Review of Transformative Science Teaching: A Catalyst for Justice and Sustainability, by Daniel Morales-Doyle

Autores/as

  • Michael S. Jones Illinois State University

DOI:

https://doi.org/10.14507/er.v32.4115

Biografía del autor/a

Michael S. Jones, Illinois State University

Michael S. Jones teaches and learns at Thomas Metcalf Laboratory School at Illinois State University as a middle school science teacher. He was honored as Illinois’s 2017 STEM Teacher of the Year by the Illinois Science Teachers Association.  Michael received his BS in middle level education at Illinois State University, focusing on science and mathematics education. He also holds two master’s degrees, one in curriculum and instruction and one in educational administration and foundations. Currently, he is pursuing his doctorate, with a focus on middle school science education and identity.

Citas

Duncan-Andrade, J. (2009). Note to educators: Hope required when growing roses in concrete. Harvard Educational Review, 79(2), 181–194.

National Academy of Sciences. (2011). A framework for K-12 science education. [Report brief]. The National Academies Press. https://nap.nationalacademies.org/resource/13165/reportbrief.html

[Book reviewed] Morales-Doyle, D. (2024). Transformative science teaching: A catalyst for justice and sustainability. Harvard Education Press.

Descargas

Publicado

2025-04-30

Cómo citar

Jones, M. S. (2025). Review of Transformative Science Teaching: A Catalyst for Justice and Sustainability, by Daniel Morales-Doyle. Reseñas Educativas, 32. https://doi.org/10.14507/er.v32.4115

Número

Vol. 32 (2025)

Sección

Reseñas de libros

Licencia

Derechos de autor 2025 Michael S. Jones

Creative Commons License

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