Multicultural Science Education Project: A Model of Reform.

Autor/inn/en	Johnson, Judith; und weitere
Titel	Multicultural Science Education Project: A Model of Reform.
Quelle	(1993), (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Tagungsbericht; College School Cooperation; Curriculum Development; Elementary Secondary Education; Higher Education; Multicultural Education; Partnerships in Education; Public Schools; Science Curriculum; Science Education; Science Teachers; Summer Programs; Teacher Education; Teacher Workshops + Suchen Sie Ihr Suchwort? Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Multikulturelle Erziehung; Hochschulpartnerschaft; Public school; Öffentliche Schule; Naturwissenschaftliche Bildung; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Sommerkurs; Lehrerausbildung; Lehrerbildung
Abstract	This paper describes a collaborative project among graduate students, university faculty, administrators, and science teachers in an urban public school district. The project has been funded by Eisenhower (Title II) monies, the Omaha Public Schools, The University of Nebraska, and the National Science Foundation (NSF). The goals for this project were to assist teachers in reconstructing their curriculum to be culturally relevant and to improve science learning for all students, including the economically deprived, minorities, and females. A series of 4-week summer workshops were held involving teams of teachers from middle and high schools and an administrator from each school. The goal of the workshops was for teachers to utilize the information and experiences gained from these activities to create short (2-3 day) and long (2-3 week) curriculum units which were presented and critiqued by the entire group. The resulting refined curriculum units exist in a large data base and are being field-tested in the teacher's classroom during the academic year and in summer school. Each year approximately 50% of participants return. When the NSF funding ends in 1994 it is estimated that approximately 50% of the secondary science teachers in the Omaha Public Schools will have developed, field-tested, and refined innovative and culturally relevant curriculum for use in grades 7-11 in their school district. (PR)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01