September 20th, 2016 | Learning From, and Working With - Collaboration and Mentorship in the Classroom with Jacob Nnamdi Abaraoha & Ishrat Ahmed

October 25th, 2016 | Place, Practice, and Identity - Portraits of Classroom-Based Informal Science Education for Meaningful Urban STEM Education with Dr. Jennifer D. Adams

November 22nd, 2016 | From the Ground Up - How Can Ecosystems and Education Work Together for a Sustainable Future? with Meredith Hill

December 6th, 2016 | The Language of Patterns with Dr. David Bayer

February 7th, 2017 | Context Matters: Mathematics Education in an Urban Community College with Dr. AJ Stachele

February 28th, 2017 | Socio-cultural-political Factors: What Do These Have To Do With Science Teaching and You? with Dr. Mary M. Atwater

References:

• Aaronshon, E., Carter, C. J., & Howell, M. (1995).  Preparing monocultural teachers for multicultural world:  Attitudes toward inner city schools in education classes.  Equity and Excellence in Education, 28(1), 5-9.
  
• Aikenhead, G.S. (1996). Science education: Border crossing into the subculture of science. Studies in Science Education, 27, 1–52.  
  
• Atwater, M.M.*, Lance, J., Woodard, U., &  Hillsman, N.  (2013). Race and ethnicity:  Powerful forecasters of science learning and performance. [Special issue] Theory Into Practice, 52(1), 6-13.
  
• Banks, J. A. (2004).  Handbook of research on multicultural education. San Francisco:  Jossey-Bass.
  
• Cobern, W.  W. (19960.  Worldview theory and conceptual change in science education. Science Education,  80(5), 579-610.
  
• Diwu, C. T., & Ogunniyi, M. B. (2012). Dialogical argumentation instruction as a catalytic agent for the integration of school science with Indigenous Knowledge Systems.  African Journal of Research in Mathematics, Science, and Technology Education, 16(3), 333 – 347.
  
• NSTA position statements. Retrieved from https://www.nsta.org/about/positions/
  
• Parsons, E. C. (2014).  Unpacking and critically synthesizing the literature on race and ethnicity in science education.  In N.G. Lederman & S. K. Abell (Eds.), Handbook of research on science education (pp.  167-186).  New York:  Routledge.
  
• Rodriguez, A. J., & Kitchen, R. S. (Ed.). (2005).  Preparing mathematics and science teachers for diverse classrooms:  Promising strategies for transformative pedagogy.  Mahweh, NJ:  Lawrence Erlbaum Associate.
  
• Suriel, R. L., & Atwater, M. M. (2012).  From the contributions to the action approach:  White teachers’ experiences influencing the development of multicultural science curricula. Journal of Research in Science Teaching, 49(10), 1271-1295.
  
• Tyler, R.W. (1949) Basic principles of curriculum and instruction. Chicago: The University of Chicago Press.

April 4th, 2017 | Making PS 191: How STEAM/Maker Education is Unlocking the Potential of a Struggling Scool in the Upper West Side with Andrew Chu, Raji Menon, and Shawn Mitchell

April 18th, 2017 | STEM Education Through Museum-School Partnership: Brooklyn Botanic Garden & Brooklyn Academy of Science and the Environment with Liz Otte

This material is based upon work supported by the National Science Foundation under Grant No. 1239945. 
​Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.