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EDEE 4330: Science in Grades EC-6: Required Readings

Useful information for EDEE 4330, Dr. Karthigeyan Subramaniam

Required Readings for EDEE 4330

Atwater, M. M. (2000). Equity for Black Americans in Precollege Science. Science Education, 84(2), 154–179. 

Atwater, M. M., Lance, J., Woodard, U., & Johnson, N. H. (2013). Race and Ethnicity: Powerful Cultural Forecasters of Science Learning and Performance. Theory Into Practice, 52(1), 6–13. 

Berg, A., & Mensah, F. M. (2014). De-Marginalizing Science in the Elementary Classroom by Coaching Teachers to Address Perceived Dilemmas. Education Policy Analysis Archives, 22(57). 

Gay, G. 2002. “Preparing for Culturally Responsive Teaching.” Journal of Teacher Education 53 (2): 106–116.

Greenberg, D. (2017). Why science teachers should care about social justice. I wonder: Rediscovering School Science 1 (3), 70-73.

Howard, T. 2003. “Culturally Relevant Pedagogy: Ingredients for Critical Teacher Reflection.” Theory into Practice 42 (3): 195–202. 

Hurley, S. J., Murray, A. L., & Cormas, P. (2014). Friction in Different Languages. Science & Children, 51(8), 36–40.  

Irizarry, J. G. (2015). What Latino Students Want from School. Educational Leadership, 72(6), 66.

Kamania Wynter-Hoyte, Eliza Gabrielle Braden, Sanjuana Rodriguez & Natasha Thornton (2019) Disrupting the status quo: exploring culturally relevant and sustaining pedagogies for young diverse learners, Race Ethnicity and Education, 22:3, 428-447 

Kelly, L. (2018). Draw a Scientist. Science and Children, 56(4), 86-90. 

Kinloch, V. 2017. “‘You Ain’t Making Me Write’: Culturally Sustaining Pedagogies and Black Youths’ Performances of Resistance.” In Culturally Sustaining Pedagogies: Teaching and Learning for Justice in a Changing World, edited by D. Paris and H. S. Alim, 1–21. New York: Teachers College Press.  

Kraig-Turner, G. (2017). Beyond Just A Cells Unit: What My Students Learned From the Story of Henrietta Lacks. Rethinking Schools, 32(1).  

Lee, O. (2020). Making everyday phenomena phenomenal. Science and Children, 58(1), 56-61. 

Marsh, V. L., & Nelms, S. (2020). How STUDENT VOICE Transformed East High: A struggling school put student voice at the center of its turnaround. The results speak for themselves. Educational Leadership, 77(6), 60.

Matias, C. E. 2013. “Check Yo’self before You Reck Yo’self and Our Kids: Counterstories from Culturally Responsive White Teachers?... To Culturally Responsive White Teachers!” Interdisciplinary Journal of Teaching and Learning 3 (2): 68–81.

Maulucci M.S.R., Fann K.T. (2016) Teaching for Social Justice in Science Education. In: Avraamidou L. (eds) Studying Science Teacher Identity. New Directions in Mathematics and Science Education. SensePublishers, Rotterdam. 

McCormick, M., & Lee, C. (2020). Frogs need homes and other ecological lessons: Learning about and building habitats for amphibians. Science & Children, 57(9), 54–59 

Mensah, F. M. (2013). Theoretically and Practically Speaking, What Is Needed in Diversity and Equity in Science Teaching and Learning? Theory Into Practice, 52(1), 66–72. 

Mensah, F. M., & Jackson, I. (2018). Whiteness as Property in Science Teacher Education. Teachers College Record, 120(1). 

Nieto, S. (2017). Becoming Sociocultural Mediators: What All Educators Can Learn from Bilingual and ESL Teachers. Issues in Teacher Education, 26(2), 129–141.

Nunez-Eddy, E., Xue Wang, & Ying-Chih Chen. (2018). Engaging in Argumentation: Strategies for early elementary and English language learners. Science & Children, 56(2), 51–59.

Okhee Lee. (2020). Making Everyday Phenomena Phenomenal: Using phenomena to promote equity in science instruction. Science & Children, 58(1), 56–61

Paris, D. 2012. “Culturally Sustaining Pedagogy: A Needed Change in Stance, Terminology, and Practice.” Educational Researcher 41 (3): 93–97. 

Paris, D. 2016. On Educating Culturally Sustaining Teachers. Teaching Works working papers. 

Paris, D., and H. S. Alim. 2014. “What are We Seeking to Sustain Through Culturally Sustaining Pedagogy? A Loving Critique Forward.” Harvard Educational Review 84 (1): 85–100. 

Parsons, E. R. C., Tran, L. U., & Gomillion, C. T. (2008). An Investigation of Student Roles within Small, Racially Mixed Science Groups: A Racial Perspective. International Journal of Science Education, 30(11), 1469–1489. 

Rebora, A. (2019). Turn and Talk. Educational Leadership, 77(3), 12. 

Rosa, K., & Mensah, F. M. (2016). Educational Pathways of Black Women Physicists: Stories of Experiencing and Overcoming Obstacles in Life. Physical Review Physics Education Research, 12(2), 020113. 

Schneider, L. B., & Farren, F. (2020). Soil Texture 5E: Primary students learn about observing properties without leaving the schoolyard. Science & Children, 58(1), 32–37. 

Scott, C. (2018). The Scientist Showcase. Science and Children, 55(5), 73-77. 

Suriel, R. L., & Atwater, M. M. (2012). From the Contribution to the Action Approach: White Teachers’ Experiences Influencing the Development of Multicultural Science Curricula. Journal of Research in Science Teaching, 49(10), 1271–1295. 

Taher, T., Mensah, F. M., & Emdin, C. (2017). Exploring the Impact of Reality Pedagogy: Understanding Its Implementation on Urban Immigrant Students. Universal Journal of Educational Research, 5(11), 1853–1862. 

Tan, E., Barton, A. C., & Schenkel, K. (2018). Equity and the Maker Movement: Integrating children’s communities and social networks into making. Science & Children, 55(7), 76–81.

Thornburgh, W., McFadden, J., & Robinson, B. (2020). The Sixth E: Incorporating engineering into a 5E learning cycle on matter. Science & Children, 57(6), 51–57.

Villegas, A. M., & Lucas, T. (2007). The Culturally Responsive Teacher. Educational Leadership, 64(6), 28.

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