This project will explore how a nationally implemented professional development model is applied in two distinct Indigenous communities, the impact the model has on teacher practice in Native-serving classrooms, and the model's capacity to promote the integration of culturally responsive approaches to STEM teaching.
Citations of DRK-12 or Related Work (DRK-12 work is denoted by *):
- Castagno, A. E., Tracy, T., Denny, D., Davis, B., Kretzmann, H. (2020). “You are never too little to understand your culture”: Strengthening early childhood teachers through the Diné Institute for Navajo Nation Educators. The Journal of Indigenous Early Childhood Education, 1(1), 3-13.*
- Kelty, R., Fillerup, M., & Castagno, A. E. (forthcoming 2020). Puente de Hózhó: An evolving story of revitalization, schooling, and globalization in the Southwest. In J. Tippeconnic (Ed.) On Indian Ground: The Southwest. Charlotte, NC: Information Age Publishing.*
- Castagno, A. E., Solyom, J., & Brayboy, B. (forthcoming 2020). Culturally responsive schooling as a form of critical pedagogies for Indigenous youth and tribal nations. In S. Steinberg & B. Down (Eds.) The SAGE handbook of critical pedagogies. Thousand Oaks, CA: Sage.*
- Castagno, A.E. & McCarty, T. (Eds.) (2018). The anthropology of educational policy: Ethnographic inquiries into policy as sociocultural practice. New York: Routledge.*
- Castagno, A.E. (Ed.) (2019). The price of nice: How good intentions maintain educational inequity. Minneapolis, MN: University of Minnesota Press.*