NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ785790
Record Type: Journal
Publication Date: 2008-Feb
Pages: 15
Abstractor: Author
Reference Count: 0
ISSN: ISSN-1046-560X
Diversity Knowledge in Science Teacher Education-Translating Concept to Instruction: An Example Specific to African Americans
Parsons, Eileen Carlton; Foster, Stephanie; Gomillion, Crystall Travis; Simpson, Jamila Smith
Journal of Science Teacher Education, v19 n1 p69-83 Feb 2008
Science education reforms promote access to quality science education for all students. Outcome disparities in various measures indicate that such access remains elusive for African Americans. Cultural incongruence is one among many explanations for this previously described inaccessibility. The intent of this article is not to report additional research findings, but to translate the information provided in the literature into an instructional form that science teacher educators can employ in the preparation of prospective science teachers or the further development of practicing ones. Pivoting around a role play, the authors discuss communication within African American communities, its incongruence with the discourse patterns typically valued and reinforced in school science, and the importance of such knowledge for science teacher educators.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail:; Web site:
Publication Type: Information Analyses; Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A