This lucid, accessible, thought-provoking discussion of issues
related to equity in science education reform is for science
educators, including idealists and exacting pragmatists, who are
dedicated to exploring what it means to put into practice rallying
cries like "science literacy for all," "equity and excellence," and
"standards-based reform."
Intended as an enjoyable and stimulating read, as opposed to a
comprehensive summary of everything ever written about equity in
science education, it is a response to the new science education
standards and reforms, with their goal of science literacy for all.
If this goal is to be taken seriously, the implications are
immense. A central purpose of this book is to project and discuss
how achieving this goal would affect science education reform and
vice versa.
The work is research based, using statistics, tables, and figures
drawn primarily from NSF reports and other public information
documents to provide a foundation for equity concerns. However,
these statistics are not the main focus of the book. Rather, they
are used to make a case, backed by pertinent research, the
literature on best practice, and provocative examples from schools
and classrooms. Charts, tables, and graphic organizers provide
visual evidence and enhance the arguments presented.
Moving from research-based studies to classroom stories, "Equity
and Science Education Reform" encourages readers to think about the
complexity of the issues. No easy answers or quick fixes are
offered.
Researching across "identity" areas and attempting to unite them
in a discussion that recognizes both the common elements as well as
important distinctions, it provides a comprehensive picture of
equity concerns across ethnicity, class, gender, and location.
Encompassing a broad literature in science education, reform and
policy, and equity issues, it offers an "equity schema" as a
unifying concept to guide discussion throughout.
This book is based, in part, on a series of nine background papers
that were commissioned by the American Association for the
Advancement of Science's Project 2061 and the summary document,
which was written by the author of this book. But it goes far
beyond the original study to provide a consistent, coherent, and
lively discussion that vividly illustrates the issues raised by the
experiences of teachers and students who are struggling with equity
principles in the context of science education reform.
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