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dc.contributor.authorHammack, Rebekah
dc.contributor.authorStanton, Christine Rogers
dc.contributor.authorBoyle, Judith
dc.identifier.citationHammack, R., Stanton, C. R., & Boyle, J. (2022). “Step Outside”: A portrait of an exemplary rural K‐8 science educator. Journal of Research in Science Teaching.en_US
dc.descriptionThis is the peer reviewed version of the following article: [“Step Outside”: A portrait of an exemplary rural K‐8 science educator. Journal of Research in Science Teaching (2022)], which has been published in final form at This article may be used for non-commercial purposes in accordance with Wiley Terms and Conditions for Use of Self-Archived Versions:
dc.description.abstractThis study uses portraiture methodology to co-construct and share the story of a nationally recognized rural K-8 science teacher with more than 30 years of teaching experience. Our analysis and synthesis revealed one central theme “Step Outside” and three subthemes: (1) Step Outside of the rural classroom, (2) Step Outside of the K-8 teacher's comfort zone, and (3) Step Outside of science silos, that have been central to the teacher's personal and professional journey. Examining the ways, these subthemes have intersected across the career of an exceptional rural teacher offers valuable insight to the development of teacher identity and how it shapes practice and research, especially within marginalized contexts such as K-8 science education and rural settings.en_US
dc.rightscopyright wiley 2022en_US
dc.subjectK-8 scienceen_US
dc.subjectteacher identityen_US
dc.subjectplace-conscious pedagogyen_US
dc.title“Step Outside”: A portrait of an exemplary rural K‐8 science educatoren_US
mus.citation.journaltitleJournal of Research in Science Teachingen_US
mus.relation.collegeCollege of Education, Health & Human Developmenten_US
mus.relation.universityMontana State University - Bozemanen_US

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