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The Science Teacher—April/May 2019

This issue is our 24th consecutive annual issue devoted to the theme, “Science for All.” Each year this special issue presents ideas and teaching strategies for helping all learners find success in their science classes. The primary goal is to provide instructional methods that can help narrow persistent academic achievement gaps associated with ethnicity, socioeconomic status, gender, physical disabilities, limited English-language proficiency, and learning differences. All students need access to rigorous, high-quality science education to prepare for the demands of work and citizenship in the modern world. But too many young people are getting an education that falls far short: youth who are disproportionately African American, Latinx, Native American, English learners, and those from low-income families.

Journal Article

Refraction

By Paul G. Hewitt

High School Curriculum Physical Science Physics

Journal Article

Exit Tickets

By Kelsie Fowler, Mark Windschitl, and Jennifer Richards

Middle School High School Assessment Equity Life Science

Journal Article

Investigating Urban Trees

By JAMES CARRIGAN, ALEC BODZIN, THOMAS HAMMOND, SCOTT RUTZMOSER, KATE POPEJOY, AND WILLIAM FARINA

High School Biology Environmental Science

Journal Article

Genetics for All

By LAUREN STEWART, DONNA ROSS, AND KIMBERLY ELLIOT

High School Biology Disabilities English Language Learners Equity

Journal Article

A Web of Ideas

By MICHAEL GIAMELLARO, JACKSON BLACKBURN, MOLLY HONEA, AND JACOB LAPLANTE

Middle School High School Pedagogy Science and Engineering Practices Teaching Strategies

Journal Article

Ecologist Todd Elliott

Ecologists are biologists who study entire ecosystems and the interactions among their living and non-living components. Ecology can be applied in are...

By Luba Vangelova

Middle School Elementary High School Careers Environmental Science

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