References
- Banks, J. A. (2010). Multicultural education: Characteristics and goals. In J. A. Banks & C. A. M. Banks (Eds.), Multicultural education: Issues and perspectives (7th ed., pp. 3-32). Hoboken, NJ: Wiley.
- Calabrese Barton, A., Koch, P., Contento, I., & Hagiwara, S. (2005). From global sustainability to inclusive education: Understanding urban children’s ideas about the food system. International Journal of Science Education, 27, 1163-1186.
- Case, K. F. (2014). Teaching strengths, attitudes, and behaviors that contribute to the learning of African-American and Latino/a college students. Journal on Excellence in College Teaching, 25(3/4), 129-154.
- CUNY Office of Institutional Research and Assessment. (2014). 2014 Student Experience Survey. Retrieved from http://cuny.edu/about/administration/offices/ira.html
- Duit, R. (1991). On the role of analogies and metaphors in learning science. Science Education, 75, 649-672.
- Dunn, R. (2000). Learning styles: Theory, research, and practice. National Forum of Applied Educational Research Journal, 13, 3-22.
- Fernandez, M. A. D., & Middlecamp, C. (1999). From San Juan to Madison: Cultural perspectives on teaching general chemistry. Journal of Chemical Education, 76, 388-391.
- Freeman, S., Eddy, S. L., McDonough, M., Smith, M. K., Okoroafor, N., & Jordt, H. (2014). Active learning increases student performance in science, engineering, and mathematics. Proceedings of the National Academy of Sciences, USA, 111, 8410-8415.
- Gardner, H. (1993). Multiple intelligences: The theory in practice. New York, NY: Basic Books.
- Gasiewski, J. A., Eagan, M. K., Garcia, G. A., Hurtado, S., & Chang, M. J. (2012). From gatekeeping to engagement: A multicontextual, mixed method study of student academic engagement in introductory STEM courses. Research in Higher Education, 53.
- Gay, G. (2002). Preparing for culturally responsive teaching. Journal of Teacher Education, 53, 106-116.
- Lee, C. D. (2003). Toward a framework for culturally responsive design in multimedia computer environments: Cultural modeling as a case. Mind, Culture, and Activity, 10, 42-61.
- Lee, O., & Buxton, C. (2010). Diversity and equity in science education. New York, NY: Teachers College Press.
- Lee, O., & Fradd, S. H. (1998). Science for all, including students from non-English-language backgrounds. Educational Researcher, 27(4), 12-21.
- Lewis, S. E. (2011). Retention and reform: An evaluation of peer-led team learning. Journal of Chemical Education, 88, 703-707.
- Lorenzo, M., Crouch, C. H., & Mazur, E. (2006). Reducing the gender gap in the physics classroom. American Journal of Physics, 74, 118-122.
- Marx, R. W., Blumenfeld, P C., Krajcik, J., Fishman, B. J., Soloway, E., Geier, R., & Tal, R. T. (2004). Inquiry-based science in the middle grades: Assessment of learning in urban systematic reform. Journal of Research in Science Teaching, 41, 1063-1080.
- Seymour, E., & Hewitt, N. M. (1997). Talking about leaving: Why undergraduates leave the sciences. New York, NY: HarperCollins.
- Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4-14.
- Villegas, A. M., & Lucas, T. (2001). Educating culturally responsive teachers: A coherent approach. Albany, NY: State University of New York Press.
- Webb, M. J. (1985). Analogies and their limitations. School and Science and Mathematics, 85, 645-650.