Diversity Knowledge in Science Teacher Education-Translating Concept to Instruction: An Example Specific to African Americans

Science education reforms promote access to quality science education for all students. Outcome disparities in various measures indicate that such access remains elusive for African Americans. Cultural incongruence is one among many explanations for this previously described inaccessibility. The intent of this article is not to report additional research findings, but to translate the information provided in the literature into an instructional form that science teacher educators can employ in the preparation of prospective science teachers or the further development of practicing ones. Pivoting around a role play, the authors discuss communication within African American communities, its incongruence with the discourse patterns typically valued and reinforced in school science, and the importance of such knowledge for science teacher educators. Lieutenant Colonel Stephanie Foster is now product manager in the U.S. Army Research Development and Engineering Command.

---

Making meaningful decisions about time,workload and pedagogy in the digital age: the Course Resource Appraisal Model

This article reports on a design-based research project to create a modelling tool to analyse the costs and learning benefits involved in different modes of study. The Course Resource Appraisal Model (CRAM) provides accurate cost-benefit information so that institutions are able to make more meaningful decisions about which kind of courses—online, blended or traditional face-to-face—make sense for them to provide. The tool calculates the difference between expenses and income over three iterations of the course and presents a pedagogical analysis of the learning experience provided. The article draws on a CRAM analysis of the costs and learning benefits of a massive open online course to show how the tool can illuminate the pedagogical and financial viability of a course of this kind.     

In practice: The multimedia CD as a new approach to first‐year reading programs

Buffalo State College's search for a text for its common reading ended not in the selection of a book but in the creation of a CD.The CD is now being used to spark conversations across the campus.     

Individual differences in preferences for matched-ethnic mentors among high-achieving ethnically diverse adolescents in STEM

This short-term longitudinal study examined (a) adolescents' contact with mentors who share their background in relation to the importance they place on having such mentors, and (b) the associations of these perceptions with self-efficacy, identity, and commitment to a science career. Participants were 265 ethnically diverse adolescents (M age = 15.82) attending a 4-week science education program. Cluster analyses indicated that at Time 1, underrepresented ethnic minorities were more often in the cluster defined by feelings of importance of having a matched-background mentor but not having much contact. Perceptions of contact increased over time for these students and were associated with increased feelings of identity as a science student. The results suggest the need for attending to individual differences in students' preferences for matched-background mentors.     

Developing inclusive practice: teacher perceptions of opportunities and constraints in the Republic of Ireland

There has been a significant policy shift from parallel systems of special and mainstream education in the Republic of Ireland towards provision underpinned by enabling legislation with a presumption for inclusion. The role of teachers in establishing inclusive learning environments is critical and it is generally accepted that inclusive practice relies to a large extent on teacher knowledge, skills, understanding, capacity and attitudes. This exploratory study aimed to gather information on teachers' attitudes about inclusion, and perceived constraints in creating inclusive learning environments. A range of schools from urban, semi-urban, provincial and rural backgrounds were included and data were collected using semi-structured interviews (n?=?24) including all principals, class teachers and support staff in the participating schools. Teachers recognised the challenge of responding appropriately to diversity within schools and are generally supportive of the principle of inclusion. However, there are clear concerns around their individual capacity and the capacity of their schools to develop inclusive learning environments. A positive school ethos was a significant factor in ensuring inclusive practice. International research indicates that the complex mix of positive teacher beliefs combined with fears and perceived inadequacies is quite common in the evolution of practice towards inclusive learning environments.     

Film Reference Works

Alvin H. Marill, Movies Made for Television: The Telefeature and the Mini-Series (Westport, Conn.: Arlington House, 1980—$29.95).

Eileen Bowser and John Kuiper, eds., A Handbook for Film Archives (FIAF, Couderberg 70, 1000 Brussels, Belgium— $40.00).

Just out is Peter Cowie, ed. International Film Guide 1981 (San Diego, Ca.: A.S. Barnes, 1981—$9.95, paper)

Charles Grande, The American Film Institute Seventh Annual Guide to Courses in Film and Television (Peterson's Guides, P.O. Box 123, Princeton, N.J. 08540—$11.50 plus $2.00 postage)

Patrick Robertson, Movie Facts and Feats: A Guiness Record Book (New York: Sterling Publishing, 1980—$21.50)

James L. Limbacker, Keeping Score: Film Music 1972-79 (Metuchen, N.J.: Scarecrow Press, 1981— $21.50)

Jerry C. Hostetler and Donald C. Winsor, Directory of United States Film and Video Festivals (write to Kathy Bury, Box 176-B, DeSoto, Ill. 62924—$5.00, spiral bound with $1.00 to cover postage)

Lubomyr Wynor and Lois Buttlar, Ethnic Film and Filmstrip Guide for Librarians and Media Centers: A Selected Filmography (Littleton, Colo.: Libraries Unlimited, 1980—$18.50, or $22.00 outside of U.S.)