Good intentions are not enough: A case study uncovering perpetuation of internalized and interpersonal oppression in middle school STEM classrooms

Science teachers and educators seek to promote equity and inclusion within their classrooms. Yet, many do not examine how their roles could reproduce oppression that continues to exclude certain groups of students. Centering on how oppression interacts with science teaching and learning, this naturalistic study observed Ms. William and her implementation of two STEM units that integrate science and engineering, to understand power, race, and privilege dynamics in her middle school STEM classrooms. Specifically, we focused on understanding oppression at the interpersonal and internalized level in Ms. William's class. We collected and analyzed video recorded lessons from two different classrooms, two STEM curricula Ms. William had co-developed, and conducted semi-structured interviews after she taught her two STEM units. We identified themes of oppression perpetuated in the classroom by employing thematic analysis, which when guided by our theoretical framework enabled us to illuminate the complex relationship between science teaching and maintaining whiteness as the dominant discourse in science learning. Our findings suggest that an active and critical role from science teachers and educators are required; we must reflect deeply on our science curriculum and teaching strategies and identify practices that remains to be oppressive if promoting equity and inclusion is at the forefront of our science teaching.     

In‐house peer supported literature search training: a public health perspective

Public Health England plays a vital role in ensuring the health of the nation. The Knowledge and Library Service (KLS) is a key part of the organisation's evidence supply chain. KLS staff handle over 200 requests for literature searches per annum, and this number is increasing exponentially year on year. Searches are often complex and require specialist public health knowledge to complete effectively. Library staff who are new to the area of public health require support and training. In this article, Anh Tran, Knowledge and Evidence Specialist for Public Health England, discusses a peer supported literature search training course that has been developed in‐house for the benefit of new library staff, and to increase the Knowledge and Library Service's literature searching capacity at Public Health England. H. S.     

Examination of Bivariate Data Tasks in US High School Textbooks Through the Statistical Investigation and Cognitive Demands Frameworks

Through the lenses of statistical investigations and cognitive demands, we examined bivariate data tasks offered in US high school mathematics textbook series—a popular representative of three curriculum types: traditional, integrated, and hybrid. We developed a framework grounded in literature of association topics for the inclusion and exclusion of tasks. Using the Guidelines for Assessment and Instruction of Statistics Education (GAISE) framework, textbook tasks were coded for four investigation components (formulate questions, collect data, analyze data, and interpret results) and levels of statistical sophistication, as well as levels of cognitive demand as suggested by the Mathematical Complexity framework. Across the three series 582 statistical association tasks, all components of statistical investigation were evident with different levels of treatment: (a) all questions for statistical investigations were provided by textbook authors; (b) tasks rarely afforded student opportunities to collect data; and (c) nearly all of the tasks required students to analyze data and most required them to interpret results. Tasks in the integrated series were more numerous (n = 246) and required higher levels of mathematical complexity and statistical sophistication than tasks in the traditional and hybrid series. The vast majority of tasks were coded at the GAISE Level B for analyze data and interpret results and moderate level for mathematical complexity. Further analyses show the concordance between the developmental levels for statistical sophistication and mathematical complexity. Suggestions for curriculum development, content analysis, and future research are provided.     

Sociocultural frameworks of conceptual change: implications for teaching and learning in museums

This article presents a metalogue discussion about the two focus articles and the six associated review essays on the topic of conceptual change as it applies to research, and science teaching and learning in museum settings. Through the lenses of a sociocultural perspectives of learning we examine the applicability of the ideas presented in the forum for museums and museum educators. First we reflect on the role that emotions can play in concept development; second, we reflect on the role of language, talk, and gestures to concept development and conceptual change in the short-lived nature of experiences and conversations in museums; and third, we consider the nature of objects as representations of science content in museum settings.

The Role of Mentoring in the Success of Women Leaders of Color in Higher Education

While numerous scholars have investigated the role of mentoring in the success of women of color in faculty positions, few have examined how mentoring affects the development of women leaders of color in higher education. Using qualitative data gathered from interviews with women leaders of color at Hispanic-serving institution, this study presents findings from cross-case studies to provide insights into perceptions of mentoring and various types of mentorship across the different levels within the organization. Supported by the empirical data, this paper challenges traditional notions of mentoring and advocates for a more critical approach to mentoring to reflect the multidimensionality of the mentoring process and explores how mentoring can be used as a strategy to facilitate institutional change.     

An inquiry-based practicum model: What knowledge,practices, and relationships typify empowering teaching and learning experiences for student teachers,cooperating teachers and college supervisors?

The author examines an inquiry-based teaching/learning model involving diverse members of learning communities. A triad of cooperating teachers, student teachers, and a college supervisor engaged in ongoing and purposeful discourse to explore the teacher–learner (expert–novice) reciprocity, school culture and social relations. In their efforts to broaden and deepen their intellectual exchange, they interrogated their own and one another's beliefs, values, and perspectives about who owns knowledge and how knowledge is distributed/shared. This reflective and reflexive process helped to enhance their knowledge, practices, relationships, and practicum experience.     

Why is school reform sustained even after a project? A case study of Bac Giang Province, Vietnam

This paper reports on a case study of schools in Vietnam wherein teachers are engaged in school reform activities known as professional teacher meetings (PTMs), which is based on an approach called lesson study for learning community (LSLC). The PTMs under LSLC were introduced in 2006, but the teachers involved are still conducting the activities despite scarcity of resources, particularly technical ones. This study addresses the following research question: Why have teachers continued to organize PTMs after the project ended? Three aspects will help address the research question. First, teachers had faith in the effectiveness of the PTMs. Second, enthusiasm and support of seniors and authorities such as school principals could have also helped sustain the PTMs. Third, the need to maintain a respectable reputation before external parties could also be an important factor.     

Are Test and Academic Disengagement Related? Implications for Measurement and Practice

A vast literature investigates academic disengagement among students, including its ultimate manifestation, dropping out of school. Research also shows that test disengagement can be a problem for many inferences educators and policymakers wish to draw from test scores. However, few studies consider whether academic and test disengagement are related. In this study, we examine whether behaviors indicative of academic disengagement like chronic absenteeism and course failures are related to behaviors indicative of test disengagement like rapidly guessing on items. We also examine whether social-emotional factors like low academic self-efficacy and self-management, which research suggests are the root causes of academic disengagement, are also related to rapid guessing behavior. Our results provide evidence that academic and test disengagement are related, including through a common association with poor self-management. The implications of this connection for measurement and practice are discussed.     

‘Get Foot in the Door’: International Students’ Perceptions of Work Integrated Learning

Work-integrated learning (WIL) is regarded as an important vehicle to assist students’ development of relevant professional skills, knowledge and attributes that can enhance their employability. WIL arrangement for international students is a challenging issue for institutions, international students themselves as well as other related stakeholders. While there is an emerging body of literature that examines WIL for international students, how the value of WIL is perceived by this cohort is little known. This paper responds to this dearth of the literature by exploring the different meanings that international students in the vocational education and training sector attach to WIL. Using Bourdieu’s thinking tools of capitals and habitus to interpret interview data from 105 international students, this paper shows that WIL is seen to not only add value to student learning, career aspiration and employability but also transform and enhance their symbolic and social capitals. The paper underscores the instrumental, symbolic and developmental meanings that international students associate with WIL. In particular, it highlights the reciprocal relationship between students’ development of vocational ‘being’ and personal ‘being’ through WIL.