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STEM21

Equity in Teaching and Learning to Meet Global Challenges of Standards, Engagement and Transformation

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Edited By Joy Barnes-Johnson and Janelle M. Johnson

STEM21: Equity in Teaching and Learning to Meet Global Challenges of Standards, Engagement and Transformation is designed to contribute to discourses about how STEM teaching and learning can become more equitable, serving the needs of readers across the STEM educational spectrum. STEM21 is meant to problematize the status quo educational practices of STEM stakeholders including preservice and inservice teachers, district leaders, informal educators, policy makers, and the research community. While many books are narrowly targeted either for academics or practitioners, the outcome is limited dialogue between and across those spaces. This volume weaves together field-based research, personal narrative, and education theory, while providing for reflection and discussion. STEM21: Equity in Teaching and Learning to Meet Global Challenges of Standards, Engagement and Transformation is undergirded by the principle that engaged STEM education accommodates theory and practice that is equitable, rejects deficit model thinking, and is community relevant. Equitable STEM pedagogy builds autonomous pathways to learning; creates a culture of questioning and transparency; celebrates diversity of thought, habit and culture; and embraces a social justice stance on issues of race, class, gender, environmental responsibility, health, and access to resources.

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Chapter Seven: Engaged Interdisciplinary Literacy: Research and Practices of Secondary STREAM (Joy Barnes-Johnson)

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CHAPTER SEVEN

Engaged Interdisciplinary Literacy

Research and Practices of Secondary STREAM

JOY BARNES-JOHNSON1



Abstract

Embracing lesson study as a viable research-into-practice methodology, this chapter presents four stages of lesson study designed to meet the needs of curriculum design in a high performing district. Each stage of the process presented the author with opportunities to reconcile her desire to be both progressive and transgressive in her thinking about teaching and learning. This paper reports theoretical and practical insights gained by using literacy techniques in a newly designed secondary physical science course over several years. Implemented to meet the needs of students from underrepresented groups (language diverse students, students with specialized learning needs including assistive technology, and generally disengaged students), an intended function of the class was to activate creativity and STEM identity in low performing students while sustaining STEM interests of traditionally successful students. This paper reflects the results of the experiment ← 165 | 166 → undertaken to understand course design to meet these critical needs. The paper is organized by first sharing insights at the Stage 1 level: STEM curriculum reform. The original 2012 –2013 course plan (Stage 2) including assessment and differentiation activities will then be shared. Based on student work/artifacts, rethinking required to adapt to the changing profile of the school and science education in general (Stage 3) will be shared. The implications section of the paper is an open invitation to expand the experiment...

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