Preparing Mathematics and Science Teachers for Diverse Classrooms: Promising Strategies for Transformative Pedagogy
Editat de Alberto J. Rodriguez, Richard S. Kitchenen Limba Engleză Paperback – 6 aug 2004
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.
| Toate formatele și edițiile | Preț | Express |
|---|---|---|
| Paperback (1) | 470.79 lei 43-57 zile | |
| Taylor & Francis – 6 aug 2004 | 470.79 lei 43-57 zile | |
| Hardback (1) | 982.32 lei 43-57 zile | |
| Taylor & Francis – 6 aug 2004 | 982.32 lei 43-57 zile |
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Specificații
ISBN-13: 9780805846805
ISBN-10: 0805846808
Pagini: 296
Dimensiuni: 152 x 229 x 17 mm
Greutate: 0.41 kg
Ediția:New.
Editura: Taylor & Francis
Colecția Routledge
Locul publicării:Oxford, United Kingdom
ISBN-10: 0805846808
Pagini: 296
Dimensiuni: 152 x 229 x 17 mm
Greutate: 0.41 kg
Ediția:New.
Editura: Taylor & Francis
Colecția Routledge
Locul publicării:Oxford, United Kingdom
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Public țintă
ProfessionalCuprins
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.
Recenzii
"Much has been written about teachers’ resistance to change and practices that "work." In contrast to books that describe teachers’ experiences, Preparing Mathematics and Science Teachers for Diverse Classrooms: Promising Strategies for Transformative Pedagogy provides models that can be used by methods and content instructors to elicit conversations about supporting diverse students in the classroom. "--Jo Clay Olson, Journal for Research in Mathematics Education, July 2009
"Rodriguez and Kitchen's work provides an invaluable asset to teacher education. It provides a distinctive balance between offering educators effective theories for learning and sound demonstrations of how to execute those theories....does what so many other texts about diversity fail to do; provides a theoretical vision for improved practice and follows with sound examples."
—Anthropology and Education Quarterly
"Effectively bridging theory and practice in a way few works do, this book is necessary addition to the personal library of every reform-minded science and math educator. This volume is strongly recommended for adoption by all institutions that prepare teachers and/or conduct research in teacher education, science and math education, and multicultural education. Essential."
—CHOICE
"This book is an outstanding collection of articles written by various mathematicians, scientists, and educators on topics related to teaching for diverse populations. The book is challenging reading for teachers and other educators who are interested in reflecting on their own beliefs and overcoming resistance to changes in teaching to implement the spirit of No Child Left Behind."
—Mathematics Teaching in the Middle School
"The books announced purpose is to sensitize prospective teachers of science and math courses to the needs of poor, female, ethnically diverse, or minority students. It challenges middle class power bases in education and seeks to revolutionize the framework to suit student needs, rather than changing the student to suit the educational system. One of the chief attractions of the book is that is seeks to effect this change without lowering standards."
—Radical Teacher
"...the contributions found within this volume will take us a long way toward attaining our goals for transformative pedagogy....recommended to the readers of Science Education."
—Science Education
"This book is a must read for prospective and current math and science teachers at all levels, as well as administrators who are trying to nurture change. Information is presented clearly and concisely using current research for support. The recurring themes in this book include embracing the cultural differences of students, using inquiry-based learning, leading teachers into change through staff development, and the use of dialog as a teaching method not only in university classes but also on K-12 campuses around the country."
—TC Record
"The book is appropriate for teacher educators who prepare and work with teachers at all grade levels. The varied perspectives offered by the authors underscore the notion that resistance to teaching for diversity can stem from different sources and thus cannot be dealt with as if it were a single phenomenon with a single treatment."
—Mathematics Teacher
"...a much needed compendium of readings focused on teaching for social justice in mathematics and science education....The narrative style and the 'real life' examples are effective ways to bring the reader into the text."
—Angela Calabrese Barton
Teachers College, Columbia University
"Well-conceptualized and clearly organized, this volume is solidly based on current research and theory in preparing prospective mathematics and science teachers for student diversity....and makes a strong contribution to the field."
—Okhee Lee
University of Miami
"...provides insight about preparing mathematics and science teachers not only to meet the academic needs of underserved students, but also to serve as advocates for students in the face of cultural defamation and social and political discrimination....The ideas emerging from the chapters have the potential to serve as catalysts for generating new research and theory."
—Francine Roy
University of Rhode Island
"Malcolm X argued that 'without a struggle there is no change.' Preparing Mathematics and Science Teachers for Diverse Classrooms chapter authors take you inside their struggle for change, and make clear how resistance to change can be overcome. For those concerned with and committed to developing highly qualified teachers who will really Leave No Student Behind [this book] is a must read."
—Carl A. Grant
University Wisconsin-Madison, From the Foreword
"Rodriguez and Kitchen's work provides an invaluable asset to teacher education. It provides a distinctive balance between offering educators effective theories for learning and sound demonstrations of how to execute those theories....does what so many other texts about diversity fail to do; provides a theoretical vision for improved practice and follows with sound examples."
—Anthropology and Education Quarterly
"Effectively bridging theory and practice in a way few works do, this book is necessary addition to the personal library of every reform-minded science and math educator. This volume is strongly recommended for adoption by all institutions that prepare teachers and/or conduct research in teacher education, science and math education, and multicultural education. Essential."
—CHOICE
"This book is an outstanding collection of articles written by various mathematicians, scientists, and educators on topics related to teaching for diverse populations. The book is challenging reading for teachers and other educators who are interested in reflecting on their own beliefs and overcoming resistance to changes in teaching to implement the spirit of No Child Left Behind."
—Mathematics Teaching in the Middle School
"The books announced purpose is to sensitize prospective teachers of science and math courses to the needs of poor, female, ethnically diverse, or minority students. It challenges middle class power bases in education and seeks to revolutionize the framework to suit student needs, rather than changing the student to suit the educational system. One of the chief attractions of the book is that is seeks to effect this change without lowering standards."
—Radical Teacher
"...the contributions found within this volume will take us a long way toward attaining our goals for transformative pedagogy....recommended to the readers of Science Education."
—Science Education
"This book is a must read for prospective and current math and science teachers at all levels, as well as administrators who are trying to nurture change. Information is presented clearly and concisely using current research for support. The recurring themes in this book include embracing the cultural differences of students, using inquiry-based learning, leading teachers into change through staff development, and the use of dialog as a teaching method not only in university classes but also on K-12 campuses around the country."
—TC Record
"The book is appropriate for teacher educators who prepare and work with teachers at all grade levels. The varied perspectives offered by the authors underscore the notion that resistance to teaching for diversity can stem from different sources and thus cannot be dealt with as if it were a single phenomenon with a single treatment."
—Mathematics Teacher
"...a much needed compendium of readings focused on teaching for social justice in mathematics and science education....The narrative style and the 'real life' examples are effective ways to bring the reader into the text."
—Angela Calabrese Barton
Teachers College, Columbia University
"Well-conceptualized and clearly organized, this volume is solidly based on current research and theory in preparing prospective mathematics and science teachers for student diversity....and makes a strong contribution to the field."
—Okhee Lee
University of Miami
"...provides insight about preparing mathematics and science teachers not only to meet the academic needs of underserved students, but also to serve as advocates for students in the face of cultural defamation and social and political discrimination....The ideas emerging from the chapters have the potential to serve as catalysts for generating new research and theory."
—Francine Roy
University of Rhode Island
"Malcolm X argued that 'without a struggle there is no change.' Preparing Mathematics and Science Teachers for Diverse Classrooms chapter authors take you inside their struggle for change, and make clear how resistance to change can be overcome. For those concerned with and committed to developing highly qualified teachers who will really Leave No Student Behind [this book] is a must read."
—Carl A. Grant
University Wisconsin-Madison, From the Foreword
Notă biografică
Alberto J. Rodriguez, Richard S. Kitchen
Descriere
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 ped