Learning to Teach Elementary Science Through Iterative Cycles of Enactment in Culturally and Linguistically Diverse Contexts

References

• BallDLSleepLBoerstTABassHCombining the development of practice and the practice of development in teacher educationThe Elementary School Journal2009109545847410.1086/596996
   Web of Science ®Google Scholar
• Barab, S. A. & Duffy, T. (2000). From practice fields to communities of practice. The Center for Research on Learning and Technology, Technical report no. 1-98.
   Google Scholar
• BorgMThe apprenticeship of observationELT Journal200458July27427610.1093/elt/58.3.274
   Google Scholar
• BraykoKCommunity-based placements as contexts for disciplinary learning a study of literacy teacher education outside of schoolJournal of Teacher Education201364475910.1177/0022487112458800
   Web of Science ®Google Scholar
• BrownALDesign experiments: Theoretical and methodological challenges in creating complex interventions in classroom settingsThe Journal of the Learning Sciences1992214117810.1207/s15327809jls0202_2
   Google Scholar
• BrownJSCollinsADuguidPSituated cognition, the culture of learningEducational Researcher1989181324210.3102/0013189X018001032
   Google Scholar
• BryanLAtwaterMMTeacher beliefs and cultural models: A challenge for science teacher preparation programsScience Teacher Education2002866822839
   Google Scholar
• Calabrese BartonATeaching science with homeless children: Pedagogy, representation, and identityJournal of Research in Science Teaching19983537939410.1002/(SICI)1098-2736(199804)35:4<379::AID-TEA8>3.0.CO;2-N
   Web of Science ®Google Scholar
• Calabrese BartonACrafting multicultural science education with preservice teachers through service-learningJournal of Curriculum Studies20003279782010.1080/00220270050167189
   Web of Science ®Google Scholar
• Calabrese Barton, A. (2003). Teaching science for social justice. New York: Teachers College Press.
   Google Scholar
• CalandraBBrantley-DiasLLeeJKFoxDLUsing video editing to cultivate novice teachers’ practiceJournal of Research on Technology in Education200942739410.1080/15391523.2009.10782542
   Google Scholar
• ChoiSRamseyJConstructing elementary teachers’ beliefs, attitudes, and practical knowledge through an inquiry-based elementary science courseSchool Science and Mathematics200910931332410.1111/j.1949-8594.2009.tb18101.x
   Google Scholar
• CiechanowskiKBottomsSFonsecaALClairTSShould rey mysterio drink gatorade? Cultural competence in afterschool STEM programmingAfterschool Matters Journal2015212937
   Google Scholar
• Cox-PetersenAMelberLMPatchenTTeaching science to culturally and linguistically diverse elementary students2012Boston, MAPearson Education
   Google Scholar
• DanielowichRMLooking through different lenses: How preservice science teachers use practice-oriented reflections to negotiate more reform-minded identitiesJournal of Science Teacher Education20122332334610.1007/s10972-012-9273-4
   Google Scholar
• DanielowichRMOther teachers’ teaching: Understanding the roles of peer group collaboration in teacher reflection and learningThe Teacher Educator20124710112210.1080/08878730.2012.660373
   Google Scholar
• ElsteegJHarlenWThe right question at the right timePrimary science: Taking the plunge2001Oxford, UKHeinemann Educational
   Google Scholar
• FleerMImagination, emotions and scientific thinking: What matters in the being and becoming of a teacher of elementary science?Cultural Studies of Science Education20127313910.1007/s11422-011-9365-z
   Google Scholar
• ForzaniFMUnderstanding “Core Practices” and “Practice-Based” teacher education learning from the pastJournal of Teacher Education20146535736810.1177/0022487114533800
   Web of Science ®Google Scholar
• GlaserBGStraussALThe discovery grounded theory: Strategies for qualitative inquiry1967London, UKWiedenfeld and Nicholson
   Google Scholar
• GlaserBGStraussALThe discovery of grounded theory: Strategies for qualitative research2009Rutger, NJTransaction Publishers
   Google Scholar
• GonzálezNMollLCAmantiCFunds of knowledge: Theorizing practices in households, communities, and classrooms2013New York, NYRoutledge
   Google Scholar
• GrossmanPComptonCIgraDRonfeldtMShahanEWilliamsonPTeaching practice: A cross-professional perspectiveThe Teachers College Record2009111920552100
   Web of Science ®Google Scholar
• GrossmanPHammernessKMcDonaldMRedefining teaching, re-imagining teacher educationTeachers and Teaching: Theory and Practice20091527328910.1080/13540600902875340
   Web of Science ®Google Scholar
• GrossmanPWineburgSWoolworthSToward a theory of teacher communityThe Teachers College Record2001103942101210.1111/0161-4681.00140
   Web of Science ®Google Scholar
• HarfordJMacRuaircGMcCartanD‘Lights, camera, reflection’: Using peer video to promote reflective dialogue among student teachersTeacher Development201014576810.1080/13664531003696592
   Google Scholar
• Hinchey, P. H. (2004). Becoming a critical educator: Defining a classroom identity, designing a critical pedagogy. (vol. 224). New York: Peter Lang.
   Google Scholar
• HowesEVLearning to teach science for all in the elementary grades: What do preservice teachers bring?Journal of Research in Science teaching20023984586910.1002/tea.10049
   Web of Science ®Google Scholar
• Johnson, N. H., & Atwater, M. M. (2014). The impact of beliefs and actions on the infusion of culturally relevant pedagogy in science teacher education. In M. M. Atwater, M. L. Russell & M. L. Butler (Eds.), Multicultural science education (pp. 81–102). The Netherlands: Springer.
   Google Scholar
• KnappNFReflective journals: Making constructive use of the “apprenticeship of observation” in preservice teacher educationTeaching Education20122332334010.1080/10476210.2012.686487
   Google Scholar
• LampertMBeasleyHGhousseiniHKazemiEFrankeMSteinMKKucanLUsing designed instructional activities to enable novices to manage ambitious mathematics teachingInstructional explanations in the disciplines2010New York, NYSpringer129141
   Google Scholar
• LampertMFrankeMLKazemiEGhousseiniHTurrouACBeasleyHCroweKKeeping it complex using rehearsals to support novice teacher learning of ambitious teachingJournal of Teacher Education20136422624310.1177/0022487112473837
   Web of Science ®Google Scholar
• LaveJWengerESituated learning: Legitimate peripheral participation1991Cambridge, UKCambridge University Press
   Google Scholar
• LevittKEAn analysis of elementary teachers’ beliefs regarding the teaching and learning of scienceScience Education20028612210.1002/sce.1042
   Web of Science ®Google Scholar
• LemkeJLArticulating communities: Sociocultural perspectives on science educationJournal of Research in Science Teaching200138329631610.1002/1098-2736(200103)38:3<296::AID-TEA1007>3.0.CO;2-R
   Web of Science ®Google Scholar
• LortieDCSchoolteacher: A sociological study1975Chicago, ILUniversity of Chicago Press
   Google Scholar
• McDonaldMKazemiEKavanaghSSCore practices and pedagogies of teacher education a call for a common language and collective activityJournal of Teacher Education20136437838610.1177/0022487113493807
   Web of Science ®Google Scholar
• McDonaldMKazemiEKelley-PetersenMMikolasyKThompsonJValenciaSWWindschitlMPractice makes practice: Learning to teach in teacher educationPeabody Journal of Education20148950051510.1080/0161956X.2014.938997
   Google Scholar
• McDonaldMTysonKBraykoKBowmanMDelportJShimomuraFInnovation and impact in teacher education: Community-based organizations as field placements for preservice teachersTeachers College Record2011113816681700
   Web of Science ®Google Scholar
• MingerMASimpsonPThe impact of a standards-based science course for preservice elementary teachers on teacher attitudes toward science teachingJournal of Elementary Science Education2006182496010.1007/BF03174687
   Google Scholar
• NGSS Lead States. (2013). Next Generation Science Standards: For States, By States (insert specific section title(s) being used if not referring to entirety of the NGSS). Retrieved from http://www.nextgenscience.org/
   Google Scholar
• PutnamRTBorkoHWhat do new views of knowledge and thinking have to say about research on teacher learning?Educational Researcher200029141510.3102/0013189X029001004
   Google Scholar
• RiceDCRoychoudhuryAPreparing more confident preservice elementary science teachers: One elementary science methods teacher’s self-studyJournal of Science Teacher Education2003149712610.1023/A:1023658028085
   Google Scholar
• RogoffBDeveloping understanding of the idea of communities of learnersMind, Culture, and Activity19941209229
   Google Scholar
• RosaenCLLundebergMCooperMFritzenATerpstraMNoticing noticing: How does investigation of video records change how teachers reflect on their experiences?Journal of Teacher Education20085934736010.1177/0022487108322128
   Web of Science ®Google Scholar
• RosaenCLLundebergMTerpstraMCooperMNiuRFuJConstructing videocases to help novices learn to facilitate discussions in science and English: How does subject matter matter?Teachers and Teaching: Theory and Practice20101650752410.1080/13540601003754905
   Web of Science ®Google Scholar
• Roth, W. M. (2003). Video as tool for reflecting on practice: Theoretical perspectives. Paper presented at the meeting of the National Association for Research in Science Teaching, Philadelphia, PA.
   Google Scholar
• SadlerTDSituated learning in science education: Socio-scientific issues as contexts for practiceStudies in Science Education20094514210.1080/03057260802681839
   Web of Science ®Google Scholar
• SaldañaJThe coding manual for qualitative researchers2013Los Angeles, CASage
   Google Scholar
• SantagataRZannoniCStiglerJWThe role of lesson analysis in pre-service teacher education: An empirical investigation of teacher learning from a virtual video-based field experienceJournal of Mathematics Teacher Education20071012314010.1007/s10857-007-9029-9
   Google Scholar
• SleeterCEPreparing teachers for culturally diverse schools research and the overwhelming presence of whitenessJournal of Teacher Education2001529410610.1177/0022487101052002002
   Web of Science ®Google Scholar
• ThompsonJWindschitlMBraatenMDeveloping a theory of ambitious early-career teacher practiceAmerican Educational Research Journal20135057461510.3102/0002831213476334
   Web of Science ®Google Scholar
• TosunTThe beliefs of preservice elementary teachers toward science and science teachingSchool Science and Mathematics200010037437910.1111/j.1949-8594.2000.tb18179.x
   Google Scholar
• TweedADesigning effective science instruction: What works in science classrooms2009Arlington, VANational Science Teachers Association Press
   Google Scholar
• van Es, E. A. (2008). A framework for learning to notice student thinking. Paper presented at the annual meeting of the American Educational Research Association, New York.
   Google Scholar
• EsEAExamining the development of a teacher learning community: The case of a video clubTeaching and Teacher Education20122818219210.1016/j.tate.2011.09.005
   Web of Science ®Google Scholar
• EsESherinMLearning to notice: Scaffolding new teachers’ interpretations of classroom interactionsJournal of Technology and Teacher Education200210571596
   Google Scholar
• EsEATunneyJGoldsmithLTSeagoNA framework for the facilitation of teachers’ analysis of videoJournal of Teacher Education20146534035610.1177/0022487114534266
   Web of Science ®Google Scholar
• WattersJJGinnsISDeveloping motivation to teach elementary science: Effect of collaborative and authentic learning practices in preservice educationJournal of Science Teacher Education20001130132110.1023/A:1009429131064
   Google Scholar
• WeiserBCollegiality and better science teachingScience and Children20124955255
   Google Scholar
• WengerECommunities of practice: Learning, meaning, and identity1998Cambridge, UKUniversity Press
   Google Scholar
• WindschitlMThompsonJBraatenMStroupeDProposing a core set of instructional practices and tools for teachers of scienceScience Education20129687890310.1002/sce.21027
   Web of Science ®Google Scholar
• Worth, K. (2000). The power of children’s thinking. In Division of elementary, secondary,and informal education, Foundations: A monograph for professionals in science, mathematics, and technology education (Vol. 2). Arlington, VA: NSF.
   Google Scholar
• YerrickRRossDMolebashPToo close for comfort: Real-time science teaching reflections via digital video editingJournal of Science Teacher Education20051635137510.1007/s10972-005-1105-3
   Google Scholar