National Institute for Urban School Improvement
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part of the Education Reform Networks

Learning To Teach Science in Contemporary and Equitable Ways: The Successes and Struggles of First-Year Science Teachers

Examines views and practices of first-year science teachers, graduates of a teacher education program in California, focusing on gender equity and multicultural education. Explores teachers' attempts at the nature of science and implementing equitable instruction in classrooms. Discusses commonalties across teachers' successes and struggles in learning to teach science as well as lessons about ways to improve preservice science teacher education. (Author/KHR)

  • Author/Creator: Bianchini, Julie A., Johnston, Carol C., Oram, Susannah Y., Cavazos, Lynnette M.
  • Date Published: May
  • Journal/Secondary Title: Science Education
  • Number: 3
  • Volume: 87
  • Year: 2003

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