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Teacher Educators Learning with Prospective Teachers: Finding Relevant Mathematics in Our (Their) Lives
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In: Networks: An Online Journal for Teacher Research (2021)
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Advances in Global Education and Research: Volume 4
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In: University of South Florida M3 Center Publishing (2021)
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National Chemistry Week: From IRL to the Web
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In: Purdue Journal of Service-Learning and International Engagement (2021)
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Developing as Culturally Responsive Mathematics Teacher Educators: Reviewing and Framing Perspectives in the Research
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In: Education Faculty Publications (2021)
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Ontario High School Science Word List (OHSWL)
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In: Electronic Thesis and Dissertation Repository (2021)
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A Phenomenological Case Study Exploring The In-Home Experiences Of African Americans Pursuing Stem Degrees At A Historically Black College
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In: Open Access Theses & Dissertations (2021)
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Fifth graders’ use of gesture and models when translanguaging during a content and language integrated science class in Hong Kong
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In: Research outputs 2014 to 2021 (2020)
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Culturally and Linguistically Responsive Mathematics Instruction for English Learners in Multitiered Support Systems: PLUSS Enhancements
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In: Special Education Faculty Publications and Presentations (2020)
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Engaging Secondary Math Teachers in Breaking Down Barriers for English Learners
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In: LMU/LLS Theses and Dissertations (2020)
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Rigorous and Meaningful Science for English Learners: Urban Ecology and Transdisciplinary Instruction
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In: Professional Journal Articles (2020)
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11 |
Who Is Welcome Here? A Culturally Responsive Content Analysis of Makerspace Websites
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In: Journal of Pre-College Engineering Education Research (J-PEER) (2020)
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Abstract:
Makerspaces and maker education are widely seen as means to democratize science and engineering education. A small but growing body of scholarly work warns against this assumption and calls for an explicit focus on equity in makerspaces both online and in person. With an understanding of learning as a social and cultural process, this paper proposes that disrupting the cycle of racial and cultural inequity in science education requires makerspace educators and staff to ground their work in multicultural theories and practices. In particular, culturally responsive pedagogy (CRP) provides guidance for infusing science and engineering with equity approaches in order to cultivate both academic success and students’ cultural identities. Recognizing the online world as a driving force of the maker movement, this paper reports the findings from a content analysis of twelve makerspace websites to determine the extent to which they address CRP in their guidance for the development and facilitation of makerspaces. Results indicate a low occurrence of the tenets of CRP and that guidance was not informed by existing literature in multicultural maker education. Recommendations include application of the framework of CRP in makerspaces and addressing both practical guidance for educators as well as recommendations for advancing scholarly dialogue regarding diversity, access, and equity in maker education.
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Keyword:
and Multicultural Education; Bilingual; culturally responsive pedagogy; maker education; Multilingual; Science and Mathematics Education; STEM education
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URL: https://docs.lib.purdue.edu/jpeer/vol10/iss2/1 https://docs.lib.purdue.edu/cgi/viewcontent.cgi?article=1190&context=jpeer
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Culturally Relevant Science Teaching: A Literature Review
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In: Theses, Student Research, and Creative Activity: Department of Teaching, Learning and Teacher Education (2020)
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POST-PROGRAM ENGLISH LANGUAGE LEARNERS: SUCCESSFUL LEARNERS OR STRUGGLING LEARNERS?
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In: Theses, Student Research, and Creative Activity: Department of Teaching, Learning and Teacher Education (2020)
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Culturally Relevant Science Teaching: A Literature Review
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In: The Nebraska Educator: A Student-Led Journal (2020)
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Exploration of Lived Experiences of Science Teachers of English Language Learners: A Transcendental Phenomenological Study
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In: Theses, Student Research, and Creative Activity: Department of Teaching, Learning and Teacher Education (2020)
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16 |
DRAMA APPLIED TO CONTENT-BASED INSTRUCTION IN ELEMENTARY EDUCATION
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In: Graduate Student Theses, Dissertations, & Professional Papers (2020)
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Acculturation Experiences of Asian Indian Immigrant Math and Science Teachers in a K-12 Urban School District in Ohio
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In: ETD Archive (2019)
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Cooperating Teachers' Perceived Preparedness to Support Science Teacher Candidates for Culturally Sustaining Science Teaching
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In: Dissertations and Theses (2019)
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19 |
Revisiting Multiplication Area Models for Whole Numbers
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In: Education Publications (2019)
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An examination of monolingual preservice teachers’ set-up of cognitively demanding mathematics tasks with emergent multilingual students
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In: Education Publications (2019)
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