Kathryn Scantlebury

• Ph.D.
• Professor (Full) at University of Delaware

In this chapter, we explore one aspect of the Anthropocene, the vital, vibrant connections between life and matter (Whatmore, Cultural Geographies 13(4):600–609, 2006.). Drawing on the effectivity of water as a solution and the “Flint water crisis,” we explore how humans tend not to notice matter unless it brings an effect upon them. Our approach f...

The goal of clinical practice is to enrich teacher candidate learning through enhanced field experiences. Evaluation is a key element of coteaching during which coteachers review their teaching and its impact on pupil learning. However, coteachers are challenged in enacting coevaluation, that is, a critique of the teacher candidate’s and clinical e...

In contrast to modernist presentations of research ethics, post humanistic ethics problematizes the human and non-human dichotomy that tends to be the basis of such modernist presentations which tend to apply instrumental, deontological and advocacy approaches to ethics in research thereby maintaining the separation of human researcher and the huma...

This study examines preservice preschool teachers’ university science education experience. The empirical data are from a research and intervention project conducted on teacher education programs at two Swedish universities. We analyzed one of the assignments completed by 111 students within a science course as well as their conversations about the...

The chapters in this edited book explored the role of material culture in research while also challenging the reader to ask themselves how the material may have been written out of the accounts they have written and whether material culture deserves more attention from disciplines like science education than is currently the case. From construction...

The unspoken, the unsaid, the silent. In this chapter, we evoke Baradian theory to examine different aspects of silence in science education. We will first discuss how silence is defined, studied, and examined in feminist research. Then using Karen Barad’s concepts of diffraction and agential realism, we will explore silence from a feminist perspec...

Material feminism is producing new knowledge about humans’ engagement with the natural and physical world, the agentic nature of matter and the sociocultural context, and the entanglement of the material, such as bodies and learning spaces and time. This chapter utilizes Barad’s concept of spacetimemattering to reintroduce matter/materiality into s...

The chapters for this book take as their starting point the notion of culture as fields of material and social practice and worlds of meaning that are weakly bounded, internally contradictory, contested, and subject to constant change (Sewell, 1999). Historically, the focus in the research on teaching and learning trends has mediated social practic...

In this chapter we use metalogue to share and discuss our experiences as feminist science educators using our voices to critique science education, especially its power structures, and each other’s thinking while remaining true to an ethic of care that adheres to feminist principles. Kate’s feminist pathway began as a secondary school student in Au...

In this book various scholars explore the material in science and science education and its role in scientific practice, such as those practices that are key to the curriculum focuses of science education programs in a number of countries. As a construct, culture can be understood as material and social practice. This definition is useful for infor...

This paper aims to explicate how equity efforts in STEM education research are inextricably connected with the various ways in which knowledge is constructed and produced, specifically as they relate to researchers’ methods and methodologies. To make (literally) visible how knowledge production may be consequential to equity efforts, the author (re...

We report how 47 pre-service teachers during their preschool placement in Sweden identify events related to gender and emerging science. We analysed their reflections on the situations with Gee’s Discourse analysis. Two dominant discourse models were identified: the Discourse Construare, where pre-service teachers assumed that children have potenti...

Within a sociocultural framework, we use situated learning theory to explore the use of a coteaching approach during student teaching. Coteaching is a model for learning to teach where clinical educators and teacher candidates teach alongside one another and share responsibility for pupil learning. Teacher education programs have adopted this model...

In this article we explore the places pre- and primary school (K-6) student teachers associate with their science learning experiences and how they view the relationship between these places and science. In doing so, we use ‘place’ as an analytical entry point to deepen the understanding of pre- and primary school student teachers’ relationship to...

Coteaching provides opportunities for teachers to collectively share responsibility for student learning. This paper reports on findings from a longitudinal study in which cooperating teachers cotaught science classes with student teachers. Through coteaching with student teachers, teachers expanded their teaching practice and developed new insight...

Increases in the number of English language learner (ELL) students in the United States has led to a significant need for research that explores teaching and learning for ELL students in science and other content-area classrooms. This qualitative study investigated middle-school ELL students’ (N = 12) beliefs and practices surrounding science learn...

The chapter introduces the concepts of interstitial spaces and transgressive identities to examine the boundaries of gender and feminist studies, science, and education and discuss our research practices and positions. We use a metalogue as the vehicle for analyzing our autobiographies to provide examples when we have operated in interstitial space...

The importance of family involvement in education is well documented, yet no studies have explored teachers’ conceptualization of family involvement for urban English Language Learner (ELL) students in science, technology, engineering, and mathematics (STEM) classrooms. We used an ethnographic approach to investigate middle school STEM educators’ p...

As a model for learning to teach, coteaching places two or more student teachers and cooperating teachers in a classroom. Effective coteaching requires coplanning, and this case study examines how six coteachers planned instruction for three environmental science classes. Using sociocultural theory, the study provides insight into the complexity an...

In this article, I describe how Jane Butler Kahle’s intellectual curiosity, commitment to equity and her ability to use various research approaches, to establish research and networking groups comprised of scholars from diverse backgrounds, theoretical perspectives and geographic locations, to disseminate research outcomes and findings through scho...

Given the collaborative nature of the TESOL profession, models are needed that provide opportunities for teachers and other school-based stakeholders to interact with students to understand their successes, challenges, and particular needs more clearly. In this article, the authors advocate for the use of cogenerative dialogues, a promising practic...

This forum discusses the issue of ‘othering’ and how intersectionality is a useful analytical framework for understanding the students’ immigrant experiences in, and out of, the science classroom. We use a feminist perspective to discuss Minjung’s study because gender is a key aspect of one’s identity other aspects such as race, religion, socio-eco...

A Chinese proverb observes that women ‘hold up half the sky’, yet often in science education we have ignored the knowledge generated by feminist researchers about how females engage and participate in science. Further, science education has often failed to consider the implications from feminist critiques of science on science education. This chapt...

In this chapter, we argue that intersectionality and cultural sociology can be used as complementary theoretical frameworks to gain multifaceted understandings about the learning needs of language minority (LM) and English language learner (ELL) students in science classrooms. By employing these frameworks, researchers can better understand the com...

Gender differences in science achievement and participation have decreased in the past three decades. Despite calls from science educators for a more refined analysis of gender differences that include other social categories such as race, ethnicity, socioeconomic status, religion and sexuality, there is little information on how these factors, alo...

Science education research has examined the benefits of coteaching for learning to teach in elementary and secondary school contexts where coteachers bring variable levels of experience to the work of coteaching. Coteaching as a pedagogical strategy is being implemented at the university level but with limited research. Drawing from the field of ac...

Chemistry is a science well suited to the talents and situation of women; it is not a science of parade; it affords occupation and infinite variety; it demands no bodily strength; it can be pursued in retirement; it applies immediately to useful and domestic purposes; and whilst the ingenuity of the most inventive mind may in the science be exercis...

The Center for Authentic Science Practice in Education (CASPiE) is a multi-institution collaboration designed to increase authentic research in undergraduate chemistry courses through the introduction of laboratory modules into first- and second-year chemistry courses at partnering institutions, primarily located in the Midwest. CASPiE is 5-year in...

Coteaching is two or more teachers teaching together, sharing responsibility for meeting the learning needs of students and, at the same time, learning from each other. Coteachers plan, teach and evaluate lessons together, working as collaborators on every aspect of instruction. Over the past decade, coteaching has become an increasingly important...

With recent national calls for the reform of science education have come standards that delineate not only science content but also assessment, pedagogy, and teachers’ professional development. If teachers must teach science differently, then teacher preparation must change. This study asked 31 inservice secondary science teachers to complete a sur...

A feminist re-visioning of psychological and social perspectives on conceptions and conceptual change raises interesting issues and challenges. A psychological perspective to conceptual change proposes that learners develop a knowledge of the world through their experiences, yet feminist research in science education has shown how gendered those ex...

For over 6 years, the University of Delaware’s Secondary Science Education program has employed coteaching as the model for student teaching. This chapter examines how the first-year teachers adjusted to teaching after engaging in coteaching during their student-teaching experience. Using the follow-up interviews and video data, the first-year teac...

Coteaching is two or more teachers teaching together, sharing responsibility for meeting the learning needs of students and, at the same time, learning from each other. Working as collaborators on every aspect of instruction, coteachers plan, teach and evaluate lessons together. Over the past decade, because coteaching can be highly beneficial to b...

Maria Edgeworth was a nineteenth century novelist, primarily remembered for her adult and children's novels. Yet her book, Letters for literary ladies discussed the importance of science education for girls and in conjunction with her father, Richard Edgeworth, she wrote several treatises on education. Their book Practical education advocates an in...

Professional development programs promoting inquiry‐based teaching are challenged with providing teachers content knowledge and using pedagogical approaches that model standards based instruction. Inquiry practices are also important for undergraduate students. This paper focuses on the evaluation of an extensive professional development program fo...

This paper focuses on a 3-year, longitudinal study of the implementation of coteaching, as an innovative approach for preparing high school science teachers enrolled in an undergraduate science teacher education programme located in the United States. The coteaching|co-generative dialogue|co-respect|co-responsibility dialectic is introduced as a wa...

This paper focuses on content-based and pedagogical instructors’ use of cogenerative dialogues to improve instructional practice and to evaluate program effectiveness in a professional development program for high school chemistry teachers. We share our research findings from using cogenerative dialogues as an evaluative tool for general assessment...

This chapter will provide readers with an overview of how to design and evaluate surveys and tests using 1) pencil and paper techniques and 2) the Rasch psychometric model. The goal is to help chemistry education researchers develop robust tests and surveys that optimize data collection. For paper and pencil test development, we discuss issues such...

This paper describes how the patriarchal structure of Japanese society and its notions of women, femininity, and gendered stereotypes produced strong cultural barriers to increasing the participation of females in science education. Baseline data on attitudes toward science and the perceptions of gender issues in science education, academic major a...

With funding from the National Science Foundation, the University of Delaware (UD) in partnership with the New Castle County Vocational Technical School District (NCCoVoTech) in Delaware has initiated a GK-12 Program. In each of year this program, nine full time UD graduate students in the sciences, who have completed all or most of their coursewor...

In classrooms from kindergarten to graduate school, researchers have identified target students as students who monopolize material and human resources. Classroom structures that privilege the voice and actions of target students can cause divisive social dynamics that may generate cliques. This study focuses on the emergence of target students, th...

This paper examines the ethical dilemmas that the researchers encountered between their philosophical perspectives and those of their colleagues from the field. We found that ethical issues emerged on three levels: during our enactment of the coteaching model, in our research endeavors on coteaching, and in discussing findings. Rather than reaching...

This paper is a response to our colleague's perspectives on our paper (GALLOFOX, WASSELL, SCANTLEBURY, & JUCK, 2006), that addressed ethical dilemmas we encountered when implementing coteaching in a secondary science education program. Although the respondents addressed this issue, they also raised other important points pertaining to their own exp...

Without Abstract

Recent international studies note that countries whose students perform well on international science assessments report the need to change science education. Some countries use assessments for diagnostic purposes to assist teachers in addressing their students' needs. However, in the United States, standards-based reform has focused the national d...

In this cogenerative dialogue about cogenerative dialogue as qualitative research method and ethics, we move beyond our individual contributions in this special issue to begin a process that we hope will be carried further by our readers. We conclude that cogenerative dialoguing constitutes an excellent starting point towards enacting equity in pra...

We discuss when cogenerative dialogues are a feminist pedagogy|research tool and also the circumstances when this is not the case. When viewed as a feminist pedagogy|research, cogenerative dialogues expose and discuss the unconscious and underlying structures that cause inequities both within and outside the classroom, particularly for girls and wo...

This paper focuses on a model of teacher change based on a study of a science discipline-based professional education program and on an understanding of teacher change in terms of an agency| structure dialectic. Professional education programs should expand teachers' capacity to act in a range of fields. Conducted over one year, this study used soc...

... Volume 7, No. 4, Art. 18 – September 2006. Warts and All: Ethical Dilemmas in Implementing the Coteaching Model. Jennifer Gallo-Fox, Beth Wassell, Kathryn Scantlebury & Matthew Juck. ... Narrator – An amalgam of author perspectives. Kate – Program administrator. ...

Conducting qualitative research using a feminist research methodology requires a high level of personal ethical commitment from the re­searchers, particularly regarding the time required to establish and maintain social networks between the researchers and the researched. This paper raises questions to the feasibility of researchers adhering to tho...

Ethics for feminist researchers foreground issues of identity and subjectivity for the researched and researcher. Feminist research intends to be transformative by focusing on inequities that impact girls and women. For African-American girls in urban schools, those inequities occur out of and in the classroom. URN: urn:nbn:de:0114-fqs0501321

This article presents quantitative results of a study of 139 academic women in the chemical sciences who participated in a professional development program sponsored by the Committee on the Advancement of Women Chemists. The study investigated variables frequently examined in the vocational psychology of women: approaches to achievement, coping str...

Prior to my appointment as a feminist science educator in a chemistry and biochemistry department, I engaged in a discussion with my future colleagues and peers on the criteria for evaluating my tenure and promotion application. This paper discusses that process and the cultural and social capital I garnered through external funding of research pro...

A central commitment of current reforms in science education is that all students, regardless of culture, gender, race, and/ or socioeconomic status, are capable of understanding and doing science. The study “Bridging the Gap: Equity in Systemic Reform” assessed equity in systemic reform using a nested research design that drew on both qualitative...

Over the past decade, state and national policymakers have promoted systemic reform as a way to achieve high-quality science education for all students. However, few instruments are available to measure changes in key dimensions relevant to systemic reform such as teaching practices, student attitudes, or home and peer support. Furthermore, Rasch m...

The current reform movement in science education promotes standards-based teaching, including the use of inquiry, problem solving, and open-ended questioning, to improve student achievement. This study examines the influence of standards-based teaching practices on the achievement of urban, African-American, middle school science students. Science...

Describes a tool that quantifies the number and kinds of interactions between students and teachers. Structured observation of classroom events indicates whether a teacher is interacting equitably with each student in the classroom. Science teachers were receptive to the relatively quantitative nature of the process. Both inservice and student teac...

Present science education reforms, prompted by students’ declining participation and achievement in science, have focused on changing the precollege science curriculum. Those changes shift the emphasis from content to process, from students’ regurgitating knowledge to showing they understand the material and an attempt to show students that science...

A non-science majors' chemistry course that satisfies both instructors and students has been a long and difficult quest. Wolke (1) outlined the problems encountered in teaching such a course and the objectives such a course should include. The Mount Holyoke Conference of 1972 (2) specifically addressed the issue of courses that included contemporar...

Cooperating teachers are prominent people in influencing the next generation of teachers because they interact daily with student teachers. This paper discusses the impact of gender-sensitive cooperating teachers on student teachers' teaching strategies, questioning patterns and interactions during their teaching practicum. Student teachers working...

Teachers can perpetuate stereotypic cultural beliefs regarding girls' ability in, aptitude for, and suitability for science by their teaching practices and behaviors. As teachers have a major influence on girls' career choices their equitable teaching practices in the classroom are important to encourage all students, but especially girls, to conti...

This paper focuses on both the implicit assumptions and biases in chemistry curricula and upon institutionalized influences on women's participation in science-related courses and careers. Keywords (Audience): High School / Introductory Chemistry

The research in this paper focuses on an innovative approach to preparing science teachers and providing professional development to cooperating teachers. Teachers, experienced and beginning, used coteaching and cogenerative dialogues to critically analyze their teaching and learning. This paper discusses the introduction of coteaching and cogenera...