Advancing Critical and Culturally Relevant Experiential Learning: Preparing Future Educators in Collaboration with Cooperating Teachers to Support STEM Engagement in Urban Schools

Anderson, Brittany N.; Coleman-King, Chonika; Wallace, Kelly; Harper, Frances K.

doi:10.1007/s11256-021-00633-y

Cited by 7 publications

(3 citation statements)

References 31 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…These vulnerabilities are accompanied by both societal risks (e.g., profiling, stereotyping) and protective factors (e.g., strong community identity). The vulnerabilities influence the stressors students’ face, including both challenges (e.g., daily hassles) and supports (e.g., trained teachers; Anderson et al, 2022 ). To address these stressors, students develop specific coping mechanisms, including those that are both maladaptive and adaptive.…”

Section: Discussionmentioning

confidence: 99%

“Important Enough to Show the World”: Using Authentic Research Opportunities and Micropublications to Build Students’ Science Identities

Rubenstein,

Woodruff,

Taylor

et al. 2024

Journal of Advanced Academics

View full text Add to dashboard Cite

Primarily undergraduate institutions (PUI) often struggle to provide authentic research opportunities that culminate in peer-reviewed publications due to “recipe-driven” lab courses and the comprehensive body of work necessary for traditional scientific publication. However, the advent of short-form, single-figure “micropublications” has created novel opportunities for early-career scientists to make and publish authentic scientific contributions on a scale and in a timespan compatible with their training periods. The purpose of this qualitative case study is to explore the benefits accrued by eight undergraduate and master's students who participated in authentic, small-scale research projects and disseminated their work as coauthors of peer-reviewed micropublications at a PUI. In these interviews, students reported that through the process of conducting and publishing their research, they developed specific competencies: reading scientific literature, proposing experiments, and collecting/interpreting publication-worthy data. Further, they reported this process enabled them to identify as contributing members of the greater scientific community.

show abstract

Section: Discussionmentioning

confidence: 99%

“Important Enough to Show the World”: Using Authentic Research Opportunities and Micropublications to Build Students’ Science Identities

Rubenstein,

Woodruff,

Taylor

et al. 2024

Journal of Advanced Academics

View full text Add to dashboard Cite

show abstract

“…Teachers will be better prepared to create rigorous, culturally responsive teaching environments for CLED gifted students if they have access to advanced, culturally relevant instructional materials and strategies (Anderson et al, 2022; S. A. Gallagher, 2021).…”

Section: Reclaiming Historymentioning

confidence: 99%

Reclaiming History: How the Marland Report Addressed Culturally, Linguistically, and Economically Diverse Students

Gallagher¹

2023

Gifted Child Quarterly

View full text Add to dashboard Cite

The 50th anniversary of the Marland Report provides an opportunity to reflect on its impact on the field of gifted education. A critical question is how the Marland Report addressed the need for equity, especially since the Marland federal definition made no explicit mention of culturally, linguistically, or economically different gifted students. This article presents a review of (a) the history leading to the Marland Report, (b) the report’s content concerning equity in gifted education, and (c) the activity that resulted directly from the Marland legislation through the National/State Leadership Training Institute on the Gifted and the Talented, including national conferences and two teacher institutes about “culturally different” gifted students between 1973 and 1981. Implications include the consequences of neglecting the unique contributions the National/State Leadership Training Institute on the Gifted and the Talented made to the field and a suggested agenda for moving forward that includes long-desired changes and new directions.

show abstract

“…To this end, we conclude this article by offering a few considerations for science teacher educators (and the researchers who might examine these shifts in approaches and how they are taken up within and across teacher education programs) to engage in the risky and difficult work of antiracist teaching. It is our hope that science teacher educators and researchers will recognize their important role as change agents and advocates for justice‐centered science education (Anderson et al, 2022; Beauboeuf‐Lafontant, 1999; Madkins & Morton, 2021). If not, there is great potential to continue fostering oppressive instruction and curriculum with novice teachers who are viewed as technicians rather than role models, voices of reason, and critical junctures for transformation.…”

Section: Illuminating Theory Within Antiracist Science Teaching Educa...mentioning

confidence: 99%

Theoretical perspectives for developing antiracist teaching dispositions and practices in preservice teacher education

Madkins

Nazar

2022

Science Education

View full text Add to dashboard Cite

For some time, scholars who are guided by critical theories and perspectives have called out how white supremacist ideologies and systemic racism work to (re)produce societal inequities and educational injustices across science learning contexts in the United States. Given the sociopolitical nature of society, schooling, and science education, it is important to address the racist and settled history of scientific disciplines and science education. To this end, we take an antiracist stance on science teaching and learning and seek to disrupt forms of systemic racism in science classrooms. Since teachers do much of the daily work of

show abstract

Advancing Critical and Culturally Relevant Experiential Learning: Preparing Future Educators in Collaboration with Cooperating Teachers to Support STEM Engagement in Urban Schools

Cited by 7 publications

References 31 publications

“Important Enough to Show the World”: Using Authentic Research Opportunities and Micropublications to Build Students’ Science Identities

“Important Enough to Show the World”: Using Authentic Research Opportunities and Micropublications to Build Students’ Science Identities

Reclaiming History: How the Marland Report Addressed Culturally, Linguistically, and Economically Diverse Students

Theoretical perspectives for developing antiracist teaching dispositions and practices in preservice teacher education

Contact Info

Product

Resources

About