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Crossing over to Canaan: The journey of new teachers in diverse classrooms

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Gloria Ladson-Billings provides a perceptive and interesting account of what is needed to prepare novice teachers to be successful with all students in our multicultural society. This book is must reading for all those entering the profession ofteaching today and for those who prepare them for this important work."--Ken Zeichner, associate dean and professor of curriculum and instruction, School of Education, University of Wisconsin-Madison" The multiple voices in Gloria Ladson-Billings's book are compelling, provocative, and insightful-they provide a powerful 'insider' perspective on what it

Land as pedagogy: Nishnaabeg intelligence and rebellious transformation Authors

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A resurgence of Indigenous political cultures, governances and nation-building requires generations of Indigenous peoples to grow up intimately and strongly connected to our homelands, immersed in our languages and spiritualities, and embodying our traditions of agency, leadership, decision-making and diplomacy. This requires a radical break from state education systems – systems that are primarily designed to produce communities of individuals willing to uphold settler colonialism. This paper uses Nishnaabeg stories to advocate for a reclamation of land as pedagogy, both as process and

Indigenous Making and Sharing: Claywork in an Indigenous STEAM Program

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In this article we expand on ideas of making and maker spaces to develop Indigenous making and sharing. We draw from an ArtScience participatory design project that involved Indigenous youth, families, community artists, and scientists in a summer Indigenous STEAM program designed to cultivate social and ecologically just nature-culture relations grounded in Indigenous ways of knowing, being, and making. In this article we focus specifically on clay making and the ways in which onto-epistemic heterogeneity can be engaged to create transformative maker spaces. We present findings from an

If Indigenous Peoples Stand with the Sciences, Will Scientists Stand with Us?

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Indigenous sciences are foundationally based in relationships, reciprocity, and responsibilities. These sciences constitute systems of knowledge developed through distinct perspectives on and practices of knowledge creation and decision-making that not only have the right to be pursued on their own terms but may also be vital in solving critical twenty-first-century challenges. “Science” is often treated as if it were a single entity, free of cultural influences and value-neutral in principle. Western science is often seen as instantiating and equivalent to this idealized, yet problematic

A Lesson in Geospatial Inquiry

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Geospatial Inquiry is an educational framework that offers students an opportunity to engage with, and become curious about, geospatial data for a defined purpose. The authors define Geospatial Inquiry as: "Asking and answering a question through the analysis and communication of data that is linked to a geographic location on, above, or near Earth." (Rubino-Hare et al. 2017). Since Geospatial Inquiry is designed to evoke curiosity and engagement, students have multiple opportunities to seek information and explore ideas on how they see the world they live in. Geospatial Inquiry uses

Scaling professional development: Integrity of implementation as a measurement approach.

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Professional learning about an innovative teaching method is a demonstrated way to improve teacher practices, and ultimately impact student learning. One way to scale up professional learning is a facilitator development model, in which professional learning and development (PLD) designers prepare facilitators to understand the innovation and they in turn, teach teachers. To understand the effectiveness of this model, identifying how facilitators implement the model with teachers is critical. As such, the Power of Data (POD) team scaled-up effective PLD by providing Facilitation Academies to

Teacher enactment of the Geospatial Inquiry cycle in classrooms Teacher enactment of the Geospatial Inquiry cycle in classrooms following scaled up professional learning and development following scaled up professional learning and development

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The current study examined the effects of a nationally scaled up Professional Learning and Development (PLD) model on teachers’ classroom implementation of the Geospatial Inquiry instructional framework. Geospatial Inquiry is defined as: asking and answering a research question through the analysis and communication of data that is linked to a geographic location on, above, or near Earth. These data are often represented visually via maps and explored with geospatial technologies. It also examined the relationships between Geospatial Inquiry Teacher Workshop (GITW) implementation and teacher

The impact of Geospatial Inquiry lessons on student interest in science and technology careers

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Advances in online geospatial technologies (GST) have expanded access to K-12 classrooms which has implications for the support teachers require to effectively integrate GSTs to promote learning. Previous studies have shown the impact of GST-integrated lessons on student engagement, spatial thinking skills, and/or content knowledge; however, most of these studies have been small in scope and scale and frequently focus on the affordances of the technology, without addressing the context of the implementation and student characteristics for whom GST is most impactful. We attempt to address some

Toward a Unifying Social Cognitive Theory of Career and Academic Interest, Choice, and Performance

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This article presents a social cognitive framework for understanding three intricately linked aspects of career development: (a) the formation and elaboration of career-relevant interests, (b) selection of academic and career choice options, and (c) performance and persistence in educational and occupational pursuits. The framework, derived primarily from Bandura′s (1986) general social cognitive theory, emphasizes the means by which individuals exercise personal agency in the career development process, as well as extra-personal factors that enhance or constrain agency. In particular, we

Social Cognitive Career Theory at 25: Empirical Status of the Interest, Choice, and Performance Models

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Social cognitive career theory (SCCT) consists of five interrelated models. Its original models focus on the determinants of educational and occupational interest, choice, and performance (including persistence) (Lent, Brown, & Hackett, 1994). A fourth model is aimed at satisfaction and other aspects of well-being in academic and career-related settings (Lent & Brown, 2006a, 2008), and the fifth model highlights processes whereby people manage common developmental tasks and uncommon challenges across the career lifespan (Lent & Brown, 2013). Each of the models seeks to integrate relevant

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