Lessons from the Transition to Pandemic Education in the US

Fisher, Marni E.; Maghzi, Kimiya Sohrab; Achieng-Evensen, Charlotte; Dorner, Meredith A.; Pearson, Holly; Chun, Mina

doi:10.4324/9781003183785

Cited by 1 publication

(1 citation statement)

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“…The rapid shift to online teaching deprived teachers of their usual opportunities to observe evidence of student learning as well as routines they typically used to learn about their students and support active learning engagement. Many students were limited by internet bandwidth, aging technology, inexperience, reduced school hours, responsibilities for younger siblings, crowded homes, and reluctance to expose their homes to scrutiny of others (Fisher et al., 2021). Teachers amended their instruction in multiple ways to support students' engagement and learning, illuminating the degree to which equal access to science learning was a driving force in their decision‐making.…”

Section: Resultsmentioning

confidence: 99%

Science teachers designing text use for equitable Next Generation Science instruction

Greenleaf,

Hinchman,

Brown

2023

J Adolescent & Adult Lit

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Students need support to learn Next Generation Science practices that include use of such texts as investigative records and datasets, analyses and arguments, and works of other scientists. This article describes secondary school science teachers' curation and support of students' multimodal text use during their development of a library of equitable, text‐rich, phenomena‐based science units of study. Following a description of project background and inquiry methods, findings delineate how teachers collaborated to select texts, delineate roles for the texts, and use scaffolds to support students' equitable access to these texts in investigations and engineering designing. Findings also explain how the pandemic and teachers' ongoing concerns for their students' equitable learning of science and literacy practices caused teachers to amend their plans. The article concludes with a discussion of implications for science educators and others who are interested in science‐specific disciplinary literacies.

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Section: Resultsmentioning

confidence: 99%