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Embracing the Inherent Messiness in Urban Education: Learning From a STEM and Leadership Program
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Author(s): Inese Berzina-Pitcher (Michigan State University, USA), Akesha Horton (Indiana University, USA), Leigh Graves Wolf (Arizona State University, USA), Christopher D. Seals (University of Illinois at Urbana-Champaign, USA)and Punya Mishra (Arizona State University, USA)
Copyright: 2019
Pages: 24
Source title:
Handbook of Research on Educator Preparation and Professional Learning
Source Author(s)/Editor(s): Drew Polly (University of North Carolina at Charlotte, USA), Christie Martin (University of South Carolina at Columbia, USA)and Kenan Dikilitaş (Bahçeşehir University, Turkey)
DOI: 10.4018/978-1-5225-8583-1.ch005
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Abstract
This chapter discusses the philosophies and practices that drive the MSUrbanSTEM Leadership & Teaching Fellowship Program. This multi-year project offered a professional development program to three cohorts of K-12 STEM educators from Chicago Public Schools, one of the largest urban districts in the U.S. This chapter provides a holistic view of the program, focuses on the strategically developed curriculum and the theoretical bases for the chosen pedagogy. In addition, because the sustainability was an integral part of the program, the chapter describes the role of sustainability fellows. Finally, the authors provide some findings about the teachers' growth and development.
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