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Full Product Details

Author:   Amy Cox-Petersen ,  Leah Melber ,  Terri Patchen
Publisher:   Pearson Education (US)
Imprint:   Pearson
Dimensions:   Width: 18.60cm , Height: 0.70cm , Length: 23.10cm
Weight:   0.230kg
ISBN:  

9780137146239

ISBN 10:   013714623
Pages:   136
Publication Date:   14 July 2011
Audience:   College/higher education ,  Tertiary & Higher Education
Format:   Paperback
Publisher's Status:   Active
Availability:   In Print  
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Table of Contents

Chapter 1: Culturally Relevant Science Instruction Teaching Science with Access for all Students Eight Explicit Strategies to Encourage Cultural Relevant Science Instruction Challenges for Students from Non-English Language Backgrounds Case Study 1.1: Snapshot of Ahna’s Culturally Relevant Classroom   Chapter 2: Culturally Relevant Inquiry and Action Scientific Methods and Processes Inquiry Process Skills Teacher as Facilitator Effective Use of Questioning Allowing Students to be Experts Integrating Inquiry across the Curriculum Extending the Walls of the Classroom Building Fluency outside the Classroom Case Study 2.1: Expect the Unexpected   Chapter 3:  Literacy Development through Science Importance of Authentic Connections Language Arts and the Work of Scientists Reviewing Information Sources Sharing Discoveries Extending the Experience Case Study 3.1: Sixth Grade Service Learning Project   Chapter 4: Teaching Strategies that Promote Science Access for All Students Learner Differences Integrating Cognitive Views of Learning Inquiry Models Making Models of Teaching more Culturally Relevant Case Study 4.1: Teachers and Students participating in a Group Investigation science activity   Chapter 5:  Assessment, Evaluation, and Culturally and Linguistically-Diverse Students Multidimensional assessment procedures Different Assessment Methods Products Performances Portfolios Assessing Attitudes, Values, and Beliefs Assessing Portfolios, Products, and Performances Case Study 5.1: Mrs. Weirath’s Garden   Chapter 6: Family Connections Creating new collaborative frameworks for culturally relevant practice with families and communities Joyce Epstein’s (2001) Six Types of Involvement for Families and Schools Building Home-School Partnerships Connecting Science with Students’ Community Working Together Case Study 6.1: Family Science Night   Chapter 7: Keeping Current and Assessing Resources Eight Explicit Culturally-Relevant Strategies Revisited Assessing Resources Planning and Preparation Integration of Technology Funding Resources Grants Available to Schools and Teachers Case Study 7.1: Mrs. Rey and Hands-On Science   Final Comments

Reviews

Teaching Science to Culturally and Linguistically Diverse Elementary Students includes relevant examples and real teacher moments. A great resource for in-service teachers. - Karisa S. Dodds, Science Facilitator, Myers Park Traditional, Charlotte, NC I have used Science Backpacks and found them a wonderful way to extend the school day and involve families in their child's learning. Many ideas were new to me and I enjoyed the fact that they were very simple to implement, yet would be a valuable use of my time. - Kristi Trotter Hattenhauer, Science Coach/Lab Facilitator, Jonesboro Math and Science Magnet School, Jonesboro, AR This book does a great job of giving research and theory while outlining practical ways of bridging the gap between information and how this process might look in a classroom. This book combines all the elements of what is needed to successful teach in a culturally relevant way a subject that many minorities feel offer no connection to their present day lives or future goal attainment. Additionally, it can serve as a springboard for discussions on how teachers can improve the job that they are doing at better teaching and reaching all students. - Cheryl Harris Curtis, Educational Consultant II, NC Department of Public Instruction, Raleigh, NC

Author Information

Amy Cox-Petersen, Ph.D. has over 25 years of experience within multiple educational settings. She holds a BS in Early Childhood Education and a MA in Elementary Education from East Carolina University and a Ph.D. in Curriculum and Instruction with a Science Education Specialization from the University of Southern California. She has presented internationally and nationally on topics related to science teacher education and learning science outside the formal classroom. Her research focuses on culturally relevant science teaching and learning in classrooms, field sites, museums, and service-learning settings. She is the author of “Educational Partnerships: Connecting Schools, Families, and the Community” (Sage, 2010). She taught in urban, suburban, and rural schools as an elementary and middle school teacher. She joined the faculty at California State University, Fullerton in 1998 and is currently a professor in the Department of Elementary and Bilingual Education.   Leah M. Melber, Ph.D. has 20 years experience within informal and formal science education. She holds a BA in Zoology, an MA in education together with a multiple subject teaching credential for the state of California, and a Ph.D. in educational psychology from the University of Southern California. She has presented internationally on inquiry-based instruction and effective methods of connecting with cultural institutions such as museums. In addition to numerous journal articles she has written on this topic, she recently authored the book “Informal Learning and Field Trips”. She was awarded the 2001 Informal Educator Award through the California Science Teachers Association and the 2010 Promising Leadership Award from the Association of Midwest Museums. She was recently accepted as a candidate on the Fulbright Specialist Roster in the focus area of education. She is a former third grade teacher and university professor in science education. She also served as the Science Education Specialist at the Natural History Museum of Los Angeles County in addition to serving as a consultant in the area of informal education for museums around the nation. She joined the staff of Lincoln Park Zoo in December of 2008 where she is currently the Director of Student and Teacher Programs.   Terri Patchen, Ph.D. is an Associate Professor in the Department of Elementary and Bilingual Education at California State University, Fullerton. A credentialed bilingual teacher, she taught kindergarten in a lower-income, Spanish speaking classroom for close to ten years before getting graduate degrees in Urban Planning and Latin American Studies, and a Ph.D. in Education from the University of California, Los Angeles. She has published in journals as diverse as Multicultural Education and Science Education and regularly presents at education conferences.  She is a lifelong advocate for the benefits of working with English learners.

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