@article{carrier_scharen_hayes_smith_bruce_craven_2024, title={Citizen science in elementary classrooms: a tale of two teachers}, volume={9}, ISSN={["2504-284X"]}, DOI={10.3389/feduc.2024.1470070}, abstractNote={Introduction Elementary teachers face many challenges when including reform-based science instruction in their classrooms, and some teachers have chosen to enhance their science instruction by introducing students to citizen science (CS) projects. When CS projects are incorporated in formal school settings, students have an opportunity to engage in real-world projects as they collect and make sense of data, yet relatively few CS projects offer substantial guidance for teachers seeking to implement the projects, placing a heavy burden on teacher learning. Methods Framed in theory on teacher relationships with curricula, we prepared science standards-aligned educative support materials for two CS projects. We present convergent mixed methods research that examines two teachers’ contrasting approaches to including school-based citizen science (SBCS) in their fifth-grade classrooms, each using support materials for one of the two CS projects. Both are veteran teachers at under-resourced Title 1 (an indicator of the high percentage of the students identified as economically disadvantaged) rural schools in the southeastern United States. We document the teachers’ interpretations and use of SBCS materials for the CS projects with data from classroom observations, instructional logs, teacher interviews, and student focus groups. Results One teacher adapted the materials to include scaffolding to position students for success in data collection and analysis. In contrast, the second teacher adapted the SBCS support materials to maintain a teacher-centered approach to instruction, identifying perceptions of students’ limited abilities and limited instructional time as constraining factors. Discussion We discuss the intersection of CS projects in formal education and opportunities for engaging students in authentic science data collection, analysis, and sense-making. The two teachers’ stories identify the influences of school context and the need for teacher support to encourage elementary teachers’ use of SBCS instruction to supplement their science instruction.}, journal={FRONTIERS IN EDUCATION}, author={Carrier, Sarah J. and Scharen, Danielle R. and Hayes, Meredith and Smith, P. Sean and Bruce, Anna and Craven, Laura}, year={2024}, month={Sep} }
 @article{grifenhagen_carrier_scharen_fiocca_2021, title={Touch-Talk-Text: Science Practices and Language for Reading Comprehension}, volume={7}, ISSN={["1936-2714"]}, DOI={10.1002/trtr.2033}, abstractNote={AbstractElementary teachers are tasked with teaching the language and literacy strategies and skills leading to reading comprehension while also teaching disciplinary content that is the subject of texts, frequently with limited instructional time. Prior research demonstrates that an integrated approach to science and literacy instruction featuring authentic, hands‐on science experiences increases student learning. The authors have developed an instructional framework, Touch‐Talk‐Text, for elementary classrooms. This framework emphasizes student engagement in authentic science practices integrated with meaningful science discourse and connected to comprehending science‐related texts to support comprehension. The authors provide two examples of how this framework has been enacted in classrooms, one from lower elementary and one from upper elementary grades, and share strategies for how classroom teachers can implement it into their current science and literacy teaching practices.}, journal={READING TEACHER}, author={Grifenhagen, Jill F. and Carrier, Sarah J. and Scharen, Danielle R. and Fiocca, Stephanie J.}, year={2021}, month={Jul} }