Hildah Kwamboka Makori
Biographic Data
| ID | 4636541 |
|---|---|
| NAME | Hildah Kwamboka Makori |
| GIVEN NAMES | Hildah Kwamboka |
| FAMILY NAME | Makori |
| SIGNATURE | MAKORI H K |
| AFFILIATIONS | Bowdoin College Brunswick Maine USA |
| ORCID | 0009-0003-0370-4679 |
| VERIFIED | Yes |
| TOTAL WORKS | 2 |
| TOTAL CITATIONS | 1 |
| AUTHOR COUNT | 2 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2022 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 1 |
The Role of Habitus, Structure, and Agency in the Implementation of Science Reform Practices
Theorizing and exploring teacher learning contexts is critical to understanding reform‐based instructional changes. Research on professional learning, organizational contexts, and science reform has grown over the years, particularly since the unveiling of the Framework for K‐12 Science Education in the United States. In this article, the authors present the case of Mr. Gray—a veteran middle school science teacher—to explore factors that influenc…
Including teachers in the social justice equation of project‐based learning
In the article, “The role of phenomena and problems in science and STEM education,” Lee and Grapin (2022) argue that the future of project-based learning presents social justice problems as driving questions. For example, a PBL driving question in teacher materials might be related to how social justice can be used to understand COVID-19 or climate change. We agree with Lee & Grapin but expand their framing. Through supporting teacher-driven adap…
The Role of Habitus, Structure, and Agency in the Implementation of Science Reform Practices
Theorizing and exploring teacher learning contexts is critical to understanding reform‐based instructional changes. Research on professional learning, organizational contexts, and science reform has grown over the years, particularly since the unveiling of the Framework for K‐12 Science Education in the United States. In this article, the authors present the case of Mr. Gray—a veteran middle school science teacher—to explore factors that influenc…
Including teachers in the social justice equation of project‐based learning
In the article, “The role of phenomena and problems in science and STEM education,” Lee and Grapin (2022) argue that the future of project-based learning presents social justice problems as driving questions. For example, a PBL driving question in teacher materials might be related to how social justice can be used to understand COVID-19 or climate change. We agree with Lee & Grapin but expand their framing. Through supporting teacher-driven adap…
The Role of Habitus, Structure, and Agency in the Implementation of Science Reform Practices
Theorizing and exploring teacher learning contexts is critical to understanding reform‐based instructional changes. Research on professional learning, organizational contexts, and science reform has grown over the years, particularly since the unveiling of the Framework for K‐12 Science Education in the United States. In this article, the authors present the case of Mr. Gray—a veteran middle school science teacher—to explore factors that influenc…
Mathematics education (2 works) · Pedagogy (2 works) · Psychology (2 works) · Social science (2 works) · Sociology (2 works) · Teacher Education and Leadership Studies (2 works) · Agency (philosophy) (1 works) · Cultural capital (1 works) · Diverse Educational Innovations Studies (1 works) · Education and Critical Thinking Development (1 works)