Responding to the linguistic and cultural diversity of the U.S. K–12 student population and an increasing emphasis on STEM, this book offers a model for professional development that engages teachers in transformative action research projects and explicitly links literacy to mathematics and science curriculum through sociocultural principles. Providing detailed and meaningful demonstrations of participatory action research in the classroom, Razfar and Troiano present an effective, systemic approach that helps preservice teachers support students’ funds of knowledge. By featuring teacher and researcher narratives, this book centers teacher expertise and offers a more holistic and humanistic understanding of authentic and empathetic teaching. Focusing on integrating instructional knowledge from ESL, bilingual, and STEM education, the range of cases and examples will allow readers to implement action research projects in their own classrooms. Chapters include discussion questions and additional resources for students, researchers, and educators.
Author(s): Aria Razfar, Beverly Troiano
Publisher: Routledge
Year: 2022
Language: English
Pages: 203
City: New York
Cover
Half Title
Title Page
Copyright Page
Table of Contents
Acknowledgments
Authors
Contributors
Foreword
Chapter 1: Integrating Language Learning and STEM through Action Research
Introduction
Action Research
Conceptual Readings and Design Tools: Sociocultural Theories and Third Space
Context: Our Teachers, Schools, and Communities
Genesis Elementary
Jarman Elementary
Adams Elementary School
Warner Elementary
Aligning Standards with Sociocultural Learning Activities
Objectives
Cultural Historical Activity Theory (CHAT) Triangle
Language Learning through Science, Mathematics, and Action Research
Trust the Process: Action Research Implementation
Not Just a Lesson Plan: Curriculum Planning Through Activity Triangle(s)
Social Organization of Learning Protocol
Observational Field Notes
Coding Sheet
Discourse Analysis and Transcription
Questions for Unit Reflection and Final Cohort Report
Action Research Timeline
Action Research Course
Yearlong Action Research Project
Teacher Study Groups
Final Action Research Report
Discussion Questions
Additional Resources
Notes
References
Chapter 2: Teaching Math and Science Through Playground Activism
Introduction
Standards
Chapter Objectives
Unit Objectives
Context: School, Teachers, Students
Unit Plan: Building a Playground Through Youth Participatory Action Research
Language Learning Domain: Integrating Mathematics and Science Funds
Social Organization of Learning: Becoming Community Activists and Researchers
All About Me : Designing Curriculum Through Funds of Knowledge
“Should Genesis Have a Playground?” Aligning FoK to Mathematics and Science Standards
Building the Playground: Family and Community Engagement
Conclusion
Discussion Questions
Additional Resources
References
Chapter 3: Community Renewable Energy: Designing Solar Panels Through Science-Funds of Knowledge
Introduction
Standards
Chapter Objectives
Unit Objectives
Context: School, Teachers, Students
Unit 3 Plan: From “Curriculum Fidelity” to Transformation
Language Learning Domain: Multiple Language Use and Translanguaging
Social Organization of Learning Science Through Solar Science Talks
Science-Funds of Knowledge: Designing Solar Energy Panels
Mediating Multiple Language Use
Conclusion
Discussion Questions
Additional Resources
References
Chapter 4: Preparing the Next Generation of City Planners and Tech-Savvy Teachers
Introduction
Standards
Chapter Objectives
Unit Objectives
Context: School, Teacher, and Students
Susan’s Focal Group
Unit Plan: Developing “Smart” Urban Planners Through Science-Funds of Knowledge
Unit 3: SimCity4 and the Return to Video Games
Language Learning Domain: Speaking, Writing, and Translanguaging
Social Organization of Learning
Video Game, Group Work, and Expertise
Learning as Shift in Participation and Learner Roles
Initial “Static” Learner Identities
Transitioning Learner Identities Episode 2
Dynamic Learner Identities Episode 3
Focal Group’s Reflection on Learning Through Collaborative Tension
The District Walk-Through: Teachers as Advocates and Curriculum Experts
Conclusion
Additional Resources
Discussion Questions
References
Chapter 5: From IRE to Conversational: Shifting Classroom Discourse Through Community-Based Forensics Expertise
Introduction
Standards
Chapter Objectives
Unit Objectives
Context: Teacher, Students, and School
Unit Plan: From “Very IRE!” to Expanded Opportunities for Student-Talk
Language Learning Domain: Multiple Language Use with Mandarin and English
Social Organization of Learning: Using Forensics to Solve Crimes
The Linguistic Organization of Applying Science in a Crime Investigation
Learning Funds of Knowledge to Address Social Problems
Conclusion
Discussion Questions
Additional Resources
References
Chapter 6: From Weslandia to Urban Gardening: Shifting Teacher Language Ideologies Through Ecological Science and Third Space
Introduction
Standards
Chapter Objectives
Unit Objectives
Context: Teacher, Student, and School
Unit Plan
“City Kids” Can’t Grow Plants
“I Can Do That?” Repositioning African American Language for STEM Learning
From Weslandia to Urban Gardening
Language Learning Domain: Recognizing Multiple Languages and Discourses
Social Organization of Learning
Sheldon’s Gardening Funds of Knowledge
Coding for Third Space During Study Groups
Cara’s Action: Sheldon Repositioned as the Expert in the Third Space
Blossoming in the Third Space
Conclusion
Additional Resources
Discussion Questions
References
Chapter 7: Sustaining Teaching Excellence and Professional Identity Across Time and Space: From Reporting to Sharing
Change in Site: Findings from Action Research Reports
Improving Outcomes Through Test Scores and Advocacy
Administrative Support
Home and School Connections and Collaboration
Teacher Collaboration, Interdisciplinary Expertise, and Learning Disabilities
Building Relationships Within the School
Challenges, Constraints, and Limitations
Recommendations for Future Action Research
Conclusion
Discussion Questions
Additional Resources
References
Chapter 8: Breaking the Fourth Wall: Rebuilding University and School Partnerships Through Action Research
Stepping Back: Longitudinal Impact and Outcomes From External Evaluation
From Learning Goals and Objects to Enduring Outcomes: Revisiting the CHAT Triangle
Breaking the “Fourth Wall”: Narratives of Empathy, Solidarity, and Relationship Building
Changes in University Researchers: Findings From Dissertations
Changing Our Stance as Researchers
Humanizing the Researcher Role Within the Academy as Well as the Community
Moving from Research Subjects to Participants
Reflecting on Our Own Racial Identity
Conclusion
Discussion Questions
Additional Resources
References
Epilogue
Appendix A: Activity Triangle Template
Appendix B: Fund of Knowledge Inventory Table
Appendix C: Social Organization of Learning Protocol (Adapted from Razfar)
Part I: The Social Organization of Learning
Part II: Language Practices
Appendix D: Field-Note Observation Template
Appendix E: Coding Sheet Template
Appendix F: Discourse Analysis Transcription Conventions
Appendix G: Unit Planning
Appendix H: :Final Reporting Tools
Questions for Final Cohort Report
Sample Action Research Report Outline
Index
