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Preparing Mathematics and Science Teachers for Diverse Classrooms: Promising Strategies for Transformative Pedagogyreviewed 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 Search for book at Amazon.com 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.)To view the full-text for this article you must be signed-in with the appropriate membership. Please review your options below:
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- 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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