In this practical resource, teacher researchers from the Culturally Responsive and Sustaining Education Professional Learning Group based in New York City provide insights for educators on how to address complex educational and socio-cultural issues in the science classroom.
In this practical resource, teacher researchers from the Culturally Responsive and Sustaining Education Professional Learning Group based in New York City provide insights for educators on how to address complex educational and socio-cultural issues in the science classroom.Hinweis: Dieser Artikel kann nur an eine deutsche Lieferadresse ausgeliefert werden.
Elaine V. Howes teaches curriculum and instruction and educational foundations in the American Museum of Natural History's Master of Arts in Teaching Earth Science Residency Program. She also works with residents and mentors in the program's partner schools. Jamie Wallace, an educational researcher and evaluator at the American Museum of Natural History, works on the Master of Arts in Teaching Earth Science Residency Program research and evaluation team.
Inhaltsangabe
1. What Do We Mean by Culturally Responsive and Sustaining Science Education?: Grounding Our Professional Learning Group in Theory and Research Part 1: Exploring Instructional Strategies for CRSE 2. Dear Dante, Science IS for You: Investigating Student-Driven Discussions in the Science Classroom 3. Pop Culturally Responsive Education: Incorporating Students' Interests Into a Scripted Curriculum 4. Helping Students Foster Emotional Connections: Connecting Students' Lives and Communities with the Natural World Part 2: CRSE and the Science Classroom Learning Environment 5. Behaviors Without Behaviorism: Knowing the Students in Room 124 6. Humanizing Science Teaching Through Building Relationships 7. Building Relationships to Support Relevance: Reflecting on Culturally Responsive and Sustaining Science Teaching Part 3: School-based Teacher Collaboration for Curriculum and Instruction Reflecting CRSE 8. Before CRSE: Trauma-Informed and Healing-Centered Strategies 9. Crisis Precipitates Change: An Approach to Culturally Responsive and Sustaining Teaching Using a Modified Flipped Classroom Part 4: Collaborative Chapters 10: When the World Tilted Differently: Exploring Science Teachers' Pandemic Stories Through a Culturally Responsive and Sustaining Science Lens 11. Reflections: Learning In, From, and With the CRSE PLG 12. The Ties that Bind
1. What Do We Mean by Culturally Responsive and Sustaining Science Education?: Grounding Our Professional Learning Group in Theory and Research Part 1: Exploring Instructional Strategies for CRSE 2. Dear Dante, Science IS for You: Investigating Student-Driven Discussions in the Science Classroom 3. Pop Culturally Responsive Education: Incorporating Students' Interests Into a Scripted Curriculum 4. Helping Students Foster Emotional Connections: Connecting Students' Lives and Communities with the Natural World Part 2: CRSE and the Science Classroom Learning Environment 5. Behaviors Without Behaviorism: Knowing the Students in Room 124 6. Humanizing Science Teaching Through Building Relationships 7. Building Relationships to Support Relevance: Reflecting on Culturally Responsive and Sustaining Science Teaching Part 3: School-based Teacher Collaboration for Curriculum and Instruction Reflecting CRSE 8. Before CRSE: Trauma-Informed and Healing-Centered Strategies 9. Crisis Precipitates Change: An Approach to Culturally Responsive and Sustaining Teaching Using a Modified Flipped Classroom Part 4: Collaborative Chapters 10: When the World Tilted Differently: Exploring Science Teachers' Pandemic Stories Through a Culturally Responsive and Sustaining Science Lens 11. Reflections: Learning In, From, and With the CRSE PLG 12. The Ties that Bind
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