David Stroupe
Biographic Data
| ID | 1604040 |
|---|---|
| NAME | David Stroupe |
| GIVEN NAMES | David |
| FAMILY NAME | Stroupe |
| SIGNATURE | STROUPE D |
| AFFILIATIONS | Michigan State University |
| ORCID | 0000-0002-3471-0049 |
| VERIFIED | Yes |
| TOTAL WORKS | 15 |
| TOTAL CITATIONS | 87 |
| WORKS AS AUTHOR | 15 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2012 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
Embracing Asset Perspectives in Science Education Research
This editorial urges a shift in science education research from deficit‐oriented framings, which portray learners in terms of what they lack, to asset‐based perspectives that recognize and build on the cultural, social, and cognitive resources learners bring. Deficit framings obscure diverse ways of knowing and reinforce systemic inequities through narrow accountability structures. Drawing on recent studies, we show how asset perspectives can rev…
A Call for the Collective Development of Practices and Tools to Support Culturally and Critically Ambitious Teacher Education
Contemporary justice-focused science teacher education—education that empowers students with the knowledge and skills to challenge and address social inequities (Lee and Grapin 2025)—faces two immense challenges. First, opportunities for new teachers to consider how pedagogy and social justice are inherently linked have been constrained both by existing school culture and, increasingly, through state and federal legislation put in place to limit …
Equity-Focused Coaching
Equity-focused coaching—coaching that centers racism, patriarchy, and other oppressive systems—is a promising approach to supporting teachers in expanding learning opportunities for minoritized students. However, despite its known challenges, details of equity-focused coaching remain underexamined. This article presents an analysis of 27 equity-focused coaching sessions with ten secondary physics teachers, which incorporated classroom videos and …
Insect collecting with K-12 aged students
Insects have long been integral to youth science education both in K-12 classrooms and in informal learning contexts due to their diversity, accessibility, and ecological importance. Collecting and studying insects helps students develop key scientific skills such as observation, classification, and inquiry. However, with the rise of conservation movements and ethical considerations regarding animal rights, the practice of insect collecting has c…
Epistemic injustice and the “Nature of Science
Scientists and science educators have argued that learners (students, preservice teachers, and inservice teachers) should understand knowledge construction in science, in addition to figuring out disciplinary core ideas. Given this goal, some science education scholars created a construct called the “Nature of Science” (NOS), which aims to simplify the complex work of scientific knowledge production for learners. Since the 1980s, the NOS construc…
Classroom communities for everyone
As people with power in schools, teachers and administrators make instructional decisions that shape opportunities in classrooms for students to learn. Educators’ words and actions, especially related to the treatment of students and their ideas, are foundational for creating equitable learning communities in our classrooms and schools. David Stroupe, Lindsay Berk, and Anna Kramer examine the creation and growth of learning communities through a …
Naming and disrupting epistemic injustice across curated sites of learning
Curated sites of learning—places that are created by people to promote formal and informal knowledge and knowledge production practices (such as schools and museums)—are deemed foundational by many societies in assisting children to become knowers. However, curated sites of learning can also uphold ways of knowing that can cause harm to people marginalized from knowledge production, which philosophers describe as epistemic injustice. By looking a…
Leaving the laboratory
Examining mentor teachers’ critical pedagogical discourses and participation in an era of changing science standards and pedagogies
Addressing the epistemic elephant in the room
The Next Generation Science Standards (NGSS) [Achieve, Inc. [ ]] represent a broad consensus that teaching and learning expectations must change. Rather than memorizing and reciting information, students are now expected to engage in science practices to develop a deep understanding of core science ideas. While we want to share in the optimism about NGSS, the standards are not a silver bullet for transforming science classrooms. They are, instead…
It's 1000 Degrees in Here When I Teach
Teacher educators have a challenging task of designing opportunities for preservice teachers (PSTs) to learn ambitious science teaching (AST). However, with limited time in methods courses and the complexities of AST, opportunities for PSTs to "try out" ambitious instruction are difficult to construct and analyze. To address this problem, we describe our enactment of a type of extended pedagogical rehearsal that we call "macroteaching" in a secon…
The Three-Story Challenge
The foundational document of the current science standards movement-the Framework for K-12 Science Education-is grounded in research about how students from diverse backgrounds learn science and the conditions under which they can participate in knowledge-building activities of the discipline. We argue that teacher educators should use powerful principles for instruction, derived from the research referenced in the Framework, to inform the design…
Teacher Education and Teaching in the Present Political Landscape
The U.S. educational enterprise lacks no shortage of debate around divisive issues. Two recent events remind us of this. In October of 2016, the U.S. Department of Education released its revised regulations for teacher preparation programs, which have a heavy emphasis on using P-12 student success as a measure of quality for teacher education programs. (1) While some individuals and organizations have praised the federal government for pushing in…
Examining Classroom Science Practice Communities
The Next Generation Science Standards and other reforms call for students to learn science‐as‐practice, which I argue requires students to become epistemic agents—shaping the knowledge and practice of a science community. I examined a framework for teaching—ambitious instruction—that scaffolds students’ learning of science‐as‐practice as they act as epistemic agents. Using a situative theoretical framework and analytical tools from science studie…
Proposing a core set of instructional practices and tools for teachers of science
Recent calls for teacher preparation to become more grounded in practice prompt the questions: Which practices? and perhaps more fundamentally, what counts as a model of instruction worth learning for a new professional-i.e., the beginner's repertoire? In this report, we argue the following: If a defined set of subject-specific high-leverage practices could be articulated and taught during teacher preparation and induction, the broader teacher ed…
Proposing a core set of instructional practices and tools for teachers of science
Recent calls for teacher preparation to become more grounded in practice prompt the questions: Which practices? and perhaps more fundamentally, what counts as a model of instruction worth learning for a new professional-i.e., the beginner's repertoire? In this report, we argue the following: If a defined set of subject-specific high-leverage practices could be articulated and taught during teacher preparation and induction, the broader teacher ed…
It's 1000 Degrees in Here When I Teach
Teacher educators have a challenging task of designing opportunities for preservice teachers (PSTs) to learn ambitious science teaching (AST). However, with limited time in methods courses and the complexities of AST, opportunities for PSTs to "try out" ambitious instruction are difficult to construct and analyze. To address this problem, we describe our enactment of a type of extended pedagogical rehearsal that we call "macroteaching" in a secon…
Epistemic injustice and the “Nature of Science
Scientists and science educators have argued that learners (students, preservice teachers, and inservice teachers) should understand knowledge construction in science, in addition to figuring out disciplinary core ideas. Given this goal, some science education scholars created a construct called the “Nature of Science” (NOS), which aims to simplify the complex work of scientific knowledge production for learners. Since the 1980s, the NOS construc…
The Three-Story Challenge
The foundational document of the current science standards movement-the Framework for K-12 Science Education-is grounded in research about how students from diverse backgrounds learn science and the conditions under which they can participate in knowledge-building activities of the discipline. We argue that teacher educators should use powerful principles for instruction, derived from the research referenced in the Framework, to inform the design…
Teacher Education and Teaching in the Present Political Landscape
The U.S. educational enterprise lacks no shortage of debate around divisive issues. Two recent events remind us of this. In October of 2016, the U.S. Department of Education released its revised regulations for teacher preparation programs, which have a heavy emphasis on using P-12 student success as a measure of quality for teacher education programs. (1) While some individuals and organizations have praised the federal government for pushing in…
Proposing a core set of instructional practices and tools for teachers of science
Recent calls for teacher preparation to become more grounded in practice prompt the questions: Which practices? and perhaps more fundamentally, what counts as a model of instruction worth learning for a new professional-i.e., the beginner's repertoire? In this report, we argue the following: If a defined set of subject-specific high-leverage practices could be articulated and taught during teacher preparation and induction, the broader teacher ed…
Examining Classroom Science Practice Communities
The Next Generation Science Standards and other reforms call for students to learn science‐as‐practice, which I argue requires students to become epistemic agents—shaping the knowledge and practice of a science community. I examined a framework for teaching—ambitious instruction—that scaffolds students’ learning of science‐as‐practice as they act as epistemic agents. Using a situative theoretical framework and analytical tools from science studie…
The Three-Story Challenge
The foundational document of the current science standards movement-the Framework for K-12 Science Education-is grounded in research about how students from diverse backgrounds learn science and the conditions under which they can participate in knowledge-building activities of the discipline. We argue that teacher educators should use powerful principles for instruction, derived from the research referenced in the Framework, to inform the design…
Teacher Education and Teaching in the Present Political Landscape
The U.S. educational enterprise lacks no shortage of debate around divisive issues. Two recent events remind us of this. In October of 2016, the U.S. Department of Education released its revised regulations for teacher preparation programs, which have a heavy emphasis on using P-12 student success as a measure of quality for teacher education programs. (1) While some individuals and organizations have praised the federal government for pushing in…
Addressing the epistemic elephant in the room
The Next Generation Science Standards (NGSS) [Achieve, Inc. [ ]] represent a broad consensus that teaching and learning expectations must change. Rather than memorizing and reciting information, students are now expected to engage in science practices to develop a deep understanding of core science ideas. While we want to share in the optimism about NGSS, the standards are not a silver bullet for transforming science classrooms. They are, instead…
It's 1000 Degrees in Here When I Teach
Teacher educators have a challenging task of designing opportunities for preservice teachers (PSTs) to learn ambitious science teaching (AST). However, with limited time in methods courses and the complexities of AST, opportunities for PSTs to "try out" ambitious instruction are difficult to construct and analyze. To address this problem, we describe our enactment of a type of extended pedagogical rehearsal that we call "macroteaching" in a secon…
Examining mentor teachers’ critical pedagogical discourses and participation in an era of changing science standards and pedagogies
Naming and disrupting epistemic injustice across curated sites of learning
Curated sites of learning—places that are created by people to promote formal and informal knowledge and knowledge production practices (such as schools and museums)—are deemed foundational by many societies in assisting children to become knowers. However, curated sites of learning can also uphold ways of knowing that can cause harm to people marginalized from knowledge production, which philosophers describe as epistemic injustice. By looking a…
Leaving the laboratory
Classroom communities for everyone
As people with power in schools, teachers and administrators make instructional decisions that shape opportunities in classrooms for students to learn. Educators’ words and actions, especially related to the treatment of students and their ideas, are foundational for creating equitable learning communities in our classrooms and schools. David Stroupe, Lindsay Berk, and Anna Kramer examine the creation and growth of learning communities through a …
Insect collecting with K-12 aged students
Insects have long been integral to youth science education both in K-12 classrooms and in informal learning contexts due to their diversity, accessibility, and ecological importance. Collecting and studying insects helps students develop key scientific skills such as observation, classification, and inquiry. However, with the rise of conservation movements and ethical considerations regarding animal rights, the practice of insect collecting has c…
Epistemic injustice and the “Nature of Science
Scientists and science educators have argued that learners (students, preservice teachers, and inservice teachers) should understand knowledge construction in science, in addition to figuring out disciplinary core ideas. Given this goal, some science education scholars created a construct called the “Nature of Science” (NOS), which aims to simplify the complex work of scientific knowledge production for learners. Since the 1980s, the NOS construc…
Embracing Asset Perspectives in Science Education Research
This editorial urges a shift in science education research from deficit‐oriented framings, which portray learners in terms of what they lack, to asset‐based perspectives that recognize and build on the cultural, social, and cognitive resources learners bring. Deficit framings obscure diverse ways of knowing and reinforce systemic inequities through narrow accountability structures. Drawing on recent studies, we show how asset perspectives can rev…
A Call for the Collective Development of Practices and Tools to Support Culturally and Critically Ambitious Teacher Education
Contemporary justice-focused science teacher education—education that empowers students with the knowledge and skills to challenge and address social inequities (Lee and Grapin 2025)—faces two immense challenges. First, opportunities for new teachers to consider how pedagogy and social justice are inherently linked have been constrained both by existing school culture and, increasingly, through state and federal legislation put in place to limit …
Equity-Focused Coaching
Equity-focused coaching—coaching that centers racism, patriarchy, and other oppressive systems—is a promising approach to supporting teachers in expanding learning opportunities for minoritized students. However, despite its known challenges, details of equity-focused coaching remain underexamined. This article presents an analysis of 27 equity-focused coaching sessions with ten secondary physics teachers, which incorporated classroom videos and …
Psychology (9 works) · Science Education and Pedagogy (9 works) · Sociology (9 works) · Mathematics education (7 works) · Pedagogy (7 works) · Science education (7 works) · Teacher Education and Leadership Studies (5 works) · Educational Strategies and Epistemologies (4 works) · Educator Training and Historical Pedagogy (4 works) · Epistemology (4 works)