A Model for Bringing Culturally Relevant Science to Urban Schools.

Autor/inn/en	Key, Shirley; Shorb, Gina
Titel	A Model for Bringing Culturally Relevant Science to Urban Schools.
Quelle	(1999), (19 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	College School Cooperation; Cultural Awareness; Cultural Differences; Elementary Education; Elementary School Science; Field Experience Programs; Higher Education; Methods Courses; Preservice Teacher Education; Preservice Teachers; Science Education; Science Instruction; Urban Schools; Urban Youth + Suchen Sie Ihr Suchwort? Cultural identity; Kulturelle Identität; Kultureller Unterschied; Elementarunterricht; Praxisnahes Lernen; Hochschulbildung; Hochschulsystem; Hochschulwesen; Methodisch-didaktische Anleitung; Lehramtsstudiengang; Lehrerausbildung; Naturwissenschaftliche Bildung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Youth; Jugend
Abstract	A field-based teacher education program that is designed to educate preservice teachers for careers in urban schools is described. In this program preservice elementary school teachers spend two semesters in the classroom with veteran teachers before the traditional student teacher semester. In the second semester of the program, the preservice teachers enroll in an integrated mathematics and science methods course in which they spend 2 days in the classroom with the public school teachers and 3 days with the university professor, who conducts the classes on the public school campus. Preservice teachers teach science classes while being observed by the university professor. Immediate feedback is available when this model is used. Program evaluation focused on 42 culturally relevant science lessons taught to urban students in one semester and 33 taught in another semester. The teaching model allows culturally relevant lessons to benefit the preservice students and the public school students. This field-based model allows preservice teachers to learn to use culturally relevant approaches with urban students. Figures illustrate a non-cultural inclusive or traditional lesson, a culturally inclusive lesson, and three whole information fact sheets. Contains 18 references.) (SLD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01