Professional development to support culturally relevant science teaching

January 1, 2013 | Public Programs, Professional Development, Conferences, and Networks

This study examines the effectiveness of a teacher professional development program that sought to address the integration of Native American students’ cultures with classroom science teaching. Informal science education practitioners interested in reaching non-dominant populations can use this study as evidence that professional development focusing on cultural points of intersection has a positive effect.

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Melissa Ballard

Author

Afterschool Alliance

Citation

Resource Type: Research Brief

Discipline: Education and learning science | General STEM

Audience: Educators/Teachers | Museum/ISE Professionals

Environment Type: Public Programs | Afterschool Programs | Professional Development, Conferences, and Networks | Professional Development and Workshops

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