Science curriculum and student diversity: A framework for equitable learning opportunities

Okhee Lee, Cory Buxton

Research output: Contribution to journalArticle

Abstract

We address issues of science curriculum for nonmainstream students - students of color, students learning English as a new language, and students from low-income families - who are often concentrated in urban schools. First, we describe a theoretical framework for equitable learning opportunities with nonmainstream students. Building on this framework, we then discuss challenges in designing and implementing science curriculum materials for these students. Although some of these challenges affect nonmainstream students more broadly, other challenges are more directly related to specific student groups. Next, we provide examples of curriculum development and research programs to illustrate key components in the theoretical framework and to highlight how these programs address challenges in curriculum design and implementation. Finally, we offer an agenda to guide future research and development efforts. We discuss how alternative, sometimes competing, theoretical views of curriculum development in the literature can be brought together in the context of high-stakes testing and accountability policy.

Original languageEnglish (US)
Pages (from-to)123-137
Number of pages15
JournalElementary School Journal
Volume109
Issue number2
DOIs
StatePublished - Nov 2008

Fingerprint

curriculum
science
learning
student
curriculum development
curriculum research
low income
responsibility
language
school
Group

ASJC Scopus subject areas

  • Education

Cite this

Science curriculum and student diversity : A framework for equitable learning opportunities. / Lee, Okhee; Buxton, Cory.

In: Elementary School Journal, Vol. 109, No. 2, 11.2008, p. 123-137.

Research output: Contribution to journalArticle

@article{597b09adbfd04330817810d156e1aceb,
title = "Science curriculum and student diversity: A framework for equitable learning opportunities",
abstract = "We address issues of science curriculum for nonmainstream students - students of color, students learning English as a new language, and students from low-income families - who are often concentrated in urban schools. First, we describe a theoretical framework for equitable learning opportunities with nonmainstream students. Building on this framework, we then discuss challenges in designing and implementing science curriculum materials for these students. Although some of these challenges affect nonmainstream students more broadly, other challenges are more directly related to specific student groups. Next, we provide examples of curriculum development and research programs to illustrate key components in the theoretical framework and to highlight how these programs address challenges in curriculum design and implementation. Finally, we offer an agenda to guide future research and development efforts. We discuss how alternative, sometimes competing, theoretical views of curriculum development in the literature can be brought together in the context of high-stakes testing and accountability policy.",
author = "Okhee Lee and Cory Buxton",
year = "2008",
month = "11",
doi = "10.1086/590522",
language = "English (US)",
volume = "109",
pages = "123--137",
journal = "Elementary School Journal",
issn = "0013-5984",
publisher = "University of Chicago",
number = "2",

}

TY - JOUR

T1 - Science curriculum and student diversity

T2 - A framework for equitable learning opportunities

AU - Lee, Okhee

AU - Buxton, Cory

PY - 2008/11

Y1 - 2008/11

N2 - We address issues of science curriculum for nonmainstream students - students of color, students learning English as a new language, and students from low-income families - who are often concentrated in urban schools. First, we describe a theoretical framework for equitable learning opportunities with nonmainstream students. Building on this framework, we then discuss challenges in designing and implementing science curriculum materials for these students. Although some of these challenges affect nonmainstream students more broadly, other challenges are more directly related to specific student groups. Next, we provide examples of curriculum development and research programs to illustrate key components in the theoretical framework and to highlight how these programs address challenges in curriculum design and implementation. Finally, we offer an agenda to guide future research and development efforts. We discuss how alternative, sometimes competing, theoretical views of curriculum development in the literature can be brought together in the context of high-stakes testing and accountability policy.

AB - We address issues of science curriculum for nonmainstream students - students of color, students learning English as a new language, and students from low-income families - who are often concentrated in urban schools. First, we describe a theoretical framework for equitable learning opportunities with nonmainstream students. Building on this framework, we then discuss challenges in designing and implementing science curriculum materials for these students. Although some of these challenges affect nonmainstream students more broadly, other challenges are more directly related to specific student groups. Next, we provide examples of curriculum development and research programs to illustrate key components in the theoretical framework and to highlight how these programs address challenges in curriculum design and implementation. Finally, we offer an agenda to guide future research and development efforts. We discuss how alternative, sometimes competing, theoretical views of curriculum development in the literature can be brought together in the context of high-stakes testing and accountability policy.

UR - http://www.scopus.com/inward/record.url?scp=54949124247&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=54949124247&partnerID=8YFLogxK

U2 - 10.1086/590522

DO - 10.1086/590522

M3 - Article

AN - SCOPUS:54949124247

VL - 109

SP - 123

EP - 137

JO - Elementary School Journal

JF - Elementary School Journal

SN - 0013-5984

IS - 2

ER -