How Do Teacher Leaders Transform Scientific Practices to Promote Students Interest and Motivation in STEM? Formal and informal K-12+ educators learn to employ strategies of community mapping, curricular mapping and place-based, culturally sustaining pedagogy to write, teach, and evaluate NGSS lessons that engage underrepresented students in mathematics, life, earth, and physical sciences. Two case studies highlight how educators apply these strategies to intersect three domains: experiential/place-based learning, culturally sustaining learning, and disciplinary learning . Findings suggest that mixed methods assessments of socioemotional learning complement assessments of academic learning.
Co-PI(s): Celia Smith, Kahealani Faria, Puakea Nogelmeier, and Kirsten Mawyer, University of Hawaii at Manoa