to challenge the barriers faced by MLLs. We found that teachers shifted toward more asset‐based views of students' existing language resources and deepened their sense of agency to employ scaffolds that engage these resources in their own instructional practice. However, teachers continued to surface barriers in their organizational contexts, including the emphasis placed on standardized language assessments and the misalignment between English language instruction and science learning. Our analysis shows that the PL did not adequately support teachers in navigating these particular institutional barriers. Based on our analysis, we argue that teachers and science education researchers should expand their focus beyond teachers’ instructional practices and work together to remove barriers for MLLs in the larger organizational systems of schooling.

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Equity for Students Requires Equity for Teachers: The Inextricable Link between Teacher Professionalization and Equity-Centered Science Classrooms

Cited by 7 publications

References 117 publications

A systematic literature review about local wisdom and sustainability: Contribution and recommendation to science education

A systematic literature review about local wisdom and sustainability: Contribution and recommendation to science education

Organizational sensemaking during curriculum implementation: The dilemma of agency, role of collaboration, and importance of discipline‐specific leadership

“It's Just a Hot Mess”: Supporting Teacher Praxis to Challenge Barriers for Multilingual Learners

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