Leading in the Context of Immigration: Cultivating Collective Responsibility for Recently Arrived Immigrant Students

Although school based discourses often frame immigrant students as in need of intervention, leaders can challenge this exclusionary logic, encouraging educators to help students develop linguistic and academic skills while affirming students' rich transnational experiences. This article provides ethnographic images from schools that are effectively serving recently arrived immigrant youth to consider the dimensions of leadership that engender collective responsibility for immigrant youth. In doing so, it considers how school leaders influence how immigrant students are positioned within the sociocultural practices of schools, as well as structures and practices that empower teachers to develop rigorous and responsive curriculum and to support students varied needs.     

Uncovering young children's motivational beliefs about learning science

Young children, ages 5–6 years, develop first beliefs about science and themselves as science learners, and these beliefs are considered important precursors of children's future motivation to pursue science. Yet, due to a lack of adequate measures, little is known about young children's motivational beliefs about learning science. The present two‐part study explores the motivational beliefs of young children using a new measure—the Young Children's Science Motivation (Y‐CSM) scale. Initial measurement development involved a thorough literature review of existing measures, and an extensive piloting phase until a final instrument was reached. To establish scale reliability, measurement invariance as well construct and criterion validity, the final instrument was administered to a new sample of 277 young children, age 5–6 years, in northern Germany. Results reveal that children's motivational beliefs can be empirically differentiated into their self‐confidence and enjoyment in science at this young age. Older children were more motivated in science, but no significant gender differences were found. Importantly, children in preschools with a science focus reported significantly higher science motivation. This finding stresses the importance of early science education for the development of children's motivational beliefs science.     

Technology‐rich inquiry science in urban classrooms: What are the barriers to inquiry pedagogy?*

What are the barriers to technology‐rich inquiry pedagogy in urban science classrooms, and what kinds of programs and support structures allow these barriers to be overcome? Research on the pedagogical practices within urban classrooms suggests that as a result of many constraints, many urban teachers' practices emphasize directive, controlling teaching, that is, the “pedagogy of poverty” (Haberman, 1991 ), rather than the facilitation of students' ownership and control over their learning, as advocated in inquiry science. On balance, research programs that advocate standards‐based or inquiry teaching pedagogies demonstrate strong learning outcomes by urban students. This study tracked classroom research on a technology‐rich inquiry weather program with six urban science teachers. The teachers implemented this program in coordination with a district‐wide middle school science reform. Results indicated that despite many challenges in the first year of implementation, students in all 19 classrooms of this program demonstrated significant content and inquiry gains. In addition, case study data comprised of twice‐weekly classroom observations and interviews with the six teachers suggest support structures that were both conducive and challenging to inquiry pedagogy. Our work has extended previous studies on urban science pedagogy and practices as it has begun to articulate what role the technological component plays either in contributing to the challenges we experienced or in helping urban science classrooms to realize inquiry science and other positive learning values. Although these data outline results after only the first year of systemic reform, we suggest that they begin to build evidence for the role of technology‐rich inquiry programs in combating the pedagogy of poverty in urban science classrooms. © 2002 John Wiley & Sons, Inc. J Res Sci Teach 39: 128‐150, 2002     

Environmental Action as Context for Youth Development

This study explored the practices of teachers, nonformal science educators, community organizers, youth program managers, and other educators facilitating youth participation in local environmental action, as well as the experiences of some of the youth involved. We conducted narrative interviews with 33 educators facilitating youth environmental action in communities throughout the United States and group interviews with 46 youth participating in nine environmental action programs in New York State. Through interpretation of educators' stories and youths' reflections, we discovered strong parallels with theory and empirical research in the youth development literature suggesting environmental action is a valuable context for positive youth development.     

Positive Youth Development as a Strategy for Addressing Readiness and Equity: A Commentary

Attention to addressing child and youth disparities associated with race, gender, and class has significantly increased the demand for guidance on how to help local systems and organizations that already serve low‐income youth and youth of color sharpen program components and improve program practices in ways that address the broader and often more complex needs of these populations. In this commentary, the author reflects on how the research findings and themes in the articles included in the special section (a) advance our ability to answer specific questions such as how to improve social skill growth among trauma‐exposed children and (b) reinforce the importance of continuing to link positive youth development to the tenets of program quality and self‐transformation.     

Gendered practices in the education of gifted girls and boys

Gifted girls and gifted boys are more alike than they are different, although researchers remain fascinated with sex differences. Small differences between gifted boys and girls in achievements, interests, careers, and relationships can become exaggerated through gendered educational practices. Kindergarten “red‐shirting'' of boys and the denial of early admission to girls can cause gifted children to be out of step throughout their academic careers. When gifted children are not actively encouraged to participate in talent searches and after‐school and summer programs, whether because of overprotection of girls or the insistence on athletic activities at the expense of academic activities for boys, they lose the opportunity for challenge, friendships, and community. When boys are not supported in their interests in creative careers and girls are not supported in their interests in science, technology, engineering, and mathematics careers, they may enter occupations that will not offer them the sense of purpose and meaning they might have otherwise had. It is in the area of gender relations, however, that long‐term consequences of gendered practices are most apparent for gifted individuals because both gifted boys and girls need to plan for balancing family and career. © 2012 Wiley Periodicals, Inc.     

Undergraduates' attitudes and beliefs about subject matter and pedagogy measured periodically in a reform‐based mathematics and science teacher preparation program

This study describes the design and use of a valid and reliable instrument to measure teacher candidates' attitudes and beliefs about mathematics and science and the teaching of those subjects. The instrument, Attitudes and Beliefs about the Nature of and the Teaching of Mathematics and Science, was developed for the Maryland Collaborative for Teacher Preparation (MCTP), a statewide, standards‐based project in the National Science Foundation's Collaborative in Excellence in Teaching Preparation (CETP) Program. We report on two applications of the instrument: (a) a contrast between MCTP teacher candidates' and non‐MCTP teacher candidates' attitudes and beliefs about mathematics and science as they initially encountered reform‐based instruction in their undergraduate courses, and (b) a landscaping of how the MCTP teacher candidates' attitudes toward and beliefs about mathematics and science evolved over a 2.5‐year period. In support of current reform in science and mathematics teacher education, we determined that over an extended period the MCTP teacher candidates' attitudes and beliefs moved substantively and significantly in the direction intended. However, we also found that the non‐MCTP teacher candidates in the same reform‐based courses did not mirror this improvement in their attitudes and beliefs about mathematics and science or the teaching of those subjects. © 2002 Wiley Periodicals, Inc. J Res Sci Teach 39: 713–737, 2002     

Motivation in high school science students: A comparison of gender differences in life,physical, and earth science classes

The aims of this study were to examine self‐efficacy and other motivation variables among high school science students (n = 502); to determine the degree to which each of the four hypothesized sources of self‐efficacy makes an independent contribution to students' science self‐efficacy beliefs; to examine possible differences between life, physical, and Earth science classes; and to investigate patterns of gender differences that may vary among the fields of science. In Earth science classes, girls earned higher grades and reported stronger science self‐efficacy. In life science classes, girls earned higher grades but did not report stronger self‐efficacy, and did report higher science anxiety. In physical science, there were no gender differences in grades or self‐efficacy, but girls again reported higher levels of science anxiety. For boys across science fields, science self‐efficacy significantly predicted course grades and mastery experiences was the only significant predictor of self‐efficacy. For girls, self‐efficacy was also the strongest predictor of science grade across fields. Mastery experiences significantly predicted self‐efficacy in Earth science for girls, but social persuasions, vicarious experiences, and physiological states were better predictors of science self‐efficacy in life and physical science classes. Results support (Bandura, A., 1997) hypothesized sources of self‐efficacy, previous research findings on self‐efficacy in the domain of science, and validate the suggestion made by Lau and Roeser (2002) to disaggregate data by science field. © 2008 Wiley Periodicals, Inc. J Res Sci Teach 45: 955–970, 2008     

Does one size fit all? The induction experience of beginning science teachers from different teacher‐preparation programs

The number of induction programs available to teachers is increasing rapidly, and by necessity these programs are designed to meet the needs of all teachers regardless of their preparation and academic background. This study examines the impact of a science‐focused induction program on secondary science teachers from different preparation programs. The 16 teachers were first‐year secondary science teachers who graduated the previous year from one of four different teacher‐preparation programs. All teachers were monitored during their first year of teaching, as they participated in the induction program, to understand their teaching beliefs, instructional practices, and experiences in the classroom. The analysis of data revealed that the preservice training of a science teacher influenced the type of support the teacher derived from the science‐focused induction program. Teachers from a preservice program with an extended student‐teaching experience and two science methods courses held beliefs aligned with student‐centered practices and implemented more reform‐based lessons than did other teachers during the year. This study reinforces the importance of induction programs for teachers and suggests that there is a need for specialized support programs for beginning science teachers. The study also provides specific suggestions for improving the preparation of secondary science teachers. © 2006 Wiley Periodicals, Inc. J Res Sci Teach 43: 963–985, 2006     

Contrasting landscapes: A comparison of the impact of different induction programs on beginning secondary science teachers' practices,beliefs, and experiences

Induction programs are essential in addressing the unique pedagogical and content needs of secondary science teachers. Yet most secondary science teachers have little access to general induction programs, and even less opportunity to participate in specialized science induction programs. This study examines the impact of three different induction programs on secondary science teachers. The teachers were matched by grade level among three groups; one group participated in a science‐focused support program, another participated in a general support program, and a third had no formal support. All teachers were monitored during the spring semester to understand their teaching beliefs, instructional practices, and experiences in the classroom. The analysis of data revealed that the secondary science teachers in the science‐focused support program implemented more student‐centered inquiry lessons, held beliefs aligned with student‐centered practices, and felt fewer constraints in their teaching than did the other two groups of teachers. This study reinforces the importance of induction programs for teachers, suggests there is a need for specialized support programs for beginning science teachers, and recommends that universities and school districts work together to develop such programs. © 2003 Wiley Periodicals, Inc. J Res Sci Teach 40: 77–97, 2003     

Professional development in inquiry‐based science for elementary teachers of diverse student groups

As part of a larger project aimed at promoting science and literacy for culturally and linguistically diverse elementary students, this study has two objectives: (a) to describe teachers' initial beliefs and practices about inquiry‐based science and (b) to examine the impact of the professional development intervention (primarily through instructional units and teacher workshops) on teachers' beliefs and practices related to inquiry‐based science. The research involved 53 third‐ and fourth‐grade teachers at six elementary schools in a large urban school district. At the end of the school year, teachers reported enhanced knowledge of science content and stronger beliefs about the importance of science instruction with diverse student groups, although their actual practices did not change significantly. Based on the results of this first year of implementation as part of a 3‐year longitudinal design, implications for professional development and further research are discussed. © 2004 Wiley Periodicals, Inc. J Res Sci Teach 41: 1021–1043, 2004     

STUDENT TEACHERS’ REFLECTIONS AND COLLABORATIONS THROUGH ELECTRONIC MAIL DISCUSSIONS

Abstract

This qualitative study looked at how early childhood teachers talk about and interact with the most powerful children in their classrooms—the student leaders. Relying primarily on interviews with six teachers in early childhood classrooms (infants, toddlers, and preschoolers) within a University‐affiliated center, this paper reconsidered leadership qualities in young children from the teachers’ point of view, probing the often overlooked challenges and dilemmas that young leaders present in student‐student and student‐adult relationships. Findings showed that the teachers described children's leadership skills in positive ways in the abstract, but these theoretical beliefs were quickly challenged by the realities of the classroom. As a result, teachers faced the complex dilemma of supporting individual children's leadership strengths while nurturing their own visions of classroom community. Findings are discussed with reference to implications for practice, including implications for early childhood teacher education, and suggestions for further study.     

Professional development for university scientists around issues of equity and diversity: Investigating dissent within community

We investigated the role of dissent in a community of university scientists, engineers, mathematicians, and social scientists engaged in a 2‐year professional development project around issues of equity and diversity. Members of this teacher learning community explored issues related to gender and ethnicity in science education, and attempted to develop course materials and instructional strategies inclusive of students from underrepresented groups. We focused our attention on those professional development sessions (6 of the 19) devoted to a contentious yet integral topic in science education: the gendered and multicultural nature of science. We examined conversations initiated by a member's concerns to learn how dissent led (or failed to lead) to new insights into feminist science studies scholarship or to greater understanding of ways to address equity issues in undergraduate science education. We also explored how teacher learners' resulting views of feminist science studies scholarship informed (or failed to inform) changes in their own educational practices. From our qualitative analyses, we highlight the challenges in balancing respect for members' individual voices with collective progress toward project goals, and in structuring conversations initiated by dissent to provide adequate space for deliberation and movement toward deeper understanding of equity and excellence. © 2002 Wiley Periodicals, Inc. J Res Sci Teach 39: 738–771, 2002     

Sex Stereotypes and School Science: a three year follow‐up

Sex stereotyping inventories were administered to pupils entering ten co‐educational comprehensive schools. The tests were repeated two and a half years later. Children's scores on the two occasions were positively correlated. Girls who saw themselves as masculine were slightly more likely than other girls to chose physical science, while girls who saw themselves as feminine were slightly more likely to chose biology. Boys’ self‐images were not linked to option choices. However, boys with a masculine self‐image achieved slightly worse in science than other boys of similar general ability, whereas girls with a masculine self‐image achieved slightly better than other girls. Sex‐typed children were less interested in science, and had a less positive image of science and scientists than other children. In general sex stereotypes were only weakly related to children's achievements in, choice of, and attitudes towards science, but they were more salient to girls than to boys.     

Advancing alternate tools: why science education needs CRP and CRT

Ridgeway and Yerrick’s paper, Whose banner are we waving?: exploring STEM partnerships for marginalized urban youth, unearthed the tensions that existed between a local community “expert” and a group of students and their facilitator in an afterschool program. Those of us who work with youth who are traditionally marginalized, understand the importance of teaching in culturally relevant ways, but far too often—as Ridgeway and Yerrick shared—community partners have beliefs, motives, and ideologies that are incompatible to the program’s mission and goals. Nevertheless, we often enter partnerships assuming that the other party understands the needs of the students or community; understands how in U.S. society White is normative while all others are deficient; and understands how to engage with students in culturally relevant ways. This forum addresses the underlying assumption, described in the Ridgeway and Yerrick article, that educators—despite their background and experiences—are able to teach in culturally relevant ways. Additionally, I assert based on the finding in the article that just as Ladson-Billings and Tate (Teach Coll Rec 97(1):47–68, 1995) asserted, race in the U.S. society, as a scholarly pursuit, was under theorized. The same is true of science education; race in science education is under theorized and the use of culturally relevant pedagogy and critical race theory as a pedagogical model and analytical tool, respectively, in science education is minimal. The increased use of both would impact our understanding of who does science, and how to broaden participation among people of color.     

Multimedia literacy practices in beginning classrooms and at home: the differences in practices and beliefs

Multimedia literacy practices in the homes of young children are changing rapidly, but the use of them in the early years of education is moving slowly. This research was aimed to find out what teachers of 5‐year‐olds, in their first 6 months of compulsory schooling, think about the children's literacy practices at home, including the perceived use of digital media at home. We also wanted to find out what the teachers did in their classrooms that was similar or different to the students' experiences of literacy practices across several media. Parents of 76 children, and their teachers, from 10 classrooms in mid‐high and mid‐low socio‐economic areas completed surveys. The parents' survey asked about the literacy‐related experiences their children are involved in. The teachers' survey asked for their beliefs about the literacy‐related experiences the children in their classrooms engaged in, on average, including the use of digital media. The teachers were also asked about the literacy practices in their classroom and their use of media. This paper describes the teachers' beliefs and the similarities and differences in practices between home and school, including literacy practices using digital technology.     

Outcomes of a school‐based mental health program for youth with serious emotional disorders

The present study describes a comprehensive, day treatment program conducted in public school classrooms for children with serious emotional disorders (SED) and presents data evaluating program efficacy. Behavioral outcomes are presented for 142 children, ages 5 to 18 years, over the course of an academic year. Treatment efficacy was assessed using a behavioral outcome measure, the Youth Outcome Questionnaire. At initial evaluation, all children were exhibiting emotional symptoms beyond the scope of outpatient services, with 97% being classified as having a Severe Emotional Disorder. At the 9‐month follow‐up, 50.7% of the sample showed overall symptom reduction, and 27.5% scored below clinical cutoff levels, indicating remission of symptoms to within normal limits. Treatment response was equally likely among boys and girls, and across diagnostic categories. Elementary school‐aged children and adolescents made equivalent gains in the program; however, mixed‐model, repeated‐measures ANOVA revealed a significant group × time interaction ( p < .05), indicating that these groups showed different patterns of improvement over time. © 2002 Wiley Periodicals, Inc. Psychol Schs 39: 661–675, 2002.