http://hdl.handle.net/1957/21414 2013-06-19T16:13:32Z http://hdl.handle.net/1957/38024 Science Learning Experiences in Kindergarten and Children’s Growth in Science Performance in Elementary Grades Sackes, Mesut; Trudle, Kathy Cabe; Bell, Randy L. The present study aims to examine the influence of early science experiences in kindergarten on children's growth in science performance in elementary grades. The data for this study came from the Early Childhood Longitudinal Study Kindergarten cohort (ECLS-K). A model illustrating the relationships between the early learning experiences and later academic performance in science was developed using the opportunity-propensity framework and the model was tested using the latent growth curve modeling technique. Results indicated that the antecedent (gender and socio economic status) and propensity (aptitude and motivation) variables predicted children's science performance. However, the science learning opportunities in kindergarten did not predict children's growth in science performance from third grade to eighth grade. This is the publisher’s final pdf. The published article is copyrighted by Türk Eğitim Derneği and can be found at: http://egitimvebilim.ted.org.tr/index.php/EB. Link to article: http://egitimvebilim.ted.org.tr/index.php/EB/article/view/1449/471. 2013-01-01T00:00:00Z http://hdl.handle.net/1957/37136 Understanding the informal science education landscape: An exploratory study Falk, John H.; Randol, Scott; Dierking, Lynn D. This study investigated the informal science education (ISE) field to determine whether it currently functions as an effective community of practice. Research questions included: How do professionals describe and self-identify their practice, including what missions, goals and motivating factors influence their professional work? What challenges do they face and how are these resolved? Is participation in ISE activities perceived as central or ancillary to their work? Open-ended interviews were conducted with high-level representatives of 17 different ISE sub-communities; results were analyzed qualitatively. Findings showed this broad assortment of ISE sub-communities as not currently functioning as a cohesive community of practice. Although examples of shared practice and ways of talking were found, evidence of widespread, active relationship-building over time and coalescence around issues of common concern were absent. The article explores possible reasons for the current state of the ISE field and speculates how future events might influence these realities. This is the author's peer-reviewed final manuscript, as accepted by the publisher. The published article is copyrighted by SAGE Publications and can be found at: http://pus.sagepub.com/. 2011-03-14T00:00:00Z http://hdl.handle.net/1957/21633 The Role of African American Mentor Teachers in Preparing White Preservice Teachers for African American Student Populations Moule, Jean; Higgins, Karen M. How do we bridge the mismatch between teachers and students based on race and ethnicity currently in our nation's schools? The teaching force remains overwhelmingly White, while the percentage of K-12 students of color continues to rise. Because of cultural dissonance, teachers may not understand the needs of their students. This study shows evidence of bridging this preparation gap and confirms findings by others of the impact fieldwork among elementary students of color may quickly make on preservice teachers ' perspectives and abilities to teach children of color. Additionally, the authors uncover evidence that African American mentor teachers are critical in helping to produce culturally competent and successful teachers of African American children, especially White preservice teachers with limited experiences in diversity Published version can be found at School of Education, Howard University: http://www.journalnegroed.org/. 2007-01-01T00:00:00Z http://hdl.handle.net/1957/21544 Face-to-Face Over Race: Personal Challenges From Instituting a Social Justice Perspective in Our Teacher Education Program Moule, Jean; Waldschmidt, Eileen The authors, one African American and one White, use personal narrative and dialogue to examine the process of implementing a social justice perspective into a teacher education program. The process reported in this article unearthed issues related to race that caused unexpected tensions among a small faculty. For the White educator this process entailed continuing a critical self-examination of her own racial identity development. For the African American faculty member, the process proved particularly stressful and isolating, yet led to an increased understanding of the nature of institutional racism. The authors’ hope is that through sharing our struggles around race and social justice others will be encouraged to begin or continue such transformative journeys 2003-01-01T00:00:00Z