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Webinar: Culturally Relevant Pedagogy in the Preparation of Teachers to Work in High-Need School Districts

ARISE (Advancing Research & Innovation in the STEM Education of Preservice Teachers in High-Need School Districts), organized by AAAS, will present their third webinar in a series intended to encourage engagement with current research and experimentation to advance knowledge and solutions to persistent challenges in STEM teacher preparation, particularly for high-need school districts.

Date/Time: November 28, 2018, 3:30 - 5:00 p.m. ET

Dr. Etta Hollins, Nationally Recognized Researcher, University of Missouri;
Dr. Vishodana Thamotharan, Preparation Program Principal Investigator, Florida International University;
Dr. Laird Kramer, Preparation Program Principal Investigator, Florida International University; and
Ms. Darbie Valenti, STEM Teacher Leader, St. Joseph School District, St. Joseph, MO. 


Description: This session delves into how to ensure teachers are equipped to enact classroom practices that are culturally relevant -- fully grounded in the lived experiences of students, inclusive of all races/ethnicities, genders, sexual orientations, and socioeconomic statuses. Presenters will share evidence and best-practices around 1) practice-based teacher preparation; 2) fostering and assessing critical science teaching agency; and 3) teacher leadership for promoting a growth mindset to support the development of underserved students. It is hoped that participants will seek to implement these active learning pedagogies in their own practice and work as change agents at the forefront of STEM teacher education reform.

Participant Learning Outcomes:
• develop a deeper understanding of the importance of studying how best to meet the needs of learners through implementation of culturally relevant pedagogy, fully grounded in the lived experiences of students;

• increase familiarity with culturally relevant pedagogy associated with the growth and development of learners of varying backgrounds, as illuminated by research literature and teacher practice;

• understand how practice-based research can advance teacher preparation program improvement;

• recognize the relevance of research on culturally relevant pedagogy to their role; and

• identify an action step to apply something gleaned toward their own research/program/practice