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Making science accessible is an important and worthy goal, but for many students, science is inaccessible because what counts as science in the classroom is narrowly defined as what is known as western science, rooted in…
Strengthening Teaching in “Rural,” Indigenous-Serving Schools: Lessons from the Diné Institute for Navajo Nation Educators
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This article reports on the first three years of a teacher-led professional development program on the Navajo Nation. We draw on both quantitative and qualitative data from our end-of-year surveys to highlight some of the…
“You are Never too Little to Understand Your Culture”: Strengthening Early Childhood Teachers through the Diné Institute for Navajo Nation Educators
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This article describes one effort to strengthen early childhood teaching in schools on the Navajo Nation that centers the work of two teachers within a program attempting to support teachers in the development of…
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This lesson plan template centers the importance of including Elders and Environment in Indigenous STEM teaching and learning, and is a way for teachers to weave Traditional Ecological Knowledge (TEK) and Western Science…
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With the LRHE curriculum, student learning is used in the generation of solutions to local problems, such as increasing indigenous populations of insects within local urban neighborhoods. The learning approach—solutioning—…
Centering Educators’ Voices in the Development of Professional Learning for Data-Rich, Place-Based Science Instruction
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This self-reflective case study describes our project team’s efforts to promote equity in science professional learning (PL) by centering the voices of educators in the PL design process and within the course itself. In…