Using Community Advisory Panels (Caps) For The Development Of A Stem Professional Development Model For Teachers Of American Indian Students
- Conference
- Location
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Austin, Texas
- Publication Date
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June 14, 2009
- Start Date
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June 14, 2009
- End Date
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June 17, 2009
- ISSN
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2153-5965
- Conference Session
- Tagged Division
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K-12 & Pre-College Engineering
- Page Count
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16
- Page Numbers
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14.1314.1 - 14.1314.16
- DOI
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10.18260/1-2--4540
- Permanent URL
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https://peer.asee.org/4540
- Download Count
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380
Paper Authors
Kurt Becker Utah State University
Jim Barta Utah State University
Jim Barta, Associate Department Head of Regional Campus and Distance Education at Utah State University has been involved in multicultural mathematical educational research, teaching and curricular development for over 15 years, with a particular emphasis in Native American mathematics education. He currently has two projects; he works to enhance math education with indigenous teachers in the rural highlands of Guatemala and he collaborates with upper elementary and middle school teachers on The Northern Ute Reservation to improve their STEM teaching.
Rebecca Monhardt Utah State University
Rebecca Monhardt is an Associate Professor at Utah State University. Her educational background includes a Ph.D. in Science Education from the University of Iowa, an M.Ed in Curriculum and Instruction from Texas A& M University and a B.S in Elementary Education from the University of Houston. She is a former elementary science teacher. Over the past twelve years in Utah, Dr. Monhardt has worked with Navajo teachers and students and her research interests deal broadly with the topic of relevance in elementary science education. She is particularly interested in place a context for making science meaningful for all students, especially those who have been traditionally underrepresented in science.
Abstract
NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract
Using Community Advisory Panels to Develop a STEM Professional Development Model for Teachers of American Indian Students
Abstract
The Communities of Effective Practice: A Professional STEM Development Model for Teachers of American Indian Students project is NSF funded with a vision to improve American Indian student achievement in science and mathematics. This project implements a professional development STEM model for teachers in American Indian schools by linking Utah State University (USU) engineers and teacher educators with teachers in grades 4-6. The model is designed to include standard-based and research- based mathematics and science curricula using engineering and technology concepts and strong links with tribal elders, parents, and community leaders. The core partners for this effort include the Navajo Nation in the Mexican Hat Elementary School in Mexican Hat, Utah and the Northern Ute Nation in the Todd Elementary School, in Fort Duchesne, Utah.
The three-year proof of concept grant: 1) designed a series of culturally relevant professional development modules for teachers of grades 4 through 6 that include an American Indian perspective and that satisfy national and state of Utah core curriculum requirements in math and science; and 2) developed a template that describes the organization and methods for creating a Community Advisory Panel (CAP) of teachers, American Indian students, community leaders, parents, and tribal elders who work to incorporate important cultural knowledge reflecting their specific community into math and science curricula.
The findings presented are based on surveys, phone interviews and observations conducted with teachers and CAP members representing each elementary school. The findings indicate that it is critical to have fully functioning CAPs, as their input and support is tantamount to the success of the professional development, and in turn, has effects class-wide and school-wide.
1
Becker, K., & Barta, J., & Monhardt, R. (2009, June), Using Community Advisory Panels (Caps) For The Development Of A Stem Professional Development Model For Teachers Of American Indian Students Paper presented at 2009 Annual Conference & Exposition, Austin, Texas. 10.18260/1-2--4540
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