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04215aam a2200457 i 4500 001 A2F3F63C004111EEBB5E2E0C29ECA4DB 003 SILO 005 20230601010039 008 230308s2023 mau b 001 0 eng 010 $a 2023002518 020 $a 1682537951 020 $a 9781682537954 035 $a (OCoLC)1362506108 040 $a MH/DLC $b eng $e rda $c DLC $d Z4F $d WRF $d YDX $d OCLCF $d CDX $d UAB $d CDX $d YDX $d SILO 042 $a pcc 050 00 $a Q182.8 $b .S776 2023 082 00 $a 507.1/2 $2 23/eng20230414 084 $a EDU048000 $a EDU048000 $2 bisacsh 100 1 $a Stroupe, David, $e author. 245 10 $a Growing and sustaining student-centered science classrooms / $c David Stroupe. 264 1 $a Cambridge, Msssachusetts : $b Harvard Education Press, $c [2023] 300 $a 164 pages ; $c 23 cm 504 $a Includes bibliographical references and index. 505 0 $a Chapter 1: Confronting Epistemic Injustice -- Chapter 2: Pernicious Myths About Science and Teaching Classrooms that Limit Opportunities for Students -- Chapter 3: Looking in The Mirror: Auditing Assumptions About Science Classrooms and Students -- Chapter 4: Purposeful Talk Moves to Signal the Value O f Students' Ideas, Experiences, and Communities -- Chapter 5: Making Knowledge Production Practices Visible and Shaped by Students -- Chapter 6: Tensions, Complexities, and Learning to See Opportunities -- Chapter 7: Shared Goals for Schools and Communities -- Chapter 8: Words of Wisdom from Anna and Lindsay -- Chapter 9: Moving Forward: Action Research. 520 $a "A wealth of practical tools and guidance for rooting out injustice and creating science learning spaces in which students feel valued, safe, and eager to engage. In Growing and Sustaining Student-Centered Science Classrooms, David Stroupe promotes powerful conversation and action around knowledge-building practices in science education. The book takes readers into inspiring classroom communities in which all students are invited and encouraged to engage in the work of science. An illuminating series of real-time classroom scenes demonstrate flexible teaching approaches and instructional pivots that Stroupe calls talk moves and shows how they foster inclusive collaboration and participation to create a more expansive, and better, version of science education. Even as Stroupe champions student-centered science education, he acknowledges that common obstructions to knowledge sharing, or epistemic injustices, can often prevent this student-led ideal from materializing. He calls attention to four types of injustices that frequently stifle student voice and access in science learning communities: testimonial injustice, hermeneutical injustice, intrapersonal injustice, and hierarchical injustice. Recounting real-life examples of these individual and systemic injustices, Stroupe gives educators the tools to both identify and eradicate them. This thought-provoking book 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"-- $c Provided by publisher. 650 0 $a Science $x Study and teaching (Middle school) 650 0 $a Science $x Study and teaching (Secondary) 650 0 $a Student-centered learning. 650 0 $a Teaching $x Social aspects. 650 0 $a Educational equalization. 650 0 $a Educational change. 650 7 $a Educational change. $2 fast $0 (OCoLC)fst00903371 650 7 $a Educational equalization. $2 fast $0 (OCoLC)fst00903418 650 7 $a Science $x Study and teaching (Middle school) $2 fast $0 (OCoLC)fst01108474 650 7 $a Science $x Study and teaching (Secondary) $2 fast $0 (OCoLC)fst01108482 650 7 $a Student-centered learning. $2 fast $0 (OCoLC)fst01136037 650 7 $a Teaching $x Social aspects. $2 fast $0 (OCoLC)fst01144616 941 $a 1 952 $l UNUX074 $d 20230601010122.0 956 $a http://locator.silo.lib.ia.us/search.cgi?index_0=id&term_0=A2F3F63C004111EEBB5E2E0C29ECA4DB 994 $a Z0 $b NIUInitiate Another SILO Locator Search