Growing and Sustaining Student-Centered Science Classrooms - Paperback
Out of Stock
This product is currently out of stock. Enter your email address below to be notified once the product is back in stock
Award-Winning Guide to Transforming Science Education
AACTE 2024 Gloria J. Ladson-Billings Outstanding Book Award
Growing and Sustaining Student-Centered Science Classrooms by David Stroupe provides educators with practical tools and guidance for creating science learning spaces where all students feel valued, safe, and eager to engage. This comprehensive resource addresses the critical need for equitable science education through real classroom examples and actionable strategies.
Practical Classroom Strategies and Talk Moves
The book takes readers into inspiring classroom communities through an illuminating series of real-time classroom scenes. These demonstrations showcase flexible teaching approaches and instructional pivots that Stroupe calls talk moves, which foster inclusive collaboration and participation. These techniques help educators create a more expansive version of science education that centers student voice and agency.
Identifying and Addressing Epistemic Injustices
While championing student-centered science education, Stroupe acknowledges common obstructions to knowledge sharing that prevent student-led ideals from materializing. The book identifies four types of injustices that frequently stifle student voice and access in science learning communities:
- Testimonial injustice
- Hermeneutical injustice
- Intrapersonal injustice
- Hierarchical injustice
Through real-life examples of these individual and systemic injustices, educators gain the tools to both identify and eradicate them from their classrooms.
Actionable Methods for Immediate Implementation
This thought-provoking resource sets forth ambitious tactics for educators to audit assumptions and biases in science, promote student agency, and conduct action research to document change. Using Stroupe's accessible methods, teachers, teacher educators, and administrators can design immediate and long-term instructional practices to disrupt injustices in STEM classroom communities and support student learning.
David Stroupe is an associate professor at the University of Utah and was previously the associate director of STEM Teacher Education at the CREATE for STEM Institute and the director of Science and Society at Michigan State University. He supports new and experienced teachers to enact ambitious and equitable teaching, and to create powerful classroom communities with students.
Contributor(s)
Author
Free shipping on orders over $75. Standard shipping takes 3-7 business days. Eligible items may be returned within 30 days of delivery. Conditions apply.