First Advisor

Swapna Mukhopadhyay

Date of Publication

Fall 12-3-2019

Document Type

Dissertation

Degree Name

Doctor of Education (Ed.D.) in Educational Leadership: Curriculum and Instruction

Department

Curriculum & Instruction

Subjects

Educational equalization, Culturally relevant pedagogy, Science -- Study and teaching (Elementary)

DOI

10.15760/etd.7216

Physical Description

1 online resource (x, 220 pages)

Abstract

The purpose of this study with second grade students in a mid-sized city in the Northwest was to examine an equity-based STEM teaching practice and design process that builds on student's voice in the context of an elementary school. Teaching practice innovations were designed using a participatory process drawing on student voice and experience, culturally responsive pedagogy, STEM content, and teaching practices. The students collaborated with the teacher to design and enact equity-based STEM teaching practice innovations and gave necessary and appropriate feedback regarding its efficacy in creating equitable and empowering learning experiences from their own perspective. A specific goal of these equity-based teaching practices was to develop and enact STEM learning experiences that are meaningful and relevant to students' everyday academic, cultural, and social lives. This research also sheds light on the institutional and policy barriers that exist in STEM classrooms and ways that historically marginalized students' voices could be a powerful force in designing STEM curriculum to be more equitable and empowering from the students' perspective.

Persistent Identifier

https://archives.pdx.edu/ds/psu/30699

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