Catherine L. Quinlan – författare

This book sheds new light on the importance of Black representation in the US science curriculum from a social, cultural, cognitive, and scientific perspective.

Weaving together content, new methodologies, and science education pedagogies, it opens up new space for the meaningful inclusion of the science capital and cultural capital of Black people in the US science curricula. Drawing on ethnographic interviews with African American Gullah-Geechee and research outcomes from qualitative and quantitative research and curriculum development, it brings home the importance of attending to a sense of belonging in the K-12 science curricula toward lasting equity and inclusion. The author uses applied cognitive psychology theories as frameworks to show how perceptions about the perceived value of Black representation as a way of knowing is influenced by identity, culture, and social schemas.

Incorporating new methodologies and approaches focused on inclusion and belonging, it will appeal to scholars, researchers, upper-level and post-graduate students with interest in STEM education, race and ethnicity in education, equity, and research methods in education.

This book sheds new light on the importance of Black representation in the US science curriculum from a social, cultural, cognitive, and scientific perspective.

Weaving together content, new methodologies, and science education pedagogies, it opens up new space for the meaningful inclusion of the science capital and cultural capital of Black people in the US science curricula. Drawing on ethnographic interviews with African American Gullah-Geechee and research outcomes from qualitative and quantitative research and curriculum development, it brings home the importance of attending to a sense of belonging in the K-12 science curricula toward lasting equity and inclusion. The author uses applied cognitive psychology theories as frameworks to show how perceptions about the perceived value of Black representation as a way of knowing is influenced by identity, culture, and social schemas.

Incorporating new methodologies and approaches focused on inclusion and belonging, it will appeal to scholars, researchers, upper-level and post-graduate students with interest in STEM education, race and ethnicity in education, equity, and research methods in education.

Day And Night On The Space Station is the second book of the chapter series, Keystone Passage. Cliff, Monty, Shandra, Duante, and Quisha visit to their Grandma and Grandpa in Washington, DC. An ordinary family fun fair turns out to be extraordinary, as Cliff, Duante, and Quisha find themselves someplace else. They must figure out where they are and whether their surroundings are real or fictitious. Along the way they not only encounter scientific phenomena but learn a few things about the history of African Americans.   

In this series author Catherine L. Quinlan draws from her experience teaching about life in space. Children learn about microgravity and about African American astronauts. Visit http://keystonepassage.com for more information.