In this interview, Dr. Kang discusses co-designing science learning with secondary science teachers at the intersection of climate justice, civic engagement, and the Next Generation Science Standards. See how she positions this co-design work as identity work.
From a justice perspective, Dr. Kang highlights how curriculum can be a tool for teachers to enact and refine justice-centered identities and address community and global injustices.
Read more about transforming science learning through co-design: Kang, H., & McBeath Nation, J. (2023). Transforming Science Learning framework: Translating an equity commitment into action through co-design. Journal of Science Teacher Education, 34(6), 667-687.
In this resource, we feature three stories about instructional coaching to show a variety of ways educators support the professional learning for ambitious and equitable teaching and learning.
A case study for establishing distributed leadership capacity among teachers across a district.
A tool to support teachers in learning about Ambitious Science Teaching (AST) tools for action research purposes.
This site is primarily funded by the National Science Foundation (NSF) through Award #1907471 and #1315995