Are We Missing Part of the Picture?

Grapin, Scott E.

doi:10.4324/9781003181859-4

Cited by 3 publications

(2 citation statements)

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“…Grapin and colleagues (Grapin, 2022a, 2022b; Grapin & Llosa, 2022a, 2022b; Grapin et al, 2022), with support from Educational Testing Service and NSF, explored innovative approaches to science assessment in the context of a yearlong NGSS‐designed curriculum for fifth‐grade MLs and their peers. Specifically, this research addressed a persistent problem that the assessment of MLs' content learning has narrowly privileged learning expressed through linguistic modalities (e.g., written language modality) and independent performance (i.e., what students can do on their own).…”

Section: Emerging Research In Science Education With Mlsmentioning

confidence: 99%

“…Specifically, this research addressed a persistent problem that the assessment of MLs' content learning has narrowly privileged learning expressed through linguistic modalities (e.g., written language modality) and independent performance (i.e., what students can do on their own). Thus, one set of studies (Grapin, 2022a; Grapin & Llosa, 2022b) investigated the potential of multimodal assessment , or assessment that elicits responses to science modeling tasks in multiple modalities (i.e., visual, written, oral). Another set of studies (Grapin & Llosa, 2022a; Grapin et al, 2022) investigated the potential of dynamic assessment , or assessment that embeds dynamic interaction in the form of contingent questions and probes.…”

Section: Emerging Research In Science Education With Mlsmentioning

confidence: 99%

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Science education with multilingual learners: Equity as access and equity as transformation

et al. 2023

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Research in science education with multilingual learners (MLs) has expanded rapidly. This rapid expansion can be situated within a larger dialogue about what it means to provide minoritized students with an equitable education. Whereas some conceptions of equity focus on ensuring all students have access to the knowledge, practices, and language normatively valued in K‐12 schools (equity as access), increasingly prominent conceptions focus on transforming those knowledge, practices, and language in ways that center minoritized students and their communities (equity as transformation). In this article, we argue that conceptions of equity provide a useful lens for understanding emerging research in science education with MLs and for charting a research agenda. We begin by tracing how conceptions of equity have evolved in parallel across STEM and multilingual education. Then, we provide an overview of recent developments from demographic, theoretical, and policy perspectives. In the context of these developments, we provide a conceptual synthesis of emerging research by our team of early‐career scholars in three areas: (a) learning, (b) assessment, and (c) teacher education. Within each area, we unpack the research efforts in terms of how they attend to equity as access while pushing toward equity as transformation. Finally, we propose a research agenda for science education with MLs that builds on and extends these efforts. We close by offering recommendations for making this research agenda coherent and impactful: (a) being explicit about our conceptions of equity, (b) paying attention to the interplay of structure and agency, and (c) promoting interdisciplinary collaboration.

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