This poster describes the work of the Bridging Science Teaching and Learning in Title 1 Schools project. Historically, the public education community has struggled with providing all children with
equitable access to quality science education; particularly in urban communities. Teachers play a vital role in addressing this challenge. By equipping them with the pedagogical knowledge
needed to employ culturally relevant/responsive practices, teachers will be better prepared to address the challenges related to broadening participation in science. SCI-Bridge is a teacher
development project that seeks to address inequities in access to quality science instruction in urban elementary schools. The project will test a professional learning model that (1) integrates
the theoretical principles of culturally relevant/responsive pedagogy with best practices in science education and (2) prepares teachers to use three evidence-based practices: culturally
responsive classroom management (CRCM), facilitated discourse, and anchoring.
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