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Project Exploration's personalized c...

Lyon, Gabrielle Helena.

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Project Exploration's personalized curriculum: Fostering access and equity in science out-of-school.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Project Exploration's personalized curriculum: Fostering access and equity in science out-of-school./
作者:	Lyon, Gabrielle Helena.
面頁冊數:	350 p.
附註:	Source: Dissertation Abstracts International, Volume: 71-08, Section: A, page: 2739.
Contained By:	Dissertation Abstracts International71-08A.
標題:	Education, Sociology of. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3417305
ISBN:	9781124143187

Project Exploration's personalized curriculum: Fostering access and equity in science out-of-school.
Lyon, Gabrielle Helena.

Project Exploration's personalized curriculum: Fostering access and equity in science out-of-school. - 350 p.

Source: Dissertation Abstracts International, Volume: 71-08, Section: A, page: 2739.

Thesis (Ph.D.)--University of Illinois at Chicago, 2010.

Participation and achievement in science by students of color and girls remains inequitable despite decades of initiatives aimed at leveling the playing field. Science in out-of-school-time is a strategy that emphasizes the role of informal education, however, robust descriptions of learning environments which effectively recruit and retain historically underrepresented populations to science are lacking. Greater understanding of the potential of such efforts for increasing access and equity in science is needed.

ISBN: 9781124143187Subjects--Topical Terms:

626654
Education, Sociology of.

Project Exploration's personalized curriculum: Fostering access and equity in science out-of-school.
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520 $a In 1999, I co-founded Project Exploration, a science education organization, to increase access to science for minority youth and girls through personalized experiences with science and scientists. This dissertation explores the personalized curriculum at the heart of Project Exploration's approach to science out-of-school, and contextualizes this approach in terms of the historic and present-day landscape of out-of-school efforts intended to increase the diversity of participation in science. This thesis is intended to be a contribution to an intellectual and practical curriculum conversation about how to effectively engage and retain minorities and girls to science. Ultimately I hope this study will raise questions about the hidden curriculum of a national competitiveness framework and offer an alternative way to value science in---and out---of school.
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