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Fb2 Diversity and Equity in Science Education: Research, Policy, and Practice (Multicultural Education Series) ePub

by James A. Banks,Okhee Lee

Category: Schools and Teaching
Subcategory: Teaching and Education
Author: James A. Banks,Okhee Lee
ISBN: 0807750697
ISBN13: 978-0807750698
Language: English
Publisher: Teachers College Press (April 30, 2010)
Pages: 256
Fb2 eBook: 1805 kb
ePub eBook: 1982 kb
Digital formats: lrf lrf mbr docx

Diversity and Equity in . .has been added to your Cart. A cognitively demanding and developmentally appropriate science education experience is one foundational pathway in support of the production of an informed citizenry

Diversity and Equity in . A cognitively demanding and developmentally appropriate science education experience is one foundational pathway in support of the production of an informed citizenry. Lee and Buxton provide an examination of traditional and nontraditional factors that influence students’ experiences in this critical pathway. William F. Tate IV, Edward Mallinckrodt Distinguished University Professor in Arts and Sciences, Washington University in St. Louis. Series: Multicultural Education Series (Book 40).

Highly relevant for academic study among K-12 educators and the higher education faculty who train pre-service teachers, Diversity and equity in science education highlights three interrelated issues impacting science education in the United States. Second, the realities of standardized test scores are comparatively explored, both within and beyond the United States.

As part of James A. Banks' "Multicultural Education Series," the goal of.

Chapter 1 Multicultural Education: Characteristics and Goals James A.World population movements, diversity, and education. Banks. The Nature of Multicultural Education. oth diversity and the recognition of diversity have increased in nations around the world within the last two decades (Banks, 2004, Banks, 2009; Castles, 2009). In J. A. Banks (E., The Routledge international companion to multicultural education (pp. 49–61).

Lee and Buxton examine instructional practices, science-curriculum materials, assessment . Your Shopping Basket.

Lee and Buxton examine instructional practices, science-curriculum materials, assessment, teacher education, school organization, and home-school connections. Series of the book contains: All fields: Phrase. Okhee Lee Cory A. Buxton.

1 Multicultural Education: Characteristics and Goals 2 by James A. 2 Culture, Teaching, and Learning 24 by Christina Convertino, Bradley A. Levinson, and Norma González. Part 2 Social Class and Religion 41. 3 Social Class and Education 42 by Lois Weis. how race, class, gender, and exceptionality are fluid variables that interact in complex ways-is an overarching concept in this book.

Science & Technology Education Books. Multicultural Education. Diversity and Equity in Science Education. Teachers College Press.

Cherry A. McGee Banks is associate professor of Education at the University of Washington, Bothell.

PART XII: INTERNATIONAL PERSPECTIVES ON MULTICULTURAL EDUCATION. Cherry A.

Okhee Lee, Aurolyn Luykx. NGSS for All Students.

Two leading science educators provide a comprehensive, state-of-the-field analysis of current trends in the research, policy, and practice of science education. This book offers valuable insights into why gaps in science achievement among racial, ethnic, cultural, linguistic, and socioeconomic groups persist, and points toward practical means of narrowing or eliminating these gaps. Lee and Buxton examine instructional practices, science–curriculum materials (including computer technology), assessment, teacher education, school organization, federal and state policies, and home-school connections.

Book features:

A synthesis of the emerging body of research in the field of science education and its application to practice and policy. A description of effective practices for narrowing science achievement gaps among demographic subgroups of students. A focus on the unique learning needs of English language learners. An analysis of major science education initiatives, interventions, and programs that have been successful with nonmainstream students.
Comments to eBook Diversity and Equity in Science Education: Research, Policy, and Practice (Multicultural Education Series)
Alsanadar
Unfortunately, this book was required for a class. While the class was great, this book was not. The book cites research after research, but never comes to a conclusion of, "You should do this in your classroom," or, " you need to do this with your students." Reading about endless research is boring and pointless if there's no conclusion. Don't buy it unless this is your research field and you need a summation of the research within your field, or it's required. Actually, if it's required, try to talk your professor out of it.
Brariel
Lee and Buxton's book was an excellent addition to the required readings in my graduate course this summer for science and math teachers. I believe the purposes identified by the authors, according to the introduction and product description, are achieved. It was a great match with the goals/outcomes I set forth in my course,
1. Identify the various forces that have contributed to equity or inequity in mathematics, science, and technology.
2. Lead, facilitate, and contribute to academic discussions of equity in mathematics, science, and technology.
3. Critique research studies on equity in mathematics, science, and technology.
4. Apply the literature to schooling, classroom practices, or home/community.
It is important to note that I did assign supplementary readings for math education and the connections to educational technology however Lee and Buxton's book was the primary reading for the course.
One of the assignments for the course was to facilitate a discussion around the content covered in the readings. The activities at the end of each chapter proved invaluable for generating classroom discussion so most students chose Lee's book to complete the assignment. These discussions, led by my students, made for some of the best experiences I've had as a professor. The critical insights students made about how the research related to their own classroom practice were impressive and satisfying.
I also had students read three published critiques of Lee's book. Then, I asked students to write critiques of their own. The papers were overall very positive with only one major and consistent criticism. They expected the book to be more prescriptive. We discussed beforehand that the purpose of the book was not to lay out "rules for practice." Despite how I prefaced their reading of the book, in one respect I cannot blame them for that expectation. And, this goes for the other reviewer of this book below. It is just how they are trained by many school districts and teacher preparation programs. It seems most of the books out there for teacher professional development promise and deliver just that. They may ignore the fact that empirical research does not support or warrant some prescriptive practice. I can understand how it is preferable to some to be told exactly what to do rather than being given the data from which to make up your own mind. However, aren't we expecting our own K-12 students to choose the latter over the former? It reminds me of the complaint that I hear from many science and math teachers. "My students just want the `correct answer' rather than doing authentic inquiry or problem solving."
So, to my knowledge, this is the only book of its kind. I would place it on equal footing with another foundational book in science education that should also be read by all science teachers and science teacher educators, A history of ideas in science education: Implications for practice by George DeBoer. However, I would caution you that you if you plan on reading DeBoer's book then you will be left with "implications for practice" and not 25 rules for teaching science.
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