"This dissertation is composed of three studies focused on supporting teachers in promoting equity in science classrooms through inclusive science instruction. The National Research Council describes inclusive science instruction as a collection of strategies used to engage students in science. In study one, I propose a reframing of inclusive science instruction by examining the literature in science and multicultural education, and identifying five essential elements of inclusive three-dimensional (3D) science classrooms. I envision this reframing as moving beyond strategies for including disengaged students, and as one crucial step in promoting equity. I worked with five content experts to establish validity and reliability for The Framework for Inclusive Three-dimensional Science Classrooms and provided clarification of Framework elements with teaching examples from two veteran urban high school science teachers. This reframing of inclusive science instruction serves as an important pedagogical shift for teachers by drawing in social, cultural, and emotional aspects of learning into science classrooms. Supporting teachers in transitioning to 3D instruction while meeting the needs of all students will require sustained support, and time to adapt. In study two, I use The Framework for Inclusive Three-dimensional Science Classrooms as a guiding pedagogy for supporting teachers in transforming their teaching. I explore the aspects of a sustained Professional Learning Program (PLP) teachers engage with and how they enact their learning in the classroom. To conduct this study, I first developed a research-based, year long PLP focused on integrating inclusive teaching practices with 3D instruction. Five teachers from the Los Angeles Unified School District (LAUSD) participated in the program while implementing a 3D physical science curriculum in their classrooms, and I selected three teachers for case study analysis. Findings indicate that each teacher engaged with different aspects of the PLP to make changes in instruction that supported their students, and their own goals for instructional change. Teachers need quality curricular materials that support 3D learning, and knowledge of instructional approaches that provide learning opportunities for all students. In study three, I explore how inclusive 3D instruction supports teachers in implementing project-based, 3D science curriculum in ways that supported their particular students. Five teachers from LAUSD participated in a year long PLP focused on inclusive science instruction, and two teachers were selected for case study analysis. Findings indicate that both teachers integrated inclusive instructional techniques with project-based learning very differently and did so in ways that met the individual needs of their students and context. An important takeaway from this work is that teachers - just as students - enter learning programs with a wide range of identities impacting how and what they learn, and what that learning looks like in practice. As such, effective PLPs must be responsive to teacher's contextual needs and goals, and provide space for teacher exploration and interpretation of ideas. While the ultimate goal of effective PLPs is to effect student learning outcomes, it is important to remember that providing teachers with spaces where they are valued and respected is just as important. We can value and respect teachers by providing PLPs where teachers' ideas are valued, where teachers have opportunities to learn in ways they prefer, and where they are given the freedom to make instructional decisions as professionals."--Pages ii-iii.
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