Catherine M. Scott

TL;DR: This article conducted a case study of three diverse students' identity work from fourth- to sixth-grade school science and found that when students' social identity work was leveraged in service of robust science learning, their affiliation increased; academic success in school science did not equate to affiliation or deep engagement with science; race, class, and gender figured into students' successes in, threats to, and identity work related to becoming scientific.

TL;DR: This paper examined a data set of 13 girls' engagement with school science from fourth to seventh grade (ages 9-13) and found that the gender performances that became most pronounced were: minimizing one's differences/fitting in, pleasing adults, and making oneself submissive or invisible.

TL;DR: In this paper, the authors address the notion of authenticity from the participants' perspectives, asking what events do young participants view as scientific and to what extent do participant perceptions of authentic herpetology work align with what herpetologists actually do in the field.

TL;DR: In this paper, the authors examined the ways in which teachers in a charter Montessori school used professional development to help balance the demands for standardized testing performance and MontessorI goals, and found that significant challenges exist for teachers blending multiple educational goals but that professional development can aid teachers in filling in gaps in their existing curricula.

TL;DR: This article examined the views and practices of the teachers, students, and parents involved in the new homework policy and found that although students enjoyed the proposed homework change, it lacked sufficient structure for parents, and students needed support from teachers and parents to engage in meaningful homework tasks.