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  1. ; ; ; ; ; ; ; ; (, Proceedings of the 18th International Conference of the Learning Sciences - ICLS 2024. Buffalo, USA: International Society of the Learning Sciences.)
    Lindgren, R; Asino, T I; Kyza, E A; Looi, C K; Keifert, D T; Suárez, E (Ed.)
    Science learning reforms require shifting epistemic and power structures so students and teachers build knowledge together within the context of meaningful questions and problems. Curricular customization allows teachers to preserve these reform-oriented goals while adapting for their specific contexts and students. This paper presents three cases from professional learning communities (PLCs) who followed the same curriculum customization model, but with different equity goals: supporting bi/multilingual learners’ ownership of learning, increasing the relevance of curriculum for students, and encouraging more student voices and multiple perspectives. Together, these cases highlight how the collaborative customization model facilitated productive tensions that lead to teacher learning. 
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