The purpose of the book is to synthesize recent research on K-12 science education for minority students and to propose a research agenda. It covers a range of methodological and theoretical perspectives. It also addresses important questions, such as the relation between science and culture. It highlights science education initiatives, interventions, or programs that have been successful with minority students. Currently there is no other work that has attempted to synthesize this body of research. This volume will be an invaluable resource for researchers and educators in this field.
The purpose of the book is to synthesize recent research on K-12 science education for minority students and to propose a research agenda. It covers a range of methodological and theoretical perspectives. It also addresses important questions, such as the relation between science and culture. It highlights science education initiatives, interventions, or programs that have been successful with minority students. Currently there is no other work that has attempted to synthesize this body of research. This volume will be an invaluable resource for researchers and educators in this field.
Okhee Lee is a professor in the School of Education at the University of Miami in Florida. She completed her Ph.D. in educational psychology with a focus on science education from Michigan State University. Her research areas include science education, language and culture, and teacher education. She was awarded a 1993-95 National Academy of Education Spencer Post-doctoral Fellowship and she was a 1996-97 fellow at the National Institute for Science Education at the University of Wisconsin-Madison. She received the Distinguished Career Award from the American Educational Research Association (AERA) Standing Committee for Scholars of Color in Education in 2004. She has directed numerous research and teacher enhancement projects funded by the National Science Foundation, U.S. Department of Education, Spencer Foundation and Florida Department of Education. Her research has appeared in prominent journals in education including the American Educational Research Journal, Educational Researcher, Review of Educational Research, Review of Research in Education, Teachers College Record, Journal of Research in Science Teaching, Science Education, International Journal of Science Education, and Bilingual Research Journal.
Inhaltsangabe
Preface Introduction Part I. Conceptual Grounding and Policy Context: 1. Student diversity and science outcomes 2. Conceptual frameworks and educational policies Part II. Student Learning and Classroom Practices: 3. Students and science learning 4. Science curriculum 5. Science instruction 6. Science assessment Part III. Creating Equitable Learning Environments: 7. Teacher education 8. School organization and educational policies 9. School and home/community connections Part IV. Conclusions and a Research Agenda: 10. Conclusions 11. Research agenda Appendix: Method for research synthesis References.
Preface Introduction Part I. Conceptual Grounding and Policy Context: 1. Student diversity and science outcomes 2. Conceptual frameworks and educational policies Part II. Student Learning and Classroom Practices: 3. Students and science learning 4. Science curriculum 5. Science instruction 6. Science assessment Part III. Creating Equitable Learning Environments: 7. Teacher education 8. School organization and educational policies 9. School and home/community connections Part IV. Conclusions and a Research Agenda: 10. Conclusions 11. Research agenda Appendix: Method for research synthesis References.
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