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Supporting Teacher Learning of Justice-Centered Ambitious Practice
Thu, April 13, 4:40 to 6:10pm CDT (4:40 to 6:10pm CDT), Radisson Blu Aqua Hotel, Chicago, Floor: 1st Floor, Atlantic ESession Type: Structured Poster Session
Abstract
The conference theme pushes us to revisit fundamental findings from education research with an intentional focus on equity. In this structured poster set, we interrogate ways in which foundational research on teacher learning (e.g. Darling-Hammond & Bransford, 2005) must be challenged to prepare teachers’ development as justice-centered ambitious teachers (JuST) based on interdisciplinary understandings of learning (e.g., Nasir, et al., 2021). Grounded in critical consciousness, JuST practitioners must demonstrate instructional flexibility to shape curriculum to the particular youth, relational competence to build a trusting space, careful use of interpretive power to recognize youth contributions as meaning-making resources, and a commitment to work with youth to disrupt oppressive systems. The authors explore various efforts to nurture JusT practitioners’ development.
Sub Unit
Papers
Justice-Centered Ambitious Science Teaching and the Enactment of a Culture Setting Unit (Poster 1) - Todd Campbell, University of Connecticut; Hannah Cooke, University of Connecticut
Conceptualizing Teacher Professional Learning as Generative Spaces for Justice-Oriented Science Instruction for Multilingual Students (Poster 2) - Kerry Soo Von Esch, Seattle University; Cristina M. Betancourt, University of Washington; Jessica J. Thompson, University of Washington; Manka M. Varghese, University of Washington
Expanding Sociopolitical Consciousness: A Framework for Developing Justice-Centered Ambitious Science Teaching (Poster 3) - Britney L. Jones, Trinity College; Jonte' C. Taylor, Pennsylvania State University
Using a Culturally Relevant Engineering Design Framework to Increase Teachers' Community-Situated, Justice-Centered Engineering Instruction (Poster 4) - Julie Robinson, University of North Dakota; Frank Bowman, University of North Dakota; Bethany Klemetsrud; Emine Ozturk, Arizona State University
Making Space for Justice-Centered Ambitious Science With In-Service Elementary Teachers (Poster 5) - Sarah Jaewon Lee, Vanderbilt University; Adam Bell, TrainingConnections LLC; D. Teo Keifert, University of North Texas; Heather J. Johnson, Vanderbilt University; Ashlyn Pierson, The Ohio State University; Andrea W. Henrie, Vanderbilt University; Rachel Diane Askew, Freed-Hardeman University
Perspective Storytelling: Modeling Justice-Centered Environmental Education at the Intersection of Relations With More-Than-Human Kinds (Poster 6) - Déana A Scipio, IslandWood; Priya Pugh, IslandWood
Elementary Teacher Learning Through Co-Design: Place-Based and Justice-Oriented Curriculum Planning (Poster 7) - Heidi Carlone, Vanderbilt University; Tessaly Jen, Vanderbilt University; Adam Bell, TrainingConnections LLC; Yelena Janumyan, Vanderbilt University; Rachel Diane Askew, Freed-Hardeman University; Ashlyn Pierson, The Ohio State University; D. Teo Keifert, University of North Texas; Andrea W. Henrie, Vanderbilt University; Heather J. Johnson, Vanderbilt University
Integrating Critical Whiteness and Ambitious Science Teaching to Support Preservice Teacher Learning (Poster 8) - Scott McDonald, Pennsylvania State University; Jonathan McCausland, Iona University; Jennifer Jackson, Pennsylvania State University
Nurturing Justice-Centered Ambitious Science Teaching (JuST) Through Professional Learning Communities (Poster 9) - April L. Luehmann, University of Rochester; Yang Zhang, Northwestern University; Gena Merliss, Nazareth University; Kyle Sullivan, University of Rochester