Review of Transformative Science Teaching: A Catalyst for Justice and Sustainability, by Daniel Morales-Doyle
DOI:
https://doi.org/10.14507/er.v32.4115Author Biography
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.
References
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.
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