coe-staff: EDST Presents: Designing for Culturally Responsive Science Education, A colloquium presentation January 22, 11-12:15 pm HED 230T

[Jesse Papineau]

Greetings,

The Department of Education Studies is excited to announce a colloquium presentation by a candidate for the open rank, tenure related Science Education position in the Department of Education Studies.


"Designing for Culturally Responsive Science Education"
Julie Brown, ABD
Wednesday, January 22, 11:00am-12:15pm
HEDCO 230T



Please view the candidate's dissertation/research abstract below.

Refreshments will be provided

A CV for the candidate is attached and video of her presentation will be made available online following the event.  A paper evaluation form will be available at the event and a Qualtrics survey will also be distributed electronically. For questions about this event please feel free to contact me.

Peace,

Jesse Papineau

Admin Program Assistant

Department of Education Studies



Dissertation Abstract:



Achieving the goal of science for all begins with teacher preparation. In order to fulfill the vision for 21st century science education, the National Research Council (NRC) (2012) declared that teachers must possess deep subject matter knowledge, strong pedagogical content knowledge, and be able to provide students with authentic learning experiences rich in scientific and engineering practices, disciplinary core ideas and crosscutting concepts. Further, to promote science for all, the Framework for K-12 Science Education emphasizes instruction that "build(s) on students' interests and backgrounds so as to engage them more meaningfully and support them in sustained learning" (NRC, 2012, p.283). Therefore, preparing science teachers as 21st century practitioners requires concurrent focus on strengthening science content and pedagogy.



My research focuses on the use of design-based methods to develop teachers of this magnitude through sustainable professional development programs that are aligned with 21st century visions of science education, contain a dual focus on content and pedagogy and result in achievement for all students. In this presentation I will discuss my most current work toward this end: the STARTS (Science Teachers Are Responsive To Students) professional development model. STARTS is a job-embedded program designed to enhance the culturally responsive, reform-based teaching of secondary science teachers working in high-needs schools throughout a large school district in south Florida. I will characterize the STARTS model as an intervention, identify preliminary results of teachers' professional growth, and elucidate potential mechanisms undergirding teacher change at this point (Edelson, 2002). Due to the design-based nature of this study, I will also discuss implications for redesign of the model's framework and scale-up, thereby advancing research on culturally responsive science teaching and professional development.
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