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001 978-94-007-7651-7
003 DE-He213
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008 131114s2014 ne | s |||| 0|eng d
020 _a9789400776517
_9978-94-007-7651-7
024 7 _a10.1007/978-94-007-7651-7
_2doi
050 4 _aLC8-6691
072 7 _aJNU
_2bicssc
072 7 _aPD
_2bicssc
072 7 _aSCI063000
_2bisacsh
082 0 4 _a507.1
_223
100 1 _aAtwater, Mary M.
_eeditor.
245 1 0 _aMulticultural Science Education
_h[electronic resource] :
_bPreparing Teachers for Equity and Social Justice /
_cedited by Mary M. Atwater, Melody Russell, Malcolm B. Butler.
264 1 _aDordrecht :
_bSpringer Netherlands :
_bImprint: Springer,
_c2014.
300 _aXXI, 295 p. 2 illus. in color.
_bonline resource.
336 _atext
_btxt
_2rdacontent
337 _acomputer
_bc
_2rdamedia
338 _aonline resource
_bcr
_2rdacarrier
347 _atext file
_bPDF
_2rda
505 0 _aForeword, Jane Butler Kahle -- Preface, Mary M. Atwater, Melody Russell, and Malcolm B. Butler.-Acknowledgements, Mary M. Atwater, Melody Russell, and Malcolm B. Butler -- Chapter 1. Introduction: Culture, Equity, and Social Justice for Science Teacher Educators, Malcolm B. Butler, Mary M. Atwater, and Melody Russell -- Part I. Historical and Sociocultural Perspectives on Science Teacher Education -- Chapter 2. The Systematic Misuse of Science - Andre Green -- Chapter 3. Second Class Citizens, First Class Scientists: Using Sociocultural Perspectives to Highlight the Successes and Challenges of African American Scientists during Jim Crow, Malcolm B. Butler -- Chapter 4. Science Education and Females of Color – The Play within a Play, Leon Walls -- Chapter 5. Sociocultural Consciousness and Science Teacher Education, Brenda Brand -- Part II. Foundations of Science Teacher Education -- Chapter 6. The Impact of Beliefs and Actions on the Infusion of Culturally Relevant Pedagogy in Science Teacher Education, Natasha Johnson and Mary M. Atwater -- Chapter 7. Motivation in the Science Classroom: Through the Lens for Equity and Social Justice, Melody Russell -- Part III. Pedagogical and Curricular Issues in Science Teacher Education -- Chapter 8. Negotiating Science Content: A Structural Barrier in Science Academic Performance, Barbara Rascoe -- Chapter 9. Internationally-Inclusive Science Education: Addressing the Needs of Migrants and International Students in the Era of Globalization, Charles B. Hutchison -- Chapter 10. Using Problem-Based Learning to Contextualize the Science Experiences of Urban Teachers and Students - Neporcha Cone -- Part IV. Equity, multiculturalism, and Social Justice in Diversity Issues in Science Teaching -- Chapter 11. African American and Other Traditionally Underrepresented Students in School STEM: The Historical Legacy and Strategies for Moving from Stigmatization to Motivation, Obed Norman -- Chapter 12. Preparing Science Teachers for Diversity: Integrating the Contributions of Scientists from Underrepresented Groups in the Middle Grades Science Curriculum, Rose M. Pringle and Cheryl McLaughlin -- Chapter 13. The Triangulation of the Science, English, and Spanish Languages in the Classroom: Challenges for Preparing Science Teachers of English Language Learners, Regina L. Suriel -- Part V. Policy Reform for Science Teacher Education -- Chapter 14. STEM-based Professional Development and Policy: Key Factors Worth Considering, Celeste Pea -- Chapter 15. Policy Issues, Equity, Multicultural Science Education, and Local School District Support of In-service Science Teachers, Bongani D. Bantwini -- Chapter 16. Policy Issues in Science Education: The Importance of Science Teacher Education, Equity, and Social Justice, Sheneka Williams and Mary M. Atwater -- Chapter 17. Conclusion and Next Steps for Science Teacher Educators, Melody, Russell, Malcolm B. Butler, and Mary M. Atwater.
520 _aThis 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. 
650 0 _aEducation.
650 0 _aScience
_xStudy and teaching.
650 0 _aEducational tests and measurements.
650 1 4 _aEducation.
650 2 4 _aScience Education.
650 2 4 _aTeaching and Teacher Education.
650 2 4 _aLearning & Instruction.
650 2 4 _aAssessment, Testing and Evaluation.
650 2 4 _aEducational Policy and Politics.
700 1 _aRussell, Melody.
_eeditor.
700 1 _aButler, Malcolm B.
_eeditor.
710 2 _aSpringerLink (Online service)
773 0 _tSpringer eBooks
776 0 8 _iPrinted edition:
_z9789400776500
856 4 0 _uhttp://dx.doi.org/10.1007/978-94-007-7651-7
912 _aZDB-2-SHU
999 _c94090
_d94090