Promoting student success in science: Pulling together relevant frameworks to create inclusive learning environments

As educators, we can agree that a passion for science is developed during the formative years (Hanson, 2009; Murphy & Beggs, 2005) and it is important for elementary teachers to facilitate rich learning experiences that encourage all students to pursue science beyond high school. In this paper I examine the language of science and identify limiting factors (such as the notion of scientific inquiry) that may discourage some inner-city students from actively pursuing science beyond elementary school. I draw upon personal best practices to demonstrate how inclusive and equitable approaches to teaching can bridge the communication gap. I then show culturally relevant and responsive teaching and learning strategies that can be used to reflect upon personal practice and mobilize the inclusiveness and equity that is implicit in science. This results in an effective approach to reflexive teaching, which is suitable for all science educators, as evidenced by practical learning activities that will be demonstrated. Further, university and college professors can use the inclusive approaches shared while working in their community alongside elementary, middle, and high school teachers to more effectively promote science to a wider audience of learners

A Systematic Review of International and Internal Climate-Induced Migration in Africa

Academics and policymakers have been paying close attention to the impact of climate change on migration in recent years. This phenomenon piqued interest because the factors driving environmentally induced migration are complex and manifold. Noticeably, there has been considerable scholarship on climate change and migration in Africa. However, there has not been a concerted effort to periodically review the existing literature to systematically document the state of scholarship. Using a standardized systematic review procedures to analyze 22 peer-reviewed studies published between 2000 and 2022, we found that climate change impacts migration in many complex and multilayered forms. Beyond what has already been established in the literature on climate-related migration such as environmental effects on migration; migration as an adaptation strategy; and the influence of environmental and non-environmental factors on migration; we also found that (1) studies on climate-induced migration in Africa intensely focused on SSA, suggesting an uneven study of the region, (2) heavily affected people tend to be immobile, and (3) young people have high migration intentions due to harsh climate insecurities. These findings require urgent government and stakeholder attention. Specifically, there is a need for scholarship to interrogate the climate change–immobility nexus in order to design appropriate in situ or ex situ adaptation strategies to support lives and livelihoods

Deepening Inclusive and Community-Engaged Education in Three Schools: A Teachers' Resource

In 2009 the Toronto District School Board (TDSB) initiated the Inclusive Schools three-year pilot project with the intent to engage teachers, teacher educators, students, parents, staff, and administrators in investigating and developing effective inclusive curriculum and instructional practices that could be implemented in classrooms and school-wide. In addition, the project aimed to identify practices and factors that contribute to improved student engagement and learning and that strengthen community connections. Over a three-year period, three TDSB elementary schools - Carleton Village Public School, Flemington Public School, and Grey Owl Junior Public School - carried out 19 school-based inquiries. School-based inquiries were grounded in a professional learning process that emphasized inquiry, partnership, collaboration, action and reflection, and professional choice and responsibility. Participants had different understandings and experiences, which they brought to their particular investigations. This teachers’ resource contains reports on school-based inquiries into effective inclusive curriculum practices. It is intended for teachers who are considering the integration of inclusive approaches in their day-to-day work in schools. As such, the purpose of this resource is to contribute toward understanding how to support student learning and ongoing teacher education in ways that are responsive to today’s educational context