Bolstering Content by Promoting Language and Literacy in the Urban Science Classroom

This chapter focuses on the creation and implementation of lesson modules related to developing language skills in the middle school science classroom. These modules, which focus on academic language development for students who are English learners or speakers of non-standard dialects, are part of the curriculum in a Master of Arts in Teaching (MAT) program for middle school science educators at a large urban U.S. university. Drawing on the literature surrounding the academic language of science and language development, the content of these modules is appropriate for teacher educators and science teachers at all levels. The module content was designed around three components, linguistic understandings, critical language awareness, and pedagogical modeling, and exemplifies the Standards of Professional Development Excellence established by the Center for Applied Linguistics. This chapter describes the module creation, observations from the module delivery, and program participant responses to the materials and content.

The Use of Instructional Coaching and Analogy to Enhance STREAM Professional Development for Teacher Quality Improvement

The design, implementation, and continuous improvement of professional development (PD) is a key component to address inherent challenges in helping our urban schools achieve their full potential for STREAM (STEM with integrated reading and arts) learning. While there are many types of PD, instructional coaching is one of the most promising strategies that can address both teacher and student needs on multiple levels. The DC FUSION STREAM PD Consortium was formed in 2017 with initial seed funding from the US Department of Education's Teacher Quality Improvement Grant Program. In this chapter, key aspects of the DC FUSION STREAM PD Consortium are described in the context of analogies for enhanced STREAM PD and how a broader view and implementation of instructional coaching can be used to transform teacher practice and effectiveness and elevate student achievement.

STEM Career Interest at the Intersection of Attitude, Gender, Religion, and Urban Education

Inspiring learners toward career options available in STEM fields (science, technology, engineering, and mathematics) is important not only for economic development but also for maintaining creative thinking and innovation. Limited amounts of research in STEM education have focused on the population of students enrolled in religious and parochial schools in urban settings; yet given the historic conflict between religion and science, this large sector of American education is worthy of examination. This chapter incorporates Gottfredson's Theory of Circumscription and Compromise as it relates to occupational aspirations, Bem's Gender Schema Theory to explain the role of gender in career expectations, and Crenshaw's Intersectionality Theory as it pertains to religion and urban location as group identifiers. Practical interventions for encouraging young students to consider STEM careers are discussed.

Secondary Education Mathematics and UDC Expectations

In this chapter, the authors wish to examine the alignment between Common Core mathematics standards and introductory mathematics courses at the University of the District of Columbia. In this study, the authors are not trying to determine the reasons students choose or not choose STEM-related fields as their majors; instead the authors are exploring the transition from secondary to post-secondary mathematics education by aligning the Common Core mathematics standards that have been the District of Columbia Public School (DCPS) system. The authors have observed from their teaching experiences that for many students, the transition from secondary to post-secondary mathematics has not been seamless. One factor that may cause a breakdown in this transition could be the misalignment between Common Core state standards mathematics content and the content of the introductory mathematics in the Division of Sciences and Mathematics at the University of the District of Columbia.

Improving STEM Career Aspirations in Underrepresented Populations

The United States preK-12 educational system is uniquely positioned to assist elementary students, especially girls and minorities, in experiencing achievement and developing a self-efficacy in STEM, and consequently producing students who pursue STEM degrees in college and STEM careers. Thus, this chapter uses Gottfredson's Theory of Circumscription and Compromise and Bandura's concept of self-efficacy to identify barriers to STEM career aspirations that girls and minorities face in urban settings. These theories and research are also used to identify strategies for urban teachers and professional school counselors to improve elementary girls and minorities' STEM career aspiration.

Gendered and Racial Microaggressions in STEM

Women and people of color remain underrepresented in science, technology, engineering, and mathematics (STEM) workforce and academia. In this chapter, the authors focus on the experience of girls and students of color in urban STEM classrooms through the lens of microaggressions theory. Within this chapter, the authors define macroaggression and discuss the various types (e.g., microinsults, microinvalidations, microassaults). Consequences of microaggressions are discussed and strategies are presented to address microaggressions within the PreK-12 urban school setting.

Challenges to Implementing STEM Professional Development From an Ecological Systems Perspective

This chapter provides insights to common barriers to conducting STEM professional development in an urban setting. The chapter will illustrate the complexity of integrating changes to STEM teaching practices from a systems perspective, from the lens of a researcher-practitioner conducting an 18-month study of professional development in a K-8 school in a metropolitan, public school setting. Specific challenges along themes related to the classroom level, the school level, and the district level will be discussed. Finally, the chapter concludes with implications and suggestions for future professional development providers, and schools and district leaders who are considering implementing instructional and curricular change related to STEM education.

Urban STEM Education

Students in underserved urban communities often lack access to educational opportunities in STEM (science, technology, engineering, and math). Evidence reveals a lack of STEM access in urban environments, displaying a clear pattern impacting predominantly impoverished neighborhoods the hardest. The issue of STEM education in urban schools reflects an increased interest in expanding and diversifying the future workforce to compete in a STEM-centered future. STEM has been positioned as a critical part of urban education reform efforts and a potential vehicle to broadening participation in STEM. In various US cities, schools labeled as failing are being repurposed as selective STEM-intensive academies to build a STEM education infrastructure. In this chapter, the authors discuss the barriers associated with urban STEM education and how this underserved population is a vital vehicle to increase diversity in STEM.