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Centering Students' Resources: Curricular Customization for Responsive and Expansive Science Teaching
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Author(s): Katherine L. McNeill (Boston College, USA), Samuel Lee (California State University, Long Beach, USA), Yang Zhang (Northwestern University, USA), Austin T. Moore (Boston College, USA), Jason Y. Buell (Northwestern University, USA), Maria A. Moreno Vera (Boston College, USA), Brian J. Reiser (Northwestern University, USA)and Brianna Balke (Boston College, USA)
Copyright: 2026
Pages: 34
Source title:
Science Education and Culturally Sustaining Pedagogies: Research, Practices, and Critical Reflections
Source Author(s)/Editor(s): Diane Silva Pimentel (Brown University, USA)and Karen L. Terrell (Loyola University Maryland, USA)
DOI: 10.4018/979-8-3373-5342-5.ch003
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Abstract
Teachers play a pivotal role in developing culturally responsive science instruction, yet often need support in shifting their classrooms' culture and epistemic power structures. This chapter focuses on research from three different professional learning communities (PLCs) that developed and used an equity-centered curricular customization model with teachers to support their enactments of middle school science curriculum materials. Specifically, the customization model consisted of four stages: (1) (Re)establish an equity goal with student data; (2) Analyze curricular materials to plan customization; (3) Enact and collect student data; and (4) Reflect on the equity goal and enactment. The chapter shares examples from each PLC focused on a different equity goals: supporting emergent multilingual learners, increasing relevance and encouraging more voices and perspectives. By centering their work on their students, the teachers were able to develop more responsive and expansive science classrooms that looked significantly different depending on their equity goal.
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