ABSTRACT
This introduction presents an overview of the key concepts discussed in the subsequent chapters of this book. The book describes the intentional design and adaptation of these conceptual tools—which include frameworks, templates, rubrics, and other forms of scaffolding—and map them on to specific elements of teacher knowledge. It highlights how a fourth grade teacher and her class work together to organize data collection and data analysis to support sensemaking. The book focuses on how literacy practices for science teaching—engaging students with multiple science-specific texts; eliciting and using students’ ideas through talking, writing and drawing; and tying words to meaning—promote an epistemic view of science that entails the social construction of knowledge through science practices. It explores the historical underpinnings of the partnership, addresses the design features of the partnership, and highlights the potential of practitioner inquiry as signature pedagogy to support professional learning of novice and experienced teachers alike.
