Description
Science education continually changes to meet the needs of students from different backgrounds. Culturally sustaining pedagogies (CSP) offer avenues towards inclusive science teaching by valuing cultures, languages, and student experiences. CSP encourages teachers to connect lessons to students’ lives and communities, integrating diverse learning experiences for various student skills. Further research into science education may empower underserved students and educational leaders to enhance learning methods, skill development, and pedagogical practices.
Science Education and Culturally Sustaining Pedagogies: Research, Practices, and Critical Reflections explores how culture, language, and identity influence science education. It examines teaching strategies that value and sustain diverse learning practices. This book covers topics such as STEM education, sustainable development, and teacher education, and is a useful resource for educators, sociologists, academicians, researchers, and scientists.
Author's/Editor's Biography
Diane Silva Pimentel (Ed.)
Diane Silva Pimentel
(Ph.D.) is a Teaching Professor at Brown University. She has been an educator for almost 30 years. Her career has focused on secondary science education and creating educational settings that support the growth and success of all students. She began this work as a classroom teacher for 17 years and she continues it now as a teacher educator. She earned a Ph.D. in Curriculum and Instruction specializing in Science Education from Boston College in 2012. She was an Assistant Professor of Education specializing in STEM education prior to serving as the Director of the Brown Master of Arts in Teaching program for six years. During this time, she led the redesign of the teacher preparation program and developed a program that prepares graduate students to meet the multifaceted responsibilities of the teaching profession in a way that is culturally responsive and positively impacts their students and communities. Her work now has shifted solely to envisioning and creating experiences in science that foster the participation and persistence of underrepresented students in STEM. She accomplishes this by serving as a faculty member in teacher preparation, creating professional development opportunities for science teachers that support the implementation of reform-based and culturally responsive teaching approaches, and with her scholarly contributions to the field. She has published articles in various national and international journals.
Karen Terrell (Ed.)
Karen L. Terrell
(Ph.D.) is the Assistant Professor of Mathematics Education at Loyola University Maryland. She has been an educator for over 20 years, promoting high-quality education for all. She also has served as a Turnaround School Mathematics Coach for Boston Public Schools, and she also has consulted for private and charter schools in Massachusetts and Rhode Island, as well as the Massachusetts Department of Youth Services. She received her Doctor of Philosophy degree in Curriculum & Instruction from Boston College in 2012. She has published articles in various national and international journals, as well as several book chapters regarding content and language integration, mathematics education, and technology for diverse learners (i.e., multilingual learners and students with disabilities). Dr. Terrell is currently the 2nd Vice President of GATESOL; Editor of MCTM’s journal, The Banneker Banner; Junior Co-Chair of the Research of Mathematics Education SIG of AERA; and a member-at-large for the Association of Maryland Mathematics Teacher Educators. She also serves on the Newsletter Working Group of the Bilingual Education Research SIG of AERA.