April Luehmann
Biographic Data
| ID | 3434333 |
|---|---|
| NAME | April Luehmann |
| GIVEN NAMES | April |
| FAMILY NAME | Luehmann |
| SIGNATURE | LUEHMANN A |
| AFFILIATIONS | University of Rochester |
| ORCID | 0000-0003-2863-1042 |
| VERIFIED | Yes |
| TOTAL WORKS | 8 |
| TOTAL CITATIONS | 21 |
| WORKS AS AUTHOR | 8 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2003 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
Proposing a Framework to Center Justice in Ambitious Science Teaching
Though educators and researchers have developed shared theory and language for priorities necessary to disrupt the status quo toward more equitable science education, we lack a tool that organizes sets of teaching practices across an instructional unit to support enactment and rehearsal. Core sets of practices, such as those included in the Ambitious Science Teaching (AST) framework (Windschitl et al. 2018), have been shown to nurture diverse stu…
I sit here thinking I can do this”—Developing justice‐centered ambitious science teaching identities in professional learning communities
Explicitly attending to justice in science teaching and learning is long overdue. Here, we examined the professional teacher identity development of 13 science teachers as they collaborated in networked professional learning communities (PLCs) to implement and revise a culture‐setting unit focused on the science of COVID and engaging in collaborative inquiry cycles to identify and refine justice‐centered ambitious science teaching (JuST) practice…
Toward a justice‐centered ambitious teaching framework
We find ourselves at a time when the need for transformation in science education is aligning with opportunity. Significant science education resources, namely the Next Generation Science Standards (NGSS) and the Ambitious Science Teaching (AST) framework, need an intentional aim of centering social justice for minoritized communities and youth as well as practices to enact it. While NGSS and AST provide concrete guidelines to support deep learni…
Justice‐centered community–university partnering
This paper is an introduction to and a synthesis of three papers in this issue written by scholars deeply committed to partnering with communities to understand and enact what it means to realize transformational ends in and through science education. Partnering for justice must be a conversation, a work in progress, and a critical examination that leads to intentional and careful forward movement. It is a beautiful effort at flattening power hie…
Reflexivity Is Kicking Our Asses
Bringing multimodal and ethnographic approaches together, this paper seeks to identify key considerations, limitations, and implications of using photographs as primary data. We offer a concrete example of an approach that capitalizes on a systematic look at how different modes work together to foreground unique aspects of participation, while intentionally and explicitly maintaining ethnographic sensitivities. Key contributions include what it m…
Blogs' Affordances for Identity Work
Reform-minded teachers encounter formidable challenges, especially in the difficult conditions of typical urban settings. Maintaining an online web log (or “blog”) has been suggested as a powerful tool to support their practice and continuing professional development. To further articulate how and why blogs can provide teachers with unique opportunities for identity work, I examine the blog of “Ms. Frizzle,” one reform-minded urban middle school …
Identity development as a lens to science teacher preparation
Concepts and findings from research on identity development are employed to better understand why current science teacher preparation programs are failing to prepare teachers who are able and choose to implement the vision for science education articulated in professional standards. Identity theory is used as a theoretical lens to make sense of and better address some of the unique challenges of becoming a reform‐minded science teacher, a profess…
Building sustainable science curriculum
A core challenge facing science educators is how to develop and support the implementation of project-based, technology-rich science curriculum that is consistent with international calls for a "new approach" to science education while at the same time meeting the everyday needs of classroom teachers. In this article, we discuss the challenges of scaling out university-developed, project-based curricula, providing a contextualizing frame for the …
Building sustainable science curriculum
A core challenge facing science educators is how to develop and support the implementation of project-based, technology-rich science curriculum that is consistent with international calls for a "new approach" to science education while at the same time meeting the everyday needs of classroom teachers. In this article, we discuss the challenges of scaling out university-developed, project-based curricula, providing a contextualizing frame for the …
Reflexivity Is Kicking Our Asses
Bringing multimodal and ethnographic approaches together, this paper seeks to identify key considerations, limitations, and implications of using photographs as primary data. We offer a concrete example of an approach that capitalizes on a systematic look at how different modes work together to foreground unique aspects of participation, while intentionally and explicitly maintaining ethnographic sensitivities. Key contributions include what it m…
Blogs' Affordances for Identity Work
Reform-minded teachers encounter formidable challenges, especially in the difficult conditions of typical urban settings. Maintaining an online web log (or “blog”) has been suggested as a powerful tool to support their practice and continuing professional development. To further articulate how and why blogs can provide teachers with unique opportunities for identity work, I examine the blog of “Ms. Frizzle,” one reform-minded urban middle school …
Building sustainable science curriculum
A core challenge facing science educators is how to develop and support the implementation of project-based, technology-rich science curriculum that is consistent with international calls for a "new approach" to science education while at the same time meeting the everyday needs of classroom teachers. In this article, we discuss the challenges of scaling out university-developed, project-based curricula, providing a contextualizing frame for the …
Identity development as a lens to science teacher preparation
Concepts and findings from research on identity development are employed to better understand why current science teacher preparation programs are failing to prepare teachers who are able and choose to implement the vision for science education articulated in professional standards. Identity theory is used as a theoretical lens to make sense of and better address some of the unique challenges of becoming a reform‐minded science teacher, a profess…
Blogs' Affordances for Identity Work
Reform-minded teachers encounter formidable challenges, especially in the difficult conditions of typical urban settings. Maintaining an online web log (or “blog”) has been suggested as a powerful tool to support their practice and continuing professional development. To further articulate how and why blogs can provide teachers with unique opportunities for identity work, I examine the blog of “Ms. Frizzle,” one reform-minded urban middle school …
Reflexivity Is Kicking Our Asses
Bringing multimodal and ethnographic approaches together, this paper seeks to identify key considerations, limitations, and implications of using photographs as primary data. We offer a concrete example of an approach that capitalizes on a systematic look at how different modes work together to foreground unique aspects of participation, while intentionally and explicitly maintaining ethnographic sensitivities. Key contributions include what it m…
Justice‐centered community–university partnering
This paper is an introduction to and a synthesis of three papers in this issue written by scholars deeply committed to partnering with communities to understand and enact what it means to realize transformational ends in and through science education. Partnering for justice must be a conversation, a work in progress, and a critical examination that leads to intentional and careful forward movement. It is a beautiful effort at flattening power hie…
Toward a justice‐centered ambitious teaching framework
We find ourselves at a time when the need for transformation in science education is aligning with opportunity. Significant science education resources, namely the Next Generation Science Standards (NGSS) and the Ambitious Science Teaching (AST) framework, need an intentional aim of centering social justice for minoritized communities and youth as well as practices to enact it. While NGSS and AST provide concrete guidelines to support deep learni…
I sit here thinking I can do this”—Developing justice‐centered ambitious science teaching identities in professional learning communities
Explicitly attending to justice in science teaching and learning is long overdue. Here, we examined the professional teacher identity development of 13 science teachers as they collaborated in networked professional learning communities (PLCs) to implement and revise a culture‐setting unit focused on the science of COVID and engaging in collaborative inquiry cycles to identify and refine justice‐centered ambitious science teaching (JuST) practice…
Proposing a Framework to Center Justice in Ambitious Science Teaching
Though educators and researchers have developed shared theory and language for priorities necessary to disrupt the status quo toward more equitable science education, we lack a tool that organizes sets of teaching practices across an instructional unit to support enactment and rehearsal. Core sets of practices, such as those included in the Ambitious Science Teaching (AST) framework (Windschitl et al. 2018), have been shown to nurture diverse stu…
Sociology (6 works) · Pedagogy (5 works) · Engineering (4 works) · Political science (4 works) · Science education (4 works) · Computer Science (3 works) · Engineering ethics (3 works) · Professional development (3 works) · Psychology (3 works) · Service-Learning and Community Engagement (3 works)