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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 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.
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.
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