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Call for papers Journal of Research in Science Teaching Special Issue Community‐driven science: Evidence of and implications for equity, justice, science learning, and participation
dc.contributor.authorBallard, Heidi L.
dc.contributor.authorBarton, Angela Calabrese
dc.contributor.authorUpadhyay, Bhaskar
dc.date.accessioned2021-05-12T17:23:34Z
dc.date.available2022-06-12 13:23:33en
dc.date.available2021-05-12T17:23:34Z
dc.date.issued2021-05
dc.identifier.citationBallard, Heidi L.; Barton, Angela Calabrese; Upadhyay, Bhaskar (2021). "Call for papers Journal of Research in Science Teaching Special Issue Community‐driven science: Evidence of and implications for equity, justice, science learning, and participation." Journal of Research in Science Teaching 58(5): 621-624.
dc.identifier.issn0022-4308
dc.identifier.issn1098-2736
dc.identifier.urihttps://hdl.handle.net/2027.42/167462
dc.publisherJohn Wiley & Sons, Inc.
dc.titleCall for papers Journal of Research in Science Teaching Special Issue Community‐driven science: Evidence of and implications for equity, justice, science learning, and participation
dc.typeArticle
dc.rights.robotsIndexNoFollow
dc.subject.hlbsecondlevelEducation
dc.subject.hlbsecondlevelManagement
dc.subject.hlbsecondlevelScience (General)
dc.subject.hlbsecondlevelWomen’s and Gender Studies
dc.subject.hlbtoplevelScience
dc.subject.hlbtoplevelHumanities
dc.subject.hlbtoplevelSocial Sciences
dc.subject.hlbtoplevelBusiness and Economics
dc.description.peerreviewedPeer Reviewed
dc.description.bitstreamurlhttp://deepblue.lib.umich.edu/bitstream/2027.42/167462/1/tea21690.pdf
dc.description.bitstreamurlhttp://deepblue.lib.umich.edu/bitstream/2027.42/167462/2/tea21690_am.pdf
dc.identifier.doi10.1002/tea.21690
dc.identifier.sourceJournal of Research in Science Teaching
dc.identifier.citedreferenceMorales‐Doyle, D. ( 2017 ). Justice‐centered science pedagogy: A catalyst for academic achievement and social transformation. Science Education, 101 ( 6 ), 1034 – 1060. https://doi.org/10.1002/sce.21305
dc.identifier.citedreferenceNazar, C. R., Calabrese Barton, A., Morris, C., & Tan, E. ( 2019 ). Critically engaging engineering in place by localizing counternarratives in engineering design. Science Education, 103 ( 3 ), 638 – 664. https://doi.org/10.1002/sce.21500
dc.identifier.citedreferenceOttinger, G. ( 2010 ). Buckets of resistance: Standards and the effectiveness of citizen science. Science, Technology, & Human Values, 35 ( 2 ), 244 – 270. https://doi.org/10.1177/0162243909337121
dc.identifier.citedreferenceUpadhyay, B., Atwood, E., & Tharu, B. ( 2020 ). Actions for sociopolitical consciousness in a high school science class: A case study of ninth grade class with predominantly indigenous students. Journal of Research in Science Teaching, 57 ( 7 ), 1119 – 1147. https://doi.org/10.1002/tea.21626
dc.identifier.citedreferenceVan Wart, S., Lanouette, K., & Parikh, T. ( 2020 ). Third spaces for data science education using participatory digital mapping. Journal of the Learning Sciences, 29 ( 1 ), 127 – 153. https://doi.org/10.1080/10508406.2019.1693378
dc.identifier.citedreferenceVarelas, M., Morales‐Doyle, D., Raza, S., Segura, D., Canales, K., & Mitchener, C. ( 2018 ). Community organizations’ programming and the development of community science teachers. Science Education, 102 ( 1 ), 60 – 84. https://doi.org/10.1002/sce.21321
dc.identifier.citedreferenceBallard, H. L., Dixon, C. G., & Harris, E. M. ( 2017 ). Youth‐focused citizen science: Examining the role of environmental science learning and agency for conservation. Biological Conservation, 208, 65 – 75. https://doi.org/10.1016/j.biocon.2016.05.024
dc.identifier.citedreferenceBirmingham, D., Calabrese Barton, A., McDaniel, A., Jones, J., Turner, C., & Rogers, A. ( 2017 ). “But the science we do here matters”: Youth‐authored cases of consequential learning. Science Education, 101 ( 5 ), 818 – 844. https://doi.org/10.1002/sce.21293
dc.identifier.citedreferenceBang, M., Faber, L., Gurneau, J., Marin, A., & Soto, C. ( 2016 ). Community‐based design research: Learning across generations and strategic transformations of institutional relations toward axiological innovations. Mind, Culture, and Activity, 23 ( 1 ), 28 – 41. http://doi.org/10.1080/10749039.2015.1087572
dc.identifier.citedreferenceCalabrese Barton, A., & Tan, E. ( 2010 ). We be burnin: Agency, identity and learning in a green energy program. Journal of the Learning Sciences, 19 ( 2 ), 187 – 229. https://doi.org/10.1080/10508400903530044
dc.working.doiNOen
dc.owningcollnameInterdisciplinary and Peer-Reviewed


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