This dissertation is an extended prescription for the inclusion of social justice in high school biology (HSB) curricula. Chapter 1 is context: a review of social injustice (mainly racism) in the US, and the specious scientific justifications for it. Chapter 2 explores how three veteran teachers introduce social justice in HSB classes. A…

Over the course of a two-year curriculum field test study that implemented a curriculum-based professional learning framework, we investigated the factors that influenced teachers' willingness and ability to implement NGSS-aligned, phenomenon-based storylines for teaching the nature of science, evolution, and climate change. Through qualitative…

An online curriculum about biological evolution was designed according to the "Promoting Evidentiary Reasoning and Self-Regulation Online" (PERSON) theoretical framework to support evidentiary reasoning and self-regulation. An efficacy study was conducted with 83 suburban high school biology students using design-based research methods.…