Amal Ibourk
Biographic Data
| ID | 6553258 |
|---|---|
| NAME | Amal Ibourk |
| GIVEN NAMES | Amal |
| FAMILY NAME | Ibourk |
| SIGNATURE | IBOURK A |
| AFFILIATIONS | Florida State University |
| ORCID | 0000-0001-9019-5208 |
| VERIFIED | Yes |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 6 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2021 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Centering Care in Transformative Climate Change Education
Research‐practice partnerships addressing climate change education face challenges navigating political resistance, epistemic tensions, and systemic inequities within schools and communities. Recent scholarship has outlined transformative climate change education (TCCE) as requiring the simultaneous transformation of curricula, pedagogies, and assessment systems. Building on this work, we propose Communal Learning Ecosystems (CLEs) as a theoretic…
Resilience is not enough for Black women in STEM
Both K‐12 schools and STEM disciplines are embedded in White supremacy and exclusion, making it that much harder for Black women to maintain an interest and sense of belonging in STEM. Through a Critical Race Feminism methodology, we tell the counterstories of our two co‐authors, two Black women, over the course of their lives. Through these counterstories (stories that run counter to normative stories of STEM as male and White), Kelli and Samant…
Developing preservice elementary teachers’ self-efficacy toward teaching science
Having a negative attitude toward science plays a major factor in elementary teachers avoiding teaching science in elementary school. This mixed methods study examined changes in pre-service elementary teachers' (PSETs) attitudes toward teaching science. PSETs (n=59) engaged in a semester-long university course in the Southeastern United States. The course focused on demonstrating and applying knowledge of scientific concepts and inquiry-based te…
“It is what it is”
Science, technology, engineering, and mathematics (STEM) identity has become a popular lens in science education research. However, few studies have looked at how using the interpersonal, structural, cultural, and disciplinary domains of power sheds light on how women of color differently navigate the various cultures of formal and informal schooling as well as college science and math departments. This paper uses narrative inquiry methodology to…
Elementary students’ explanation of variation of traits and teacher‘s feedback using an online embedded assessment tool
Although extensive research has shown the important educational value of technology-enhanced online units on students’ science learning, few studies have looked at upper elementary students' knowledge integration in a web-based inquiry science environment (WISE). This case study investigates how upper-elementary students responded to an online prompt, in an embedded assessment tool, to construct a scientific explanation around the variation of tr…
The role of collective sensemaking and science curriculum development within a research–practice partnership
This study examines how researchers can better understand the instructional and practical realities of teachers through collective sensemaking. Traditional approaches to curriculum design engage learning models without accounting for the needed flexibility of teachers. This approach has resulted in tension and gatekeeping—inhibiting the implementation of curriculum. Teachers are often considered relatively autonomous; however, this study sheds li…
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Elementary students’ explanation of variation of traits and teacher‘s feedback using an online embedded assessment tool
Although extensive research has shown the important educational value of technology-enhanced online units on students’ science learning, few studies have looked at upper elementary students' knowledge integration in a web-based inquiry science environment (WISE). This case study investigates how upper-elementary students responded to an online prompt, in an embedded assessment tool, to construct a scientific explanation around the variation of tr…
The role of collective sensemaking and science curriculum development within a research–practice partnership
This study examines how researchers can better understand the instructional and practical realities of teachers through collective sensemaking. Traditional approaches to curriculum design engage learning models without accounting for the needed flexibility of teachers. This approach has resulted in tension and gatekeeping—inhibiting the implementation of curriculum. Teachers are often considered relatively autonomous; however, this study sheds li…
“It is what it is”
Science, technology, engineering, and mathematics (STEM) identity has become a popular lens in science education research. However, few studies have looked at how using the interpersonal, structural, cultural, and disciplinary domains of power sheds light on how women of color differently navigate the various cultures of formal and informal schooling as well as college science and math departments. This paper uses narrative inquiry methodology to…
Resilience is not enough for Black women in STEM
Both K‐12 schools and STEM disciplines are embedded in White supremacy and exclusion, making it that much harder for Black women to maintain an interest and sense of belonging in STEM. Through a Critical Race Feminism methodology, we tell the counterstories of our two co‐authors, two Black women, over the course of their lives. Through these counterstories (stories that run counter to normative stories of STEM as male and White), Kelli and Samant…
Developing preservice elementary teachers’ self-efficacy toward teaching science
Having a negative attitude toward science plays a major factor in elementary teachers avoiding teaching science in elementary school. This mixed methods study examined changes in pre-service elementary teachers' (PSETs) attitudes toward teaching science. PSETs (n=59) engaged in a semester-long university course in the Southeastern United States. The course focused on demonstrating and applying knowledge of scientific concepts and inquiry-based te…
Centering Care in Transformative Climate Change Education
Research‐practice partnerships addressing climate change education face challenges navigating political resistance, epistemic tensions, and systemic inequities within schools and communities. Recent scholarship has outlined transformative climate change education (TCCE) as requiring the simultaneous transformation of curricula, pedagogies, and assessment systems. Building on this work, we propose Communal Learning Ecosystems (CLEs) as a theoretic…
Psychology (5 works) · Mathematics education (4 works) · Sociology (4 works) · Pedagogy (3 works) · Political science (3 works) · Science education (3 works) · Aesthetics (2 works) · Career Development and Diversity (2 works) · Computer Science (2 works) · Diverse Educational Innovations Studies (2 works)