Middle School Teachers and Undergraduate Mentors Collaborating for Culturally Relevant STEM Education
Middle School Teachers and Undergraduate Mentors Collaborating for Culturally Relevant STEM Education
复制标题
中学教师和本科生导师合作开展文化相关的 STEM 教育
DOI：
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发表时间：
2021
期刊：
影响因子：
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通讯作者：
Lindy L. Johnson
中科院分区：
文献类型：
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作者：
Meredith W. Kier;Lindy L. Johnson
这个定性的多个案例研究探讨了三个STEM中学教师和三个STEM大学生导师在城市学区的颜色之间的合作。借鉴社会文化理论和文化相关教育的文献，我们采用了比较主题的方法来探讨导师如何在STEM课程和教学法中为文化相关的机会做出贡献。我们发现，合作伙伴的STEM身份，教师如何定位导师在学习者的经验，以及教师的工程目的的哲学影响的贡献本科生导师可以作出严格和公平的工程教学。
This qualitative multiple case study explores the collaborations between three STEM middle school teachers and three STEM undergraduate mentors of color in an urban school district. Drawing on sociocultural theories and literature on culturally relevant education, we used a comparative thematic approach to explore how mentors contributed to culturally relevant opportunities in STEM curriculum and pedagogy. We found that the partners’ STEM identities, how the teacher positioned the mentor in the learners’ experience, and the teachers’ philosophy of the purpose of engineering influenced the contribution undergraduate mentors could make to rigorous and equitable engineering instruction.
影响因子：
9.9
作者：
Eby, Lillian T.;Durley, Jaime R.;Ragins, Belle Rose
通讯作者：
Ragins, Belle Rose