This book focuses on the creative and transformative work of scholars who are advancing social justice through science/STEM education with limited resources. It draws attention to the significant body of work being conducted in various contexts so that readers could reflect and appreciate how much broader and transformative our impact could be if funding agencies, policy makers, and other researchers would widen their perspective and seek to promote social justice-driven scholarship. Public funding for STEM research on K-12 and teacher education that targets special populations is often limited and tends to favor mainstream research. This book contains case studies on innovative and promising STEM research with a focus on equity, diversity and social justice that are funded with limited or no public funding. It also presents anecdotes from authors in relation to their struggles in either securing funding for their reported study or seeking to publish its findings. This provides more context to the challenges of conducting non-mainstream research in science/STEM education. Most of the contributors are scholars of color and/or women conducting research with traditionally marginalized populations in science/STEM. Thus, this book offers an additional venue to share the voices of marginalized scholars and allies seeking to broaden our understanding of the challenges and successes of promoting equity, diversity, and social justice in various educational contexts.

This volume takes on the vital tasks of celebrating, challenging, and attempting to move forward our understanding of equity and diversity in science education. Organized thematically, the book explores five key areas of science education equity research: science education policy; globalization; context and culture; discourse, language and identity; and leadership and social networking. Chapter authors -- emerging to established US science education scholars -- present their latest research on how to make science interesting and accessible to all students. The volume includes international voices as well: Scholars from around the world crafted responses to each section. Together, authors and respondents attempt to refine our methods for examining equity issues across classrooms, schools, and policies, and deepen our understanding of ways to promote equity and acknowledge diversity in science classrooms. Moving the Equity Agenda Forward is endorsed by NARST: A Worldwide Organization for Improving Science Teaching and Learning Through Research. The volume gains authority from the fact that it was edited by one current and four former chairs of NARST's Equity and Ethics Committee.

This book provides a theoretical basis and practical strategies to counter resistance to learning to teach for diversity (in culturally and gender-inclusive ways), and resistance to teaching for understanding (using student-centered and inquiry-based pedagogical approaches). Teacher educators from across the United States present rich narratives of their experiences in helping prospective and practicing teachers learn to teach for diversity and for understanding in a variety of mathematics and science contexts.
Mathematics and science education has been slow to respond to issues of diversity and equity. "Preparing Mathematics and Science Teachers for Diverse Classrooms: Promising Strategies for Transformative Pedagogy" helps to begin a network for support and collaboration among teacher educators in science and mathematics who work for multicultural education and equity.
A unique and much-needed contribution, this book is an essential resource for teacher educators, K-12 teachers who workas student teacher supervisors and cooperating teachers, and graduate students in mathematics and science education, and a compelling text for science and mathematics methods courses.

This volume takes on the vital tasks of celebrating, challenging, and attempting to move forward our understanding of equity and diversity in science education. Organized thematically, the book explores five key areas of science education equity research: science education policy; globalization; context and culture; discourse, language and identity; and leadership and social networking. Chapter authors -- emerging to established US science education scholars -- present their latest research on how to make science interesting and accessible to all students. The volume includes international voices as well: Scholars from around the world crafted responses to each section. Together, authors and respondents attempt to refine our methods for examining equity issues across classrooms, schools, and policies, and deepen our understanding of ways to promote equity and acknowledge diversity in science classrooms. Moving the Equity Agenda Forward is endorsed by NARST: A Worldwide Organization for Improving Science Teaching and Learning Through Research. The volume gains authority from the fact that it was edited by one current and four former chairs of NARST's Equity and Ethics Committee.

This book provides a theoretical basis and practical strategies to counter resistance to learning to teach for diversity (in culturally and gender-inclusive ways), and resistance to teaching for understanding (using student-centered and inquiry-based pedagogical approaches). Teacher educators from across the United States present rich narratives of their experiences in helping prospective and practicing teachers learn to teach for diversity and for understanding in a variety of mathematics and science contexts. br br Mathematics and science education has been slow to respond to issues of diversity and equity. i Preparing Mathematics and Science Teachers for Diverse Classrooms: Promising Strategies for Transformative Pedagogy /i helps to begin a network for support and collaboration among teacher educators in science and mathematics who work for multicultural education and equity. br br A unique and much-needed contribution, this book is an essential resource for teacher educators, K-12 teachers who workas student teacher supervisors and cooperating teachers, and graduate students in mathematics and science education, and a compelling text for science and mathematics methods courses.