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This Concept Map, created with IHMC CmapTools, has information related to: Noyce - STEM Teach VI, Moll's Funds of Knowledge methodology ethnography, document and artifact reviews why? SSC model: history, politics, values, customs, ..., Situated sociocultural context ???? cultural views on the role, importance, value, ... of education, student's cultural knowledge as official knowledge (Apple, 93) in order to look for the ways that the community works in order to bring that knowledge into the classroom, ethnographic (Spradley, 1979) interviews, case studies why? student's cultural knowledge as official knowledge (Apple, 93), Frames: [coherence given by an affordance as opposed to deficit/ "language of lacking" view] o Situated sociocultural context, historical background political history education structure and aims cultural mores language issues in particular education structure: STEM standards, implicit theoretical pedagogical frame,, student level ???? What capacities must students have in order to participate with agency in culturally responsive teaching? In other words, what is required of the student of an effective teacher?, ethnographic interviews o student level, A situated (culturally-____ ) pedagogy to produce qualities of an effective teacher, ethnographic (Spradley, 1979) interviews, case studies in community centers, Research Question: How can we draw on sociocultural factors, community cultural wealth, and the funds of knowledge that students bring with them to school to inform the development of a contextually-situated STEM teacher preparation program? the school-based piece A situated (culturally-____ ) pedagogy, communication and interaction patterns o features of classroom discourse, first-semester UVI freshmen in STEM courses to reveal what students perceive as relevant knowledge for effective teaching who? STEM FDS's (freshmen development seminar), A situated (culturally-____ ) pedagogy method classroom observations, document review o alignment of NRC's strands for mathematical proficiency to culturally relevant teaching (CRT), student's cultural knowledge as official knowledge (Apple, 93) in order to use generative, positive, affordance language about the community; put the focus on learning how to bridge community-family-school gaps, and create a stronger support system, first-semester UVI freshmen in STEM courses to reveal what students perceive as relevant knowledge for effective teaching e.g., "What would you like a new teacher to know about teaching students in the VI?" and from CRT, ethnographic interviews conducted by We want the pre-service teachers to go out with us to conduct interviews, because the transmission model of sharing our findings doesn't allow them to appreciate or assimilate the new knowledge. That requires their active involvement in the development and production of this knowledge, that is, the teachers' active participation as co-researchers in this sort of data collection., Community cultural wealth methodology ethnography