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1. Improving research integrity: a framework for responsible science communication

   https://doi.org/10.1186/s13104-022-06065-5  

   Ciubotariu, Ilinca I.; Bosch, Gundula (December 2022, BMC Research Notes)

   Abstract Research integrity, an essential precept of scientific inquiry and discovery, comprises norms such as Rigor, Reproducibility, and Responsibility (the 3R’s). Over the past decades, numerous issues have arisen that challenge the reliability of scientific studies, including irreproducibility crises, lack of good scientific principles, and erroneous communications, which have impacted the public’s trust in science and its findings. Here, we highlight one important component of research integrity that is often overlooked in the discussion of proposals for improving research quality and promoting robust research; one that spans from the lab bench to the dissemination of scientific work: responsible science communication. We briefly outline the role of education and institutions of higher education in teaching the tenets of good scientific practice and within that, the importance of adequate communications training. In that context, we present our framework of responsible science communication that we live by and teach to our students in courses and workshops that are part of the Johns Hopkins Bloomberg School of Public Health R 3 Center for Innovation in Science Education. 

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2. Abolitionist Computer Science Teaching: Moving from Access to Justice.

   Ivey, A.; Johnson, S. R.; Skorodinsky, M.; Snyder, J.; & Goode, J. (May 2021, Proceedings of Research in Equity and Sustained Participation in Computing (RESPECT))

   null (Ed.)

   As high school computer science course offerings have expanded over the past decade, gaps in race and gender have remained. This study embraces the “All” in the “CS for All” movement by shifting beyond access and toward abolitionist computer science teaching. Using data from professional development observations and interviews, we lift the voices of BIPOC CS teachers and bring together tenets put forth by Love (2019) for abolitionist teaching along with how these tenets map onto the work occurring in CS classrooms. Our findings indicate the importance of BIPOC teacher representation in CS classrooms and ways abolitionist teaching tenets can inform educator’s efforts at moving beyond broadening participation and toward radical inclusion, educational freedom, and self-determination, for ALL. 

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3. Justice‐centered community–university partnering: Core tenets of partnering for justice epistemology

   https://doi.org/10.1002/sce.21772  

   Luehmann, April (November 2022, Science Education)

   This paper is an introduction to and a synthesis of three papers in this issue written by scholars deeply committed to partnering with communities to understand and enact what it means to realize transformational ends in and through science education. Partnering for justice must be a conversation, a work in progress, and a critical examination that leads to intentional and careful forward movement. It is a beautiful effort at flattening power hierarchies so diverse voices and expertise can be interwoven in service of youth and communities who have been invisibilized and marginalized. Committed to realizing new, hope-filled futures, the three pairs of authors use their experiences and expertise to shed light on the work of partnering using a temporal lens: considerations related to the beginnings, middles, and endings of partnering, each of which requires special intentionality and care. Together the authors share core overlapping tenets with other critical scholars that could be considered a partnering for justice epistemology. This epistemology underscores how importantly different learning through partnering for justice is from traditional notions of academic research. I close the paper by sharing lessons learned from my own 20-plus years of partnering for justice, using the tenets of partnering for justice epistemology as a lens. 

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4. Leveraging Equity and Civic Empathy through Community-Based Mathematical Modeling

   Aguirre, J. M.; Suh, J.M.; Tate, H.; Carlson, M. A.; Fulton, E. A.; Turner, E. E (January 2022, North American Chapter of the International Group for the Psychology of Mathematics Education)

   A. Lischka, E. Dyer (Ed.)

   This theoretical paper describes how Community-based Mathematical Modeling can advance equity and cultivate civic empathy in elementary school settings. We provide a framework for community-based mathematical modeling instruction consisting of five goals: facilitating connections, fostering engagement, promoting rigor, cultivating civic empathy, and elevating justice. We illustrate how these goals work together to advance equity and cultivate civic empathy through classroom vignettes of community-based modeling lessons. Through this theoretical synthesis, implications for community-based mathematical modeling instruction will be discussed. 

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5. The Pathway to Achieving Classroom Equity: Computational and Critical Thinking through Storytelling and 3D Models

   do Amaral, Barbara; Windchief, Sweeney (March 2019, Educational research)

   Alignment with the Montana Indian Education for All (IEFA) Act, tenets of Tribal Critical Race Theory (TribalCrit) (Brayboy, 2006) and the 7 Essential Understandings, results in the effective integration of Computer Science and Storytelling into the classroom. Teacher disposition and pedagogies that reflect current education transformation trends are also discussed. 

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