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29.030 - Equity-Focused Implementation of the Next Generation Science Standards: Exploring Models of Hope and Possibility
Fri, April 17, 10:35am to 12:05pm, Sheraton, Floor: Ballroom Level, Sheraton IVSession Type: Structured Poster Session
Abstract
For better and for worse, the implementation of national-level education standards is currently unfolding across a vast number of states, districts and schools—with many informal educational institutions also supporting these efforts. This interactive poster session reports on 11 efforts to implement and study the Next Generation Science Standards (NGSS) (NGSS, 2013) implementation in different parts of the country. A range of implementation phenomena—documented through design-based research and design-based implementation research—will be explored related to the goals of educational equity and social justice. This is an effort to understand productive models that support hope and possibility in the context of complex, largely under-resourced attempts to engage in systems-level educational improvement.
Sub Unit
Chair
Discussants
Heidi A. Schweingruber, National Academies of Sciences, Engineering and Medicine
Matt D. Krehbiel, Kansas State Department of Education
Papers
1. Engaging STEM Practices From an Equity Perspective - Jean J. Ryoo, Exploratorium; Molly Victoria Shea, University of Colorado - Boulder; Bronwyn Bevan, Exploratorium; Nicole Bulalacao; Meg Elena Escudé, Exploratorium; Shirin Vossoughi, Northwestern University; Emilyn Green; Linda Kekelis, Techbridge; Emily McLeod, TechBridge; Paul Pooler, Discovery Science Center
2. Teacher Sense-Making About Epistemic Practices in Science Learning: Considering Students' Community-Based Epistemologies - Ceni M Myles, University of Washington - Seattle; Megan Bang, University of Washington
3. Developing and Implementing Instructional Materials to Support Students' Understanding of Electrical Forces and Interactions - Jane Lee, Michigan State University; Kristin Mayer, Michigan State University; Leonora Kaldaras, Michigan State University; Chanyah Dahsah, Michigan State University; Shawn Stevens, University of Michigan; Daniel Damelin, The Concord Consortium; Frieda Reichsman, The Concord Consortium; Steven McGee, Northwestern University; Joseph S. Krajcik, Michigan State University
4. Language-Rich Inquiry Science for English Language Learners Through Biotechnology (LISELL-B) - Cory A. Buxton, University of Georgia - Athens; Martha A. Allexsaht-Snider, University of Georgia; Yainitza Hernandez-Rodriguez, University of Georgia; Seohyun Kim, University of Georgia
5. Designing for Environmental Science Learning Across Settings - Shelley Stromholt, University of Washington
6. "Little Kids Can Do Ginormous Works": Youth's Engineering Design and Identity Work - Myunghwan Shin, Michigan State University; Angela Calabrese Barton, Michigan State University; Day W Greenberg, Michigan State University; Edna Tan, University of North Carolina at Greensboro
7. What Counts as Success in After-School Science? The Interplay Between Scientific Rigor, Pedagogical Relationships, and Autonomy - April L. Luehmann, University of Rochester
8. Curriculum Codesign as a Strategy for Supporting Equitable Implementation of the Next Generation Science Standards - William R. Penuel, University of Colorado - Boulder; Samuel Severance, University of Colorado - Boulder; Brian J. Reiser, Northwestern University; Patricia Kincaid, Denver Public Schools; Jeffrey Miller, Denver Public Schools; Jennifer Yacoubian, Denver Public Schools; Cathy Martin, Denver Public Schools; Heather Leary, Brigham Young University - Idaho
9. Supporting Teacher Learning of Next-Generation Science and Pedagogy Through Cyber-Enabled Teacher Study Groups - Brian J. Reiser, Northwestern University; Sarah Michaels, Clark University; Jean Moon, Tidemark Institute; Cynthia M. Passmore, University of California - Davis
10. The Codesign of a Contemporary Biology Curriculum and Associated Dilemmas of Teacher Practice - Katie Van Horne, University of Colorado - Boulder
11. Multidistrict Implementation of Science and Engineering Practices Through a Teacher Curriculum Adaptation Model - Philip L. Bell, University of Washington; Tana J Peterman, University of Washington - Seattle; Andrew W. Shouse, University of Washington; Kerri Wingert, University of Washington - Seattle; Dan Gallagher, Seattle Public Schools; Alisha Taylor, Seattle Public Schools; MaryMargaret Welch, Seattle Public Schools