Using Large Marine Ecosystems and Cultural Responsiveness as the Context for Professional Development of Teachers and Scientists in Ocean Sciences

REFERENCES

• Aikenhead, G. 1996. Science education: Border crossing into the subculture of science. Studies in Science Education , 27:1–52.
   Google Scholar
• Aikenhead, G. 1997. Toward a First Nations cross-cultural science and technology curriculum. Science Education , 81 (2):217–238.
   Web of Science ®Google Scholar
• Alaska Department of Commerce and Economic Development (ADCED) . 2010. Community profiles. Available at http://www.commerce.state.ak.us/dca/commdb/cf_comdb.htm (accessed 22 September 2013).
   Google Scholar
• Alaska Department of Education and Early Childhood Development (ADEED) . 2006. Alaska standards: Content and performance standards for Alaska students, 4th ed., revised March 2006. Available at http://www.eed.state.ak.us/standards/pdf/standards.pdf (accessed 22 September 2013).
   Google Scholar
• Alaska Department of Education and Early Childhood Development (ADEED) . 2012 a. Alaska's public schools: 2011–2012 report card to the public. Available at http://education.alaska.gov/reportcard/2011–2012/reportcard2011-12.pdf (accessed 22 September 2013).
   Google Scholar
• Alaska Department of Education and Early Childhood Development (ADEED) . 2012 b. Guide to implementing the Alaska cultural standards for educators. Available at http://www.eed.state.ak.us/standards/pdf/cultural_standards.pdf (accessed 22 September 2013).
   Google Scholar
• Alaska Native Knowledge Network (ANKN) . 1998. Alaska Rural Systemic Initiative: Year 3 annual progress report. Education Resources Information Center Reproduction Service No. ED443603.
   Google Scholar
• Anderson, A., and Plude, D. 2010. Needs assessment of Alaska teachers. Alaska Center for Ocean Science Educational Excellence. Available at http://www.coseealaska.net/files/alaska/FinalAKNeedsAssessment.pdf (accessed 22 September 2013).
   Google Scholar
• Banilower, E.R., Heck, D.J., and Weiss, I.R. 2007. Can professional development make the vision of the standards a reality? The impact of the National Science Foundation's Local Systemic Change Through Teacher Enhancement Initiative. Journal of Research in Science Teaching , 44:375–395.
   Web of Science ®Google Scholar
• Barnhardt, R. 2007. Creating a place for indigenous knowledge in education: The Alaska Native Knowledge Network. Available at http://www.ankn.uaf.edu/curriculum/articles/raybarnhardt/pbe_ankn_chapter.html (accessed 12 November 2013).
   Google Scholar
• Barnhardt, R., and Kawagley, A.O. 2010. Culture, chaos, and complexity: Catalysts for change in indigenous education. In Barnhardt, R., and Kawagley, A.O., eds., Alaska Native education: Views from within. Fairbanks, AK: Alaska Native Knowledge Network, Center for Cross-Cultural Studies, pp. 199–216.
   Google Scholar
• Berkes, F., Colding, J., and Folke, C. 2000. Rediscovery of traditional ecological knowledge as adaptive management. Ecological Applications , 10 (5):1251–1262.
   Web of Science ®Google Scholar
• Blank, R.K., and de las Alas, N. 2009. Effects of teacher professional development on gains in student achievement: How meta-analysis provides scientific evidence useful to education leaders. Washington, DC: Council of Chief State School Officers.
   Google Scholar
• Boyer, P. 2006. Building community: Reforming math and science education in rural schools. Fairbanks, AK: Alaska Native Knowledge Network, Center for Cross-Cultural Studies.
   Google Scholar
• Caton, E., Brewer, C., and Brown, F. 2000. Building teacher–scientist partnerships: Teaching about energy through inquiry. School Science and Mathematics , 100 (1):7–15.
   Google Scholar
• Cobern, W.W., and Loving, C.C. 2000. 3.3 defining “science” in a multicultural world. Science Education , 85:50–67.
   Web of Science ®Google Scholar
• Desimone, L.M. 2009. Improving impact studies of teachers' professional development: Toward better conceptualizations and measures. Educational Researcher , 38:181–199.
   Web of Science ®Google Scholar
• Desimone, L.M., Porter, A., Garet, M.S., Yoon, K.S., and Birman, B.F. 2002. Effects of professional development on teachers' instruction: Results from a three-year longitudinal study. Education Evaluation and Policy Analysis , 24:81–112.
   Web of Science ®Google Scholar
• Drayton, B., and Falk, J. 2006. Dimensions that shape teacher–scientist collaborations for teacher enhancement. Science Education , 90 (4):734–761.
   Google Scholar
• Gagnon, C.A., and Berteaux, C. 2009. Integrating traditional ecological knowledge and ecological science: A question of scale. Ecology and Society , 14 (2):26.
   Google Scholar
• Garet, M.S., Porter, A.C., Desimone, L., Birman, B.F., and Yoon, K.S. 2001. What makes professional development effective? Results from a national sample of teachers. Journal of American Educational Research , 38:915–945.
   Web of Science ®Google Scholar
• Hill, A., Hirshberg, D., Lo, D.E., McLain, E.A., and Morrotti, A. 2013. Alaska's university for Alaska's schools 2013. Anchorage, AK: Center for Alaska Education Policy Research, University of Alaska. Available at http://www.alaska.edu/files/shapingalaskasfuture/SB2412012-2013-.pdf (accessed 22 September 2013).
   Google Scholar
• Joyce, B., and Showers, B. 1995. Student achievement through staff development. White Plains, NY: Longman.
   Google Scholar
• Ledley, T.S., Taber, M.R., Lynds, S., Domenico, B., and Dahlman, L. 2012. A model for enabling an effective outcome-oriented communication between the scientific and educational communities. Journal of Geoscience Education , 60:257–267.
   Google Scholar
• Levine, R., González, R., and Martínez-Sussmann, C. 2009. Learner diversity in Earth system science. Paper prepared for the Committee for the Review of the NOAA Education Program. Washington, DC: National Research Council.
   Google Scholar
• Loucks-Horsley, S., Love, N., Stiles, K., Mundry, S., and Hewson, P.W. 2003. Designing professional development for teachers of science and mathematics, 2nd ed. Thousand Oaks, CA: Corwin Press.
   Google Scholar
• National Research Council (NRC) . 1996. National Science Education Standards. Washington, DC: National Academies Press.
   Google Scholar
• National Research Council (NRC) . 2012. A framework for K–12 science education: Practices, cross-cutting concepts, and core ideas. Washington, DC: Board of Science Education, National Academies Press. Available at http://www.nap.edu/catalog.pjp?record_id = 13165 (accessed 22 September 2013).
   Google Scholar
• National Science Foundation (NSF) . 2007. Broader impacts criterion. Available at http://www.nsf.gov/pubs/2007/nsf07046/nsf07046.jsp (accessed 22 September 2013).
   Google Scholar
• North Pacific Research Board (NPRB) . 2008. Bering Sea Integrated Ecosystem Research Program hypotheses. Available at http://bsierp.nprb.org/focal/hypotheses.html (accessed 22 September 2013).
   Google Scholar
• North Pacific Research Board (NPRB) . 2010. Gulf of Alaska Integrated Ecosystem Research Program overarching questions and hypotheses. Available at http://gulfofalaska.nprb.org/GOAStudyHypObj.html (accessed 22 September 2013).
   Google Scholar
• North Slope Borough School District (NSBSD) . 2010. Mapgkuqput Iη̃uuniagnigmi: Iη̃upiaq learning framework. Barrow, AK: NSBSD. Available at http://www.nsbsd.org/Page/687 (accessed 22 September 2013).
   Google Scholar
• Ogawa, M. 1995. Science education in a multiscience perspective. Science Education , 79:593.
   Google Scholar
• Okakok, L. 2010. Serving the purpose of education. In Barnhardt, R., and Kawagley, A.O., eds., Alaska Native education: Views from within. Fairbanks, AK: Alaska Native Knowledge Network, Center for Cross-Cultural Studies, pp. 99–118.
   Google Scholar
• Paleaz, N.J., and Gonzalez, B.L. 2002. Sharing science: Characteristics of effective scientist–teacher interactions. Advances in Physiology Education , 26:158–167.
   Google Scholar
• Pandya, R.E. 2012. A framework for engaging diverse communities in citizen science in the U.S. Frontiers in Ecology and the Environment , 10:314–317.
   Web of Science ®Google Scholar
• Riggs, E.M. 2005. Field-based education and indigenous knowledge: Essential components of geoscience education for Native American communities. Science Education , 89 (2):296–313.
   Google Scholar
• Semken, S. 2005. Sense of place and place-based introductory geoscience teaching for American Indian and Alaska Native undergraduates. Journal of Geoscience Education , 53 (2):149–157.
   Google Scholar
• Snively, G., and Corsiglia, J. 2001. Discovering indigenous science: Implications for science education. Science Education , 85 (1):6–34.
   Web of Science ®Google Scholar
• Supovitz, J.A., and Turner, H.M. 2000. The effects of professional development on science teaching practices and classroom culture. Journal of Research on Science Teaching , 37:963–980.
   Web of Science ®Google Scholar
• Sussman, A., ed. 1993. Science education partnerships: Manual for scientists and K–12 teachers. San Francisco, CA: University of California.
   Google Scholar
• Wiggins, G., and McTighe, J. 2005. Understanding by design, expanded 2nd ed. Alexandria, VA: Association for Supervision and Curriculum Development.
   Google Scholar
• Wilson, S.M. 2013. Professional development for science teachers. Science , 340 (6130):310–313.
   Google Scholar
• Yoon, K.S., Duncan, T., Lee, S.W.-Y., Scarloss, B., and Shapley, K. 2007. Reviewing the evidence on how teacher professional development affects student achievement. Issues & Answers Report, REL 2007, No. 033. Washington, DC: U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, Regional Educational Laboratory Southwest.
   Google Scholar