Volume 11 Science for
All
Alic, Margaret. Hypatia's
Heritage: A History of Women in Science from Antiquity through the
Nineteenth Century. Boston: Beacon Press, 1986.
Hypatia of Alexandria is one of a countless number of women scientists that Margaret Alic rediscovers for us to learn about. This book describes the work of women whose work was left out of history books, whose work was suppressed or stolen, and whose achievements in mathematics, science and medicine have been denied.
Askew, Sue and Carol Ross. Boys Don't Cry: Boys and Sexism in Education. Milton Keynes, England: Open University Press, 1988.
This explores the authors' work in dealing with effects that socialization have on boys, and subsequent behavior in classrooms. The book provides an analysis of the ways in which schools may unintentionally reinforce and perpetuate certain aspects of "masculinity" which operate against boys' best interests.
Banks, James A. Teaching Strategies for Ethnic Studies. Boston: Allyn and Bacon, 1987.
The book is designed to help present and future teachers attain the content, strategies, concepts and resources needed to teach comparative ethnic studies, and to integrate ethnic content into the total school curriculum.
Brandwein, Paul F. and A. Harry Passow. Gifted Young in Science. Washington, DC: National Science Teachers Association, 1988.
This book is a collection of papers by thirty-four authors probing the philosophy, psychology and methodologies of gifted and talented science education. A cautionary note is made that we do not know who among the young during their school years will turn to science as their life work, nor do we know about learning environments to nourish the initiative to pursue science.
Cole, Michael and Peg Griffin. Contextual Factors in Education: Improving Science and Mathematics Education for Minorities and Women. Madison, WI: Wisconsin Center for Education Research, 1987.
This book describes the implications of research on the development of constructive environments for women and minorities, especially in the content areas of mathematics and science. The authors especially favor cooperative learning and "new technologies" as ways of providing contexts for increasing academic achievement and positive attitudes.
Farnham-Diggory, Sylvia. Learning Disabilities. London: Fontana/Open Books, 1981.
This book shows how the fields of cognitive psychology and neurophysiology have helped educators and psychologists how to understand learning disabilities related to essential processes including reading, writing, spelling, drawing and calculating.
Gornick, Vivian. Women in Science. New York: Simon & Schuster Inc., 1990.
This book is an excellent complement to Alic's Hypatia's Heritage because the author writes more than 100 brief vignettes about the lives of contemporary women scientists.
Hofman, Helenmarie H. and Kenneth S. Ricker. Science Education and the Physically Handicapped. Washington, DC: National Science Teachers Association, 1979.
This sourcebook contains articles and papers giving an overview of the field of science and the handicapped. The authors make suggestions for mainstreaming disabled students, how to work with physically disabled students, and resources.
Humphreys, Sheila A. Women and Minorities in Science: Strategies for Increasing Participation. Boulder, CO: Westview Press, 1982.
This book surveys current levels of participation in science by women and minorities, and identifies barriers to their participation, and then describes a wide range of intervention programs, including teacher training, and career awareness programs.
Kahle, Jane Butler. Women in Science: A Report from the Field. Philadelphia: The Falmer Press, 1985.
Jane Butler Kahle, one of the leading researchers on the topic of women in science, has put together the work of other researchers dealing with gender issues in science teaching. The book includes an historical perspective on gender issues, as well discussion of topics such as minority women: conquering both sexism and racism, retention of girls in science: case studies of secondary teachers.
Keller, E. C., Jr. et.al. Teaching the Physically Disabled in the Mainstream Science Class at the Secondary and College Levels. Morgantown, WV: Printech, 1983.
This resource book is the product of an NSF project aimed at improving the methods of teaching the physically disabled student in the mainstream science class. The book presents types of mitigative strategies designed to be used with visually, hearing, and motor/orthopedically disabled students.
Kelly, Alison (ed). Science for Girls? Milton Keynes: England: Open University Press, 1987.
In this collection of articles, the authors reflect on recent trends in thinking about girls and science education. Topics include: Why girls don't do science; Teachers' views about the importance of science for boys and girls; Increasing the participation and achievement of girls and women in mathematics, science and engineering.
Lehr, Judy Brown and Hazel Wiggins Harris. At-Risk, Low-Achieving Students in the Classroom. Washington, DC: National Education Association, 1988.
This book describe who are the at-risk students in our schools, suggests ways to organize the classroom environment for at-risk students, and how to involve them in learning.
Presseisen, Barbara Z. At-Risk Students and Thinking: Perspectives from Research. Washington,DC: National Education Association, 1988.
This book raises questions about educational interventions for at-risk students by focusing on thinking strategies for these students. The chapters in the book include topics such as an overview of the at-risk student, thinking success for at-risk students, and teaching strategies to help teachers work with at-risk students.
Ramsey, Patricia G, Vold, Edwina Battle, and Williams, Leslie R. Multicultural Education: A Source Book. New York: Garland, 1989.
This book contains essays and annotations on a number of issues related to multicultural education including the evolution of multicultural education, ethnic diversity and children's learning, multicultural programs, curricula, and strategies, and future directions in multicultural education.
Romey, William D. and Mary L. Hibert. Teaching the Gifted and Talented in the Science Classroom. Washington, DC: National Educational Association, 1988.
Bill Romey, who is a scientist and science educator, presents a view of the gifted that challenges teachers to look for "the gifted in all students." He presents strategies for self-reflection, ways of presenting science to the gifted, and ideas about creating learning environments for gifted students.
Rosser, Sue V. Female-Friendly Science: Applying Women's Studies Methods and Theories to Attract Students. New York: Pergamon Press, 1990.
This book includes chapters on feminist theories and methods, women's ways of knowing, sexism in textbooks, and warming up the classroom climate for women. It addresses the issue of women and science and provides a scholarly analysis of the problem and offers practical solutions.
Skolnick, Joan, Carol Langbort, and Lucille Day. How to Encourage Girls in Math & Science. Englewood Cliffs, NJ: Prentice-Hall, 1982.
This book not only reviews the research on issues related to women in science, but provides a series of practical math and science activities designed to help girls increase their confidence in problem solving.
Stearner, Phyllis. Able Scientists--Disabled Persons: Biographical Sketches Illustrating Careers in the Science for Able Disabled Students. Oakbrook, IL: John Ricila Associates, 1984.
This book contains the stories of over thirty disabled scientists who share their life experiences. The accounts serve as examples of how disabled persons, who aspired to become scientists, achieved their goals.
Williams, Robert L. Cross-Cultural Education: Teaching Toward a Planetary Perspective. Washington, DC: National Education Association, 1977.
One of the earlier books in the field, this books gives not only a multicultural rationale but also includes a global rationale for education.