Engaging Disenfranchised Urban Youth in Science Learning

Autor/inn/en	D'Elia, Luis Alberto; Wishart, Diane
Titel	Engaging Disenfranchised Urban Youth in Science Learning
Quelle	In: Higher Learning Research Communications, 4 (2014) 1, S.15-29 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2157-6254
Schlagwörter	Foreign Countries; Science Teachers; Teacher Attitudes; Academic Persistence; Cross Cultural Studies; Cultural Differences; Interviews; High School Students; At Risk Students; Graduation; Secondary School Teachers; Relevance (Education); Student Experience; Teaching Methods; Canada; Spain + Suchen Sie Ihr Suchwort? Ausland; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Cultural comparison; Kulturvergleich; Kultureller Unterschied; Interviewing; Interviewtechnik; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Abschluss; Graduierung; Relevance; Relevanz; Studienerfahrung; Teaching method; Lehrmethode; Unterrichtsmethode; Kanada; Spanien
Abstract	The purpose of this work was to elicit the perceptions of science educators regarding enhancing opportunities to retain disenfranchised students in secondary schools. The article shows selective international perspectives on how teachers, university professors, and researchers in teacher education programs strive to support school completion for disenfranchised students. Interviews were conducted in Canada and Spain. Selective sampling was used in order to focus interviews on individuals with particular expertise on the topic and individuals who work in cooperation with colleagues engaged in similar work. Anecdotes, comments, and opinions from the interviews support the basic contentions in the article. The authors strive to bring insight and awareness into the importance of training science educators in the adequate pedagogy and in their engagement in high school programs that prepare students for college. The researchers conclude planning and delivering of a science program needs to start from the students' experiences with the phenomena, and from their own connections to the subject and with the laboratory material. They also stress the importance of the role that higher education professionals play not only in educating high school science teachers in the adequate pedagogy for at-risk student retention, but also in engaging themselves in programs that prepare students for college. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01