Preparing Mathematics and Science Teachers for Diverse Classrooms

Promising Strategies for Transformative Pedagogy
Herausgeber: Kitchen, Richard S.; Rodriguez, Alberto J.

• Broschiertes Buch

Produktbeschreibung

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 work as student teacher supervisors and cooperating teachers, and graduate students in mathematics and science education, and a compelling text for science and mathematics methods courses.

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Produktdetails

• Verlag: Routledge
• Seitenzahl: 290
• Erscheinungstermin: 6. August 2004
• Englisch
• Abmessung: 229mm x 152mm x 16mm
• Gewicht: 424g
• ISBN-13: 9780805846805
• ISBN-10: 0805846808
• Artikelnr.: 21668103

Autorenporträt

Alberto J. Rodriguez, Richard S. Kitchen

Inhaltsangabe

Contents: Foreword. Preface. A.J. Rodriguez
Teachers' Resistance to Ideological and Pedagogical Change: Definitions
Theoretical Framework
and Significance. A.J. Rodriguez
Using Sociotransformative Constructivism to Respond to Teachers' Resistance to Ideological and Pedagogical Change. R.S. Kitchen
Making Equity and Multiculturalism Explicit to Transform Mathematics Education. M.B. Barnes
L.W. Barnes
Using Inquiry Processes to Investigate Knowledge
Skills
and Perceptions of Diverse Learners: An Approach to Working With Prospective and Current Science Teachers. J. Leonard
S.J. Dantley
Breaking Through the Ice: Dealing With Issues of Diversity in Mathematics and Science Education Courses. A. Luykx
P. Cuevas
J. Lambert
O. Lee
Unpacking Teachers' "Resistance" to Integrating Students' Language and Culture Into Elementary Science Instruction. T.K. Dunn
Engaging Prospective Teachers in Critical Reflection: Facilitating a Disposition to Teach Mathematics for Diversity. P.W.U. Chinn
"Eh
Mus' Be Smart Class": Race
Social Class
Language
and Access to Academic Resources. J. Moore
Transformative Mathematics Pedagogy: From Theory to Practice
Research
and Beyond. R. Yerrick
Seeing IT in the Lives of Children: Strategies for Promoting Equitable Practices Among Tomorrow's Science Teachers. J. Ensign
Helping Teachers Use Students' Home Cultures in Mathematics Lessons: Developmental Stages of Becoming Effective Teachers of Diverse Students. C. Brandt
Examining the "Script" in Science Education: Critical Literacy in the Classroom.