The purpose of this study was to develop and validate a survey of opportunities to participate (OtP) in science that will allow educators and researchers to closely approximate the types of learning opportunities students have in science classrooms. Additionally, we examined whether and how opportunity gaps in science learning may exist across schools with different socioeconomic levels. The OtP in science survey consists of four dimensions that include acquiring foundational knowledge, planning an investigation, conducting an investigation, and using evidence to communicate findings.
Lee, J., Kim, J-H., Kim, S-M., & Lim, W. (2018). How to envision equitable mathematics instruction: Views of U.S. and Korean preservice teachers. Teaching and Teacher Education, 69, 275–288. doi: 10.1016/j.tate.2017.10.010
Review themes related to culturally responsive STEM instruction, and generate ideas for advancing research and practice in this area.
Discuss the benefits and challenges of creating mathematics professional development that brings together educators with different roles to build knowledge, practices, and collaboration for teaching students with diverse needs.
In order to broaden the participation of underrepresented student groups, such as students with disabilities and English Language Learners (ELL), mathematics professional development (PD) programs need to include educators with different areas of expertise, not just mathematics teachers. This session will focus on the benefits and challenges of creating effective PD programs that bring together educators with different roles to build knowledge, practices, and collaboration for improving the mathematics learning of all students.
Means, B., Wang, H., Young, V., Peters, V. & Lynch, S. J. (2016). STEM-focused high schools as a strategy for enhancing readiness for postsecondary STEM programs. Journal of Research in Science Teaching. DOI: 10.1002/tea.21313
This CADRE brief explores factors that contribute to opportunity gaps in STEM education based on race, ethnicity, gender, ability, and socioeconomic status. It showcases the work of several DR K-12 projects and describes promising approaches for removing barriers for underrepresented groups and enhancing the STEM learning of all students.
Student’s performance in science classrooms has continued to languish throughout the USA. Even though proficiency rates on national tests such as National Assessment of Educational Progress are higher for Caucasian students than African-Americans and Hispanics, all groups lack achieving desired proficiency rates. Further, the Next Generation Science Standards detail a new higher benchmark for all students.