References
- Barton, A. C. (2002). Urban science education studies: A commitment to equity, social justice and a sense of place. Studies in Science Education, 38(1), 1-37. https://doi.org/10.1080/03057260208560186
- Blank, R. K., de las Alas, N., & Smith, C. (2007). Analysis of the quality of professional development programs for mathematics and science teachers: Findings from a cross state study. Washington, DC: Council of Chief State School Officers.
- Burke, C. (2007). Neighborhood science stories: Bridging science standards and urban students. Teaching Education, 18(4), 357-367. https://doi.org/10.1080/10476210701687641
- Cochran, K. F., DeRuiter, J. A., & King, R. A. (1993). Pedagogical content knowing: An integrative model for teacher preparation. Journal of Teacher Education, 44(4), 263-272. https://doi.org/10.1177/0022487193044004004
- Davies, C. P. (2006). Implementing earth systems science curriculum: Evaluating the integration of urban environments for an urban audience. Journal of Geoscience Education, 54(3), 364-373.
- Erickson, F., & Mohatt, G. (1982). Cultural organization of participation structures in two classrooms of Indian students. In G. Spindler (Ed.), Doing the Ethnography of Schooling: Educational Anthropology in Action (pp. 132- 174). New York, NY: Holt, Rinehart, and Winston.
- Fideler, E., Foster, E., & Schwartz, S. (2000). The urban teacher challenge: Teacher demand and supply in the great city schools. Belmont, MA: Council of the Great City Schools, and Council of the Great City Colleges of education.
- Freire, P. (1970). Pedagogy of the oppressed. New York, NY: Continuum.
- Fusco, D. (2001). Creating relevant science through urban planning and gardening. Journal of Research in Science Teaching, 38(8), 860-877. https://doi.org/10.1002/tea.1036
- Gay, G. (2000). Culturally responsive teaching: Theory, research, and practice. New York, NY: Teachers College Press.
- Gess-Newsome, J., & Southerland, S. A. (2000). Teaching science for all. In S. E. Wade (Ed.), Preparing teachers for inclusive education: Case pedagogies and curricula for teacher educators (pp. 81-106). Mahwah, NJ: Lawrence Erlbaum Associates.
- Gonzalez, N., Moll, L. C., & Amanti, C. (2005). Funds of knowledge: Theorizing practices in households, communities, and classrooms. Mahwah, NJ: Lawrence Erlbaum Associates.
- Gruenewald, D. A. (2008). The best of both worlds: A critical pedagogy of place. Environmental Education Research, 14(3), 308-324. https://doi.org/10.1080/13504620802193572
- Guskey, T. R. (2002). Does it make a difference? : Evaluating professional development. Educational Leadership, 59(6), 45-51.
- Hall, F. R., & Buxton, C. A. (2004). Advancing the REVOLUTION: Using earth systems science to prepare elementary school teachers in an urban environment. Journal of Geoscience Education, 52(4), 338-344 https://doi.org/10.5408/1089-9995-52.4.338
- Hammond, L. (2001). Notes from California: An anthropological approach to urban science education for language minority families. Journal of Research in Science Teaching, 38(9), 983-999. https://doi.org/10.1002/tea.1043
- Haymes, S. N. (1995). Race, culture, and the city: A pedagogy for black urban struggle. New York, NY: State University of New York Pr.
- Hyland, N. (2009). One white Teacher's struggle for culturally relevant pedagogy: The problem of the community. The New Educator, (5), 95-112.
- Jacobs, C. L., Martin, S. N., & Otieno, T. C. (2008). A science lesson plan analysis instrument for formative and summative program evaluation of a teacher education program. Science Education, 92(6), 1096-1126. https://doi.org/10.1002/sce.20277
- King, K., Shumow, L., & Lietz, S. (2001). Science education in an urban elementary school: Case studies of teacher beliefs and classroom practices. Science Education, 85(2), 89-110. https://doi.org/10.1002/1098-237X(200103)85:2<89::AID-SCE10>3.0.CO;2-H
- Ladson-Billings, G. (1995). Toward a theory of culturally relevant pedagogy. American Educational Research Journal, 32(3), 465-491. https://doi.org/10.3102/00028312032003465
- Ladson-Billings, G. (2006). It's not the culture of poverty, it's the poverty of culture: The problem with teacher education. Anthropology & Education Quarterly, 37(2), 104-109. https://doi.org/10.1525/aeq.2006.37.2.104
- Lee, O. (2004). Teacher change in beliefs and practices in science and literacy instruction with English language learners. Journal of Research in Science Teaching, 41(1), 65-93. https://doi.org/10.1002/tea.10125
- Lee, O., & Fradd, S. H. (1998). Science for all, including students from non-english-language backgrounds. Educational Researcher, 27(4), 12-21 https://doi.org/10.3102/0013189X027004012
- Lee, O., Hart, J. E., Cuevas, P., & Enders, C. (2004). Professional development in inquiry-based science for elementary teachers of diverse student groups. Journal of Research in Science Teaching, 41(10), 1021-1043. https://doi.org/10.1002/tea.20037
- Loucks-Horsley, S., & Matsumoto, C. (1999). Research on professional development for teachers of mathematics and science: The state of the scene. School Science and Mathematics, 99(5), 258-271. https://doi.org/10.1111/j.1949-8594.1999.tb17484.x
- Marx, S. (2006). Revealing the invisible: Confronting passive racism in teacher education. New York, NY: Routledge Press.
- Meichtry, Y., & Smith, J. (2007). The impact of a place-based professional development program on teachers' confidence, attitudes, and classroom practices. The Journal of Environmental Education, 38(2), 15-32. https://doi.org/10.3200/JOEE.38.1.15-34
- Murrell Jr, P. C. (2001). The community teacher: A new framework for effective urban teaching. New York, NY: Teachers College Press.
- Patton, M. Q. (2002) Qualitative research and evaluation method. Thousand Oaks, CA: Sage Publication.
- Rothenberg, J. J. (1997, March). Preparing white teachers for urban schools: A compendium of research. Paper presented at the Annual Meeting of the American Educational Research Association, Chicago, IL.
- Sleeter, C. E. (2001). Preparing teachers for culturally diverse schools: Research and the overwhelming presence of whiteness. Journal of Teacher Education, 52(2), 94-106. https://doi.org/10.1177/0022487101052002002
- Smith, G. A. (2002). Place-based education: Learning to be where we are. Phi Delta Kappan, 83(8), 584-594.
- Smith, G. A., & Williams, D. R. (1999). Ecological education in action: On weaving education, culture, and the environment. New York, NY: State University of New York Pr.
- Solomon, D., Battistich, V., & Allen, H. (1996). Teacher beliefs and practices in schools serving communities that differ in socioeconomic level. Journal of Experimental Education, 64(4), 327-347. https://doi.org/10.1080/00220973.1996.10806602
- Southerland, S. A., & Gess-Newsome, J. (1999). Preservice teachers' views of inclusive science teaching as shaped by images of teaching, learning, and knowledge. Science Education, 83(2), 131-150. https://doi.org/10.1002/(SICI)1098-237X(199903)83:2<131::AID-SCE3>3.0.CO;2-X
- Villegas, A. M., & Lucas, T. (2002). Preparing culturally responsive teachers: Rethinking the curriculum. Journal of Teacher Education, 53(1), 20. https://doi.org/10.1177/0022487102053001003