Response to Gee’s commentary on “Ways with words: Language Play and the science learning of Mexican newcomer adolescents.” A 21st century niche for the natural.

I read James Gee\u27s response to my paper at the same time that I was beginning Sherry Turkle\u27s (2008) book Falling for Science: Objects in Mind. Reading Gee against the backdrop of Turkle was helpful

Ways with words: Language Play and the Science Learning of Mexican Newcomer Adolescents.

Language Play and the Science Learning of Mexican Newcomer Adolescents

You got the word now: Problematizing vocabulary-based academic language instruction

With increasing numbers of English Learners enrolling in public schools, teachers of core academic subject area classes are facing the challenge of integrating English language development into instruction. This article describes how teachers\u27 understanding of infusing language into science teaching can shape instructional practices and consequently influence the simultaneous English language development and science learning of English Learner students

Teaching Science to Students from Rural Mexico: Learning more about ELL Students\u27 Communities of Origin.

George Roberts has been teaching ninth-grade Earth science in Gardston, Iowa, for 10 years. This year, as chair of Gardston High School\u27s science department, he agreed to have all the English Language Learner (ELL) students assigned to his classes. George\u27s goal was to learn more about the needs of these students and arrive at a set of techniques he could share with the rest of his science team. Unlike many other science educators, George has a distinct advantage: The majority of ELLs at Gardston High School immigrate from a particular community

Infusing Creativity and Design into a University Faculty Mentor Process: Means and Ends

“So you have a design degree, why are you interested in the area of curriculum and instructional technology?” For me I see so many connections and important contributions to both design and education, in addition to the valuable lessons learned by taking an interdisciplinary approach to projects. This case study provides one example of how design and education, together, can produce exciting processes and results that help inform both design and education scholars

“Popping it” as family in Mosquitoes & Me: affective accumulation and Anzaldúan aesthetic consciousness in \u3ci\u3eCiencia Zurda\u3c/i\u3e

This article uses key concepts of Anzaldúan philosophy to describe the Mosquitoes & Me summer camp as ciencia zurda or left-handed science. It details a day-in-the-life portrait of Elena, a first-generation Latina middle schooler, as she experiences the opportunities that Mosquitoes & Me provided for self-other bridge crossing and radically relational, Nepantlan potential. Our discussion of Elena’s experiences in terms of Nepantlan principles of diversity, Affect, and spirit, as well as Affective accumulation and aesthetic consciousness, infuse an emotional and spiritual dimension to inquiry science- and responsive sciencecomplementarity and revisit a call for soul-centered, socially-transformative science. Este artículo utiliza conceptos clave de la filosofía de Anzaldúan para describir el campamento de verano Mosquitos & Me como ciencia zurda. Detalla un retrato del día a día en la vida de Elena, una estudiante de secundaria latinoamericana de primera generación, mientras experimenta las oportunidades que Mosquitoes & Me le brindó para cruzar el puente entre sí misma y el potencial Nepantla que es radicalmente relacional. Nuestra discusión sobre las experiencias de Elena en términos de los principios de Nepantla sobre diversidad, afecto y espíritu, así como la acumulación afectiva y la conciencia estética, infunden una dimensión emocional y espiritual a la complementariedad de la ciencia investigadora y la ciencia receptiva, y hacen un llamado por una ciencia centrada en el alma y socialmente transformadora

“You Got the Word Now”: Problematizing Vocabulary-Based Academic Language Instruction for English Learners in Science

With increasing numbers of English Learners enrolling in public schools, teachers of core academic subject area classes are facing the challenge of integrating English language development into instruction. This article describes how teachers\u27 understanding of infusing language into science teaching can shape instructional practices and consequently influence the simultaneous English language development and science learning of English Learner students

Lady researchers : mapping urban community and learning spaces

This paper documents a collaborative research project with middle and high school young women during an afterschool program at Children and Urban Family Movement (CFUM) in Des Moines, Iowa. A research team consisting of members from the School of Education, Community and Regional Planning, Human Development and Family Studies, and Extension and Outreach from Iowa State University partnered with CFUM to provide programming for gender-specific youth called Design Dialogues. The research team, with the help of ISU Undergraduate Facilitators, conducted six discussion groups with middle and high school youth. During the fall of 2015, The Whyld Girls, also known as Lady Researchers, literally and figuratively “mapped” their community and learning spaces during each activity