Crandall, JoAnnRankie Shelton, NancyEdmonds, Lori Margaret2019-10-112019-10-112016-01-0111443http://hdl.handle.net/11603/15658Rooted in sociocultural learning theory and stemming from Luis Moll'sfunds of knowledge research, this study explores how educators can apply students' out-of-school lives to secondary science content. This inquiry was conducted as a collaborative ethnographic study of a teacher and her class of students who "would not typically take chemistry in high school." It focuses on how the teacher built a learning community that incorporated diverse students? funds of knowledge. Rather than just getting her students to pass the class needed for college admission, this study shows how one teacher was able to move her students from the margins of science learning toward the epicenter of a science-understanding community.This item may be protected under Title 17 of the U.S. Copyright Law. It is made available by UMBC for non-commercial research and education. For permission to publish or reproduce, please see http://aok.lib.umbc.edu/specoll/repro.php or contact Special Collections at speccoll(at)umbc.edudiversity in educationequity in educationfunds of knowledgelearning communityscience educationsociocultural learning theoryText