LEADER 00000nam  22005298i 4500 
001    on1420639446 
003    OCoLC 
005    20240403213017.0 
006    m     o  d         
007    cr ||||||||||| 
008    240124s2024    nyu     ob    001 0 eng   
010      2023050529 
020    9781003397977|q(ebk) 
020    1003397972 
020    |z9781032473208|q(hbk) 
020    |z9781032503264|q(pbk) 
035    (OCoLC)1420639446 
040    DLC|beng|erda|cDLC|dOCLCO 
042    pcc 
043    n-us--- 
049    STJJ 
050 00 LC1099.3 
082 00 370.117|223/eng/20240130 
245 00 Culturally responsive and sustaining science teaching :
       |bteacher research and investigation from today's 
       classrooms /|cedited by Elaine V. Howes and Jamie Wallace.
250    First edition. 
263    2405 
264  1 New York :|bRoutledge,|c2024. 
300    1 online resource 
336    text|btxt|2rdacontent 
337    computer|bc|2rdamedia 
338    online resource|bcr|2rdacarrier 
504    Includes bibliographical references and index. 
520    "How can research into culturally responsive and 
       sustaining education (CRSE) inform and transform science 
       teaching and learning? What approaches might teachers use 
       to study CRSE in their classrooms? What are teachers 
       learning from their research that might be transferable to
       other classrooms and schools? In this practical resource, 
       teacher researchers from the Culturally Responsive and 
       Sustaining Education Professional Learning Group based in 
       New York City provide insights for educators on how to 
       address complex educational and socio-cultural issues in 
       the science classroom. Highlighting wide-ranging and 
       complex problems such as the COVID-19 pandemic and racial 
       injustice and how they affect individual science 
       instruction settings, with a particular focus on urban and
       high-need school environments, chapters examine and 
       describe what CRSE is and means for science teaching. 
       Through individual and collaborative research studies, 
       chapters help readers understand various approaches to 
       developing and implementing CRSE strategies in their 
       classrooms and promote students' identification with and 
       affinity for science. Teachers describe the questions 
       driving their investigations, data, and findings, and 
       reflect on their roles as agents of change. Chapters also 
       feature discussion and reflection questions, and include 
       examples of assignments, protocols, and student work that 
       teachers have piloted in their classes. This book is ideal
       for pre-service and in-service science teachers and 
       teacher educators across grade levels. It provides support
       for professional learning activities, as well as 
       undergraduate and graduate teacher education courses. It 
       may be particularly useful in science methods, 
       multicultural education, and diversity, equity and 
       inclusion courses with a focus on CRSE. This book not only
       defines one group's approach to CRSE in science education,
       but also takes the next step to show how CRSE can be 
       applied directly to the science classroom"--|cProvided by 
       publisher. 
588    Description based on print version record and CIP data 
       provided by publisher; resource not viewed. 
590    Taylor & Francis|bTaylor & Francis eBooks: Open Access 
650  0 Culturally relevant pedagogy|zUnited States. 
650  0 Culturally sustaining pedagogy|zUnited States. 
650  0 Science|xStudy and teaching|xResearch|zUnited States. 
700 1  Howes, Elaine V.,|eeditor. 
700 1  Wallace, Jamie,|eeditor. 
776 08 |iPrint version:|tCulturally responsive and sustaining 
       science teaching|bFirst edition.|dNew York : Routledge, 
       2024|z9781032473208|w(DLC)  2023050528 
914    on1420639446 
994    92|bSTJ