Addressing Equity and Diversity with Teachers though Informal Science Institutions and Teacher Professional Development

Autor/inn/en	Yerrick, Randy; Beatty-Adler, Danielle
Titel	Addressing Equity and Diversity with Teachers though Informal Science Institutions and Teacher Professional Development
Quelle	In: Journal of Science Teacher Education, 22 (2011) 3, S.229-253 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1046-560X
DOI	10.1007/s10972-011-9226-3
Schlagwörter	Expertise; Informal Education; Earth Science; Science Teachers; Grade 6; Middle School Teachers; Educational Opportunities; Faculty Development; Science Education; Partnerships in Education; Teacher Collaboration; Beliefs; Recreational Facilities; Teacher Education; Equal Education; Cultural Differences + Suchen Sie Ihr Suchwort? Expert appraisal; Informelle Bildung; Nichtformale Bildung; Earth sciences; Geowissenschaften; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; School year 06; 6. Schuljahr; Schuljahr 06; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Bildungsangebot; Bildungschance; Naturwissenschaftliche Bildung; Hochschulpartnerschaft; Lehrerkooperation; Belief; Glaube; Freizeiteinrichtung; Lehrerausbildung; Lehrerbildung; Kultureller Unterschied
Abstract	This study explores how activities developed by science experts in partnership with middle school teachers were employed and interpreted. The goals of this partnership were to (a) help the science teacher meet earth science content standards in new ways, (b) expose students to "real world" experiences outside their school setting, and (c) positively impact teacher practice by providing a program to be used as a catalyst for future learning. Over 300 sixth graders mostly underrepresented science students attended activities at an aquarium serving an urban West Coast urban context. Science teachers, non-science teachers, scientists, and volunteers were all engaged in pre-trip instruction, professional development opportunities, and follow-up activities as this partnership effort explored ways to enhance local literacy initiatives across the curriculum. Results suggest that teacher beliefs about informal education impacted their view and participation in the program and the level of submersion of teachers in collaboration strongly affects the ability to serve underrepresented students on informal excursions. Implications for teacher education and outreach are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10