ABSTRACT
How may we support young racially, ethno-linguistically, and socio-economically diverse children’s learning of science in urban schools? What kinds of curricular and instructional opportunities may be useful? How may we help children make sense of, think about, use, and communicate scientific concepts and practices, and positively identify themselves with science? These are some of the questions that the ISLE (Integrated Science-Literacy Enactments) project attempted to address and that we share in this book.
