It is well known that women are underrepresented in science. technology engineering and
mathematics (STEM) and that their interest declines more steeply over the schooling years …

In this special issue, the structure–agency dialectic is used to shift the analytic frame in
science education from focusing on youth as in need of remediation to rethinking new …

ABSTRACT A growing body of work regarding teacher learning and implementation of
reform has pointed to the significant role organizational contexts play in shaping teachers' …

School principals play a key role as instructional leaders in reform efforts, yet little is known
about their knowledge of science. A key focus in recent reform efforts is the inclusion of …

Teacher attrition rates are high in urban schools, particularly for new science teachers. Little
research has addressed how science teachers can be prepared to effectively bridge the …

Agency and structure postulate a dialectic relationship: agents' actions shape and are
shaped by social structure in a spiral and dynamic manner. Empirical studies in pre …

In this paper we develop a model for the capabilities required by principals for effective
Science, Technology, Engineering and Mathematics (STEM) leadership. The model …

Recent reforms in science education advocate for a vision of learning where students figure
out science ideas through engagement in science practices. Consequently, there have been …

Comprehensive reviews of empirical research on teacher leadership have revealed that this
body of research remains grounded in what might be described as, at best, a weak …

Drawing from a context of reception framework, this article asks the following questions: How
do educators describe issues of safety and belonging in the context of a charged …