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|a Multicultural science education :
|b preparing teachers for equity and social justice /
|c Mary M. Atwater, Melody L. Russell, Malcolm B. Butler, editors.
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| 264 |
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1 |
|a Dordrecht ;
|a New York :
|b Springer,
|c [2014]
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| 264 |
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4 |
|c ©2014.
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| 300 |
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|a 1 online resource (xxi, 295 pages) :
|b color illustrations.
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| 336 |
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|a text
|b txt
|2 rdacontent.
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| 337 |
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|a computer
|b c
|2 rdamedia.
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| 338 |
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| 347 |
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|a text file.
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|a Includes bibliographical references and index.
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|t Introduction: Culture, Equity, and Social Justice for Science Teacher Educators /
|r Malcolm B. Butler, Mary M. Atwater and Melody L. Russell--
|g Part I.
|t Historical and Sociocultural Perspectives on Science Teacher Education--
|t The Systematic Misuse of Science /
|r André M. Green--
|t Second-Class Citizens, First-Class Scientists: Using Sociocultural Perspectives to Highlight the Successes and Challenges of African American Scientists During the Jim Crow Era /
|r Malcolm B. Butler--
|t Science Education and Females of Color: The Play Within a Play /
|r Leon Walls--
|t Sociocultural Consciousness and Science Teacher Education /
|r Brenda Brand--
|g Part II.
|t Foundations of Science Teacher Education--
|t The Impact of Beliefs and Actions on the Infusion of Culturally Relevant Pedagogy in Science Teacher Education /
|r Natasha Hillsman Johnson and Mary M. Atwater--
|t Motivation in the Science Classroom: Through a Lens of Equity and Social Justice /
|r Melody L. Russell--
|g Part III.
|t Pedagogical and Curricular Issues in Science Teacher Education--
|t Negotiating Science Content: A Structural Barrier in Science Academic Performance /
|r Barbara Rascoe--
|t Internationally Inclusive Science Education: Addressing the Needs of Migrants and International Students in the Era of Globalization /
|r Charles B. Hutchison--
|t Using Problem-Based Learning to Contextualize the Science Experiences of Urban Teachers and Students /
|r Neporcha Cone--
|g Part IV.
|t Equity, Multiculturalism, and Social Justice: Diversity Issues in Science Teaching--
|t African American and Other Traditionally Underrepresented Students in School STEM: The Historical Legacy and Strategies for Moving from Stigmatization to Motivation /
|r Obed Norman--
|t Preparing Science Teachers for Diversity: Integrating the Contributions of Scientists from Underrepresented Groups in the Middle School Science Curriculum /
|r Rose M. Pringle and Cheryl A. McLaughlin--
|t The Triangulation of the Science, English, and Spanish Languages and Cultures in the Classroom: Challenges for Science Teachers of English Language Learners /
|r Regina L. Suriel--
|g Part V.
|t Policy Reform for Science Teacher Education--
|t STEM-Based Professional Development and Policy: Key Factors Worth Considering /
|r Celestine H. Pea--
|t Policy Issues, Equity, Multicultural Science Education, and Local School District Support of In-Service Science Teachers /
|r Bongani D. Bantwini--
|t Policy Issues in Science Education: The Importance of Science Teacher Education, Equity, and Social Justice /
|r Sheneka M. Williams and Mary M. Atwater--
|t Conclusion and Next Steps for Science Teacher Educators /
|r Melody L. Russell, Malcolm B. Butler and Mary M. Atwater.
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| 520 |
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|a This book offers valuable guidance for science teacher educators looking for ways to facilitate preservice and inservice teachers' pedagogy relative to teaching students from underrepresented and underserved populations in the science classroom. It also provides solutions that will better equip science teachers of underrepresented student populations with effective strategies that challenge the status quo, and foster classrooms environment that promotes equity and social justice for all of their science students. Multicultural Science Education illuminates historically persistent, yet unresolved issues in science teacher education from the perspectives of a remarkable group of science teacher educators and presents research that has been done to address these issues. It centers on research findings on underserved and underrepresented groups of students and presents frameworks, perspectives, and paradigms that have implications for transforming science teacher education. In addition, the chapters provide an analysis of the socio-cultural-political consequences in the ways in which science teacher education is theoretically conceptualized and operationalized in the United States. The book provides teacher educators with a framework for teaching through a lens of equity and social justice, one that may very well help teachers enhance the participation of students from traditionally underrepresented and underserved groups in science, technology, engineering, and mathematics (STEM) areas and help them realize their full potential in science. Moreover, science educators will find this book useful for professional development workshops and seminars for both novice and veteran science teachers.
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|a Print version record.
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| 546 |
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|a English.
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| 650 |
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|a Science teachers
|x Training of
|z United States.
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| 650 |
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|a Science
|x Study and teaching
|z United States.
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| 650 |
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|a Multicultural education
|z United States.
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| 650 |
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|a Minorities in science
|z United States.
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| 650 |
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|a Professeurs de sciences
|x Formation
|z États-Unis.
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| 650 |
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|a Éducation interculturelle
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| 650 |
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| 650 |
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| 650 |
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| 650 |
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7 |
|a Sciences sociales.
|2 eclas.
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| 650 |
|
7 |
|a Sciences humaines.
|2 eclas.
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| 650 |
|
7 |
|a Minorities in science.
|2 fast.
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| 650 |
|
7 |
|a Multicultural education.
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| 650 |
|
7 |
|a Science
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|2 fast.
|
| 650 |
|
7 |
|a Science teachers
|x Training of.
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| 651 |
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|1 https://id.oclc.org/worldcat/entity/E39PBJtxgQXMWqmjMjjwXRHgrq.
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| 700 |
1 |
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|a Russell, Melody L.,
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| 700 |
1 |
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|a Butler, Malcolm B.,
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| 710 |
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