Strengthening STEM Teaching in Rural, Indigenous-Serving Schools through Long-Term, Culturally Responsive Professional Development

Author:

Castagno Angelina E.1ORCID,Dass Pradeep Max1,Joseph Darold H.1,Keene Chesleigh1,Macias Crystal1

Affiliation:

1. College of Education, Northern Arizona University, Flagstaff, AZ 86011, USA

Abstract

This paper describes a particular teacher professional development model offered in schools on and bordering the Navajo Nation in the southwestern United States. The Diné Institute for Navajo Nation Educators (DINÉ) offers professional development across all content areas and grade levels, but here we focus specifically on our work in science, technology, engineering, and mathematics (STEM) content areas. Our work is situated explicitly within the literatures on Indigenous education, Native Nation Building, and culturally responsive schooling, but we also draw broadly on research in STEM education and teacher professional development. The research question explored in this paper is: To what extent and in what ways do teachers in the DINÉ develop STEM curriculum units that evidence culturally responsive principles and STEM education best practices? We share findings from three cohorts of teachers in the DINÉ’s STEM-focused professional development seminars. Teacher-authored curriculum units developed in the DINÉ were analyzed with two specific protocols: the CRAIS Tool, and the SCOOP notebook. Finally, we look closely at the curriculum units written by a single teacher in the DINÉ across the three years in order to get a clearer understanding of the nuances and richness of the findings and themes reported from the aggregate data.

Funder

National Science Foundation

Publisher

MDPI AG

Subject

Public Administration,Developmental and Educational Psychology,Education,Computer Science Applications,Computer Science (miscellaneous),Physical Therapy, Sports Therapy and Rehabilitation

Reference30 articles.

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2. Yoon, K.S., Duncan, T., Lee, S.W.-Y., Scarloss, B., and Shapley, K. (2023, March 10). Reviewing the Evidence on How Teacher Professional Development Affects Student Achievement, Available online: https://ies.ed.gov/ncee/edlabs/regions/southwest/pdf/rel_2007033.pdf.

3. Understanding the professional development needs of teachers in tribally-controlled schools: A phenomenological study;Emmons;J. Am. Indian Educ.,2020

4. Kilde, J. (2016). Collaborative Learning and Support Environment for Teachers in Native American Pueblo schools in New Mexico. [Ph.D. Dissertation, University of Colorado]. Unpublished.

5. Policy Brief: Why rural matters 2018–2019: An interview with authors Jerry Johnson, Daniel Showalter and Sara L. Hartman;Rural. Educ.,2019

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