About the Book
Introduction to Volume, Julie A. Bianchini.- Section 1: Science Education Policy, Okhee Lee, Julie A. Bianchini.- 1. Science for All: Historical Perspectives on Policy for Science Education Reform, George E. DeBoer.- 2. Is It Possible to Teach "Science for All" in a Climate of Accountability?: Educational Policy and the Equitable Teaching of Science, Sherry A. Southerland.- 3. Conceptions of Inequality in the Era of Bush/Obama, Nancy W. Brickhouse.- R1. International Response. Bridging the Gaps between Policy and Practice on Equity for Science Education Reforms: From National and International Perspectives, Mei-Hung Chiu.- Section 2: Globalization, Julie A. Bianchini, Valarie L. Akerson.- 4. The Imperative of Context in the Age of Globalization in Creating Equity in Science Education, Alejandro J. Gallard Martínez.- 5. Frameworks for Examining the Intersections of Race, Ethnicity, Class and Gender on English Language Learners in K-12 Science Education in the U.S., Sonya N. Martin, Beth Wassell, Kathryn Scantlebury.- 6. Elementary Students' Ways of Seeing Globalization in Science, Bhaskar Upadhyay.- R2. International Response. Globalisation and Science education: A View from the Periphery, Lyn Carter.- Section 3: Context and Culture, Alberto J. Rodriguez, Okhee Lee.- 7. Race, Culture, Gender and Nature of Science in Elementary Settings, Leon Walls, Gayle A. Buck, Valarie L. Akerson.- 8. Conceptualizations of Context in Science Education Research: Implications for Equity, Eileen Carlton Parsons, Gillian U. Bayne.- 9. Allowing our Research on Urban, Low SES, African American Girls and Science Education to Actively and Continually Rewrite Itself, Gayle A. Buck, Cassie F. Quigley.- 10. Science Learning as Participation with and in a Place, Miyoun Lim, Edna Tan, Angela Calabrese Barton.- R3. International Response. Reflections on Context, Place-based Education and Science for All, Tali Tal.- Section 4: Discourse, Language and Identity, Angela Calabrese Barton, Alberto J. Rodriguez.- 11. The Language-Identity Dilemma: An Examination of Language, Cognition, Identity and their Associated Implications for Learning, Bryan A. Brown.- 12. Science, Language and Families: Constructing a Model of Steps to College through Language-rich Science Inquiry, Cory A. Buxton, Martha Allexsaht-Snider, Carlos Rivera.- 13. Relationships among Science Language, Concepts and Processes: A Study of English Learners in Junior High School Science Classrooms, Emily Kang, Julie A. Bianchini.- R4. International Response. Discourse, Language and Identity, Michael Reiss.- Section 5: Leadership and Social Networking, Valarie L. Akerson, Angela Calabrese Barton.- 14. NARST Equity and Ethics Committee: Mentoring Scholars of Color in the Organization and in the Academy, Maria S. Rivera Maulucci, Felicia Moore Mensah.- 15. Retrospective Accounts in the Formation of an Agenda for Diversity, Equity and Social Justice for Science Education, Felicia Moore Mensah.- 16. What Perspectives on Community-based Learning Can Teach Us about Organizational Support of Research and Policy Work in Equity and Diversity, Gail Richmond.- R5. International Response. Equity and Diversity in Science Education and Academia: A South American Perspective, Melina Furman.- Epilogue: Moving the Equity Agenda Forward Requires Transformative Action, Alberto J. Rodriguez.
