Engaging With STEM Educators Through Flipped Observations to Support Enactment of the LaCuKnoS Model

• In Event: STEM/Multi Learning Spaces

Abstract

STEM education is responding to increasingly diverse student populations by promoting justice-centered education in classrooms. Our research-practice partnership engages educators, students, and communities through direct involvement as collaborators in professional development. The Language, Culture, and Knowledge-building through Science (LaCuKnoS) pedagogical model introduces a framework of practices and tools to support educators’ multiplicities of enactment. This research team introduces a flipped observation protocol to support educators in developing a better understanding of the LaCuKnoS practices with the goal of developing educators’ contemporary perspectives on language and science learning. Initial findings demonstrate that educators are beginning to show more critical attention to LaCuKnoS practices, higher attention to the language practices, and prioritize practices and resources that are consistent with their interests.

Authors

• Felisha Dake, Colorado State University- Pueblo

• Cory A. Buxton, Oregon State University

• Melissa Livingston, Oregon State University

• Karla Hale, Oregon State University