193
Views
0
CrossRef citations to date
0
Altmetric
Research Article

Science-Literate Identities Among ENLACE Students

References

  • Banilover, E., Cohen, C., Pasley, J., & Weiss, I. (2008). Effective science instruction: What does the research tell us? RMC Research Corporation, Center on Instruction.
  • Banilover, E., Smith, P., Weiss, I., Malzahn, K., Campbell, K., & Weis, A. (2013). Report of the 2012 national survey of science and mathematics education. Horizon Research, Inc.
  • Black, L. (2004). Differential participation in whole-class discussions and the construction of marginalized identities. The Journal of Educational Enquiry, 5(1), 34–54.
  • Bransford, J. D., Brown, A. L., & Cocking, R. R. (2000). How people learn: Brain, mind, experience, and school. National Academies Press.
  • Buxton, C. A., & Lee, O. (2014). English language learners in science education. In N. G. Lederman & S. K. Abell (Eds.), Handbook of research on science education (pp. 204–222). Routledge.
  • Carlone, H. B., & Johnson, A. (2007). Understanding the science experiences of successful women of color: Science identity as an analytic lens. Journal of Research in Science Teaching, 44(8), 1187–1218. https://doi.org/10.1002/tea.20237
  • Cazden, C. B. (2001). Classroom discourse: The language of teaching and learning (2nd ed.). Heinemann.
  • Creswell, J. W., & Plano Clark, V. L. (2011). Designing and conducting mixed methods research (2nd ed.). Sage Publications.
  • Daehler, K. R., & Folsom, J. (2017). Making sense of science: Matter for teachers of grades 5–12 (2nd ed.). WestEd.
  • Delpit, L. D. (2006). Other people’s children: Cultural conflict in the classroom. New Press.
  • National Research Council, Donovan, S., & Bransford, J. (2005). How students learn: Science in the classroom. National Academies Press.
  • ENLACE. (n.d.). Informational brochure. Las Cruces, NM: New Mexico State University.
  • Gee, J. P. (2002). Identity as an analytic lens for research in education. Review of Research in Education, 25, 99–125.
  • Gee, J. P. (2012). Social linguistics and literacies: Ideology in discourses (4th ed.). Routledge.
  • Grant, C. A., & Sleeter, C. A. (2009). Turning on learning: Five approaches for multicultural teaching plans for race, class, gender, and disability (5th ed.). Wiley.
  • Greenleaf, C., Hanson, T., Herman, J., Litman, C., Madden, S., Rosen, R., … Silver, D. (2009). Integrating literacy and science instruction in high school biology: Impact on teacher practice, student engagement, and student achievement. National Science Foundation Research on Learning in Education Program. https://www2.wested.org/www-static/sli/downloads/nsf-final-report.pdf
  • Halliday, M. A. (1988). On the language of physical science. In M. Ghadessy (Ed.), Registers of written English: Situational factors and linguistic features (pp. 162–178). Pinter.
  • Halliday, M. A. (1993). Towards a language-based theory of learning. Linguistics and Education, 5(2), 93–116. https://doi.org/10.1016/0898-5898(93)90026-7
  • Hattie, J. C., Fisher, D., & Frey, N. (2017). Visible learning for mathematics: What works best to optimize student learning. Corwin.
  • Hazari, Z., Sonnert, G., Sadler, P. M., & Shanahan, M. C. (2010). Connecting high school physics experiences, outcome expectations, physics identity, and physics career choice: A gender study. Journal of Research in Science Teaching, 47(8), 978–1003. https://doi.org/10.1002/tea.20363
  • Henson, R. K., & Roberts, J. K. (2006). Use of exploratory factor analysis in published research: Common errors and some comments on improved practice. Educational and Psychological Measurement, 66(3), 393–416. https://doi.org/10.1177/0013164405282485
  • Holland, D., Lachicotte, W., Skinner, D., & Cain, C. (1998). Identity and agency in cultural worlds. Harvard University Press.
  • Horizon Research. (2000). Inside the classroom observation protocol.
  • Hurstfield, J. (1978). ‘Internal’ colonialism: White, Black, and Chicano self-conceptions. Ethnic and Racial Studies, 1(1), 60–79. https://doi.org/10.1080/01419870.1978.9993221
  • Intercultural Development Research Association [IDRA]. (2000). The ENLACE initiative: Strengthening communities, increasing opportunity, fostering success. http://www.idra.org/IDRA_Newsletter/January_2000_Bilingual_Education/The_ENLACE_Initiative/
  • Kellogg Commission. (1999). Returning to our roots: The engaged institution. http://www.aplu.org/library/returning-to-our-roots-the-engaged-institution/file
  • Kim, K., & Goodman, Y. (2011). Teaching strategies for ELL readers to revalue themselves as readers: Retrospective miscue analysis. In R. Meyer & K. Whitmore (Eds.), Reclaiming reading (pp. 99–110). Routledge.
  • Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge University Press.
  • Lee, O., Quinn, H., & Valdés, G. (2013). Science and language for English language learners in relation to next generation science standards and with implications for common core state standards for English arts and mathematics. Educational Researcher, 42(4), 223–233. https://doi.org/10.3102/0013189X13480524
  • Lemke, J. L. (1990). Talking science: Language, learning, and values. Ablex.
  • Lent, R. C. (2012). Overcoming textbook fatigue: 21st century tools to revitalize teaching and learning. Association for Supervision and Curriculum Development.
  • Maxwell, J. A. (2013). Qualitative research design: An interactive approach (3rd ed.). Sage Publications.
  • Megowan-Romanowicz, C. (2016). Whiteboarding: A tool for moving classroom discourse from answer-making to sense-making. The Physics Teacher, 54(2), 83–86. https://doi.org/10.1119/1.4940170
  • Mercuri, S., & Mercuri, N. (2019). Scaffolding English language learners’ literacy development through a science inquiry approach. In L. de Oliveira, K. Obenchain, R. Kennedy, & A. Oliveira (Eds.), Teaching the content areas to English language learners in secondary schools (Vol. 17, pp. 231–245). Springer.
  • Mertler, C. A., & Vannatta, R. A. (2010). Advanced and multivariate statistical methods: Practical application and interpretation (4th ed.). Routledge.
  • National Research Council. (2012). A framework for K-12 science education: Practices, crosscutting concepts, and core ideas. National Academies Press.
  • NGSS Lead States. (2013). Next generation science standards: For states, by states. The National Academies Press.
  • Oemig, P. A. (2018). Promoting science literate identities through the use of trade books. In T. Spuck, L. Jenkins, T. Rust, and R. Dou (Eds.), Best practices in STEM education: Innovative approaches from Einstein fellow alumni, 399–419. Peter Lang.
  • Ogbu, J. (1994). Racial stratification and education in the United States: Why inequality persists. Teachers College Record, 96(2), 264–298. https://www.tcrecord.org/Content.asp?ContentId=34
  • Pearson, D. P., Moje, E., & Greenleaf, C. (2010). Literacy and science: Each in the service of the other. Science, 328(5977), 459–463. https://doi.org/10.1126/science.1182595
  • Pedhazur, E. J., & Schmelkin, L. P. (1991). Measurement design and analysis. Lawrence Erlbaum Associates.
  • Preacher, K. J., & MacCallum, R. C. (2003). Repeating Tom Swift’s electric factor analysis machine. Understanding Statistics, 2(1), 13–32. http://quantpsy.org/pubs/preacher_maccallum_2003.pdf
  • Ross, A. A., & Onwuegbuzie, A. J. (2010). Mixed methods research design: A comparison of prevalence in JRME and AERJ. International Journal of Multiple Research Approaches, 4(3), 233–245. https://doi.org/10.5172/mra.2010.4.3.233
  • Ruíz, R. (1984). Orientations in language planning. Journal of the National Association of Bilingual Education, 8(2), 15–34. https://doi.org/10.1080/08855072.1984.10668464
  • Scribner, S., & Cole, M. (1981). The psychology of literacy. Harvard University Press.
  • Shanahan, T., & Shanahan, C. (2008). Teaching disciplinary literacy to adolescents: Rethinking content area literacy. Harvard Educational Review, 78(1), 40–59. https://doi.org/10.17763/haer.78.1.v62444321p602101
  • Shanahan, T., & Shanahan, C. (2012). What is disciplinary literacy and why does it matter? Topics in Language Disorders, 32(1), 7–18. https://doi.org/10.1097/TLD.0b013e318244557a
  • Spring, J. (1997). Deculturalization and the struggle for equality: A brief history of the education of dominated cultures in the United States (2nd ed.). McGraw-Hill.
  • Varelas, M. (Ed.). (2012). Identity construction and science education research: Learning, teaching, and being in multiple contexts. Sense Publishers.
  • Vygotsky, L. S. (1986). Thought and language. (A. Kozulin, Trans.). MIT Press.
  • Weiss, I. R., Pasley, J. D., Smith, P. S., Banilower, E. R., & Heck, D. J. (2003). Looking inside the classroom: A study of K-12 mathematics and science education in the United States. Horizon Research.
  • Wenger, E. (1998). Communities of practice: Learning, meaning, and identity. Cambridge University Press.
  • Wortham, S. (2006). Learning identity: The joint emergence of social identification and academic learning. Cambridge University Press.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.