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Preparing Mathematics and Science Teachers for Diverse Classrooms: Promising Strategies for Transformative Pedagogy

reviewed by Sharon Young - 2005

Title: Preparing Mathematics and Science Teachers for Diverse Classrooms: Promising Strategies for Transformative Pedagogy
Author(s): Alberto J. Rodriguez and Richard S. Kitchen (Editors)
Publisher: Lawrence Erlbaum Associates, Inc., Mahwah, NJ
ISBN: 0805846794, Pages: 273, Year: 2005
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For many years, authors have been concentrating on the need for change in the educational setting (Donaldson (2001), Duffy (2003) and Fullen (2001)). Proponents of change have frequently concentrated on systemic change that is deemed necessary for sustaining an improved educational setting (Donaldson (2001), Duffy (2003) and Fullen (2001)). However, as Solomon (1995) contends, in order to change the educational system, we must first change the teachers. Rodriguez, Kitchen, and the contributing authors discuss change from this perspective, looking at the resistance to change in the arena of multicultural education pedagogy and teaching for understanding. Each author offers suggestions to counter resistance based on successful personal experiences and practices. Resistance in this context does not mean outright unwillingness to change, but rather deals with new educators going into the system without adequate tools for teaching mathematics and science curricula in a diverse society. Rodriguez provides the theoretical grounding for the remaining chapters in a combined... (preview truncated at 150 words.)

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Cite This Article as: Teachers College Record Volume 107 Number 7, 2005, p. 1434-1437
https://www.tcrecord.org ID Number: 11413, Date Accessed: 11/11/2019 10:46:06 PM

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About the Author
Sharon Young Kennard Elementary, TX E-mail Author SHARON YOUNG has been an educator for 10 years. In 1994, she received her Bachelor of Science degree in Biology from Stephen F. Austin State University and has taught math and science in several schools in East Texas. She received her Masters of Education in December 2002 from SFASU and was accepted in their Doctoral Program in the summer of 2003. Recently, Ms. Young has been appointed as elementary principal at Kennard Independent School District and is an active member of TEPSA. She has recently worked as a contributing author in a soon to be published book of the transformation of fellow cohort members from school administrators into scholar-practitioners.

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