caa a22 4500 445319909 CHVBK 20180317142700.0 cr unu---uuuuu 170323e20110401xx s 000 0 eng 10.1007/s10972-011-9226-3 doi (NATIONALLICENCE)springer-10.1007/s10972-011-9226-3 Addressing Equity and Diversity with Teachers Though Informal Science Institutions and Teacher Professional Development [Elektronische Daten] [Randy Yerrick, Danielle Beatty-Adler] This study explores how activities developed by science experts in partnership with middle school teachers were employed and interpreted. The goals of this partnership were to (a) help the science teacher meet earth science content standards in new ways, (b) expose students to ‘real world' experiences outside their school setting, and (c) positively impact teacher practice by providing a program to be used as a catalyst for future learning. Over 300 sixth graders mostly underrepresented science students attended activities at an aquarium serving an urban West Coast urban context. Science teachers, non-science teachers, scientists, and volunteers were all engaged in pre-trip instruction, professional development opportunities, and follow-up activities as this partnership effort explored ways to enhance local literacy initiatives across the curriculum. Results suggest that teacher beliefs about informal education impacted their view and participation in the program and the level of submersion of teachers in collaboration strongly affects the ability to serve underrepresented students on informal excursions. Implications for teacher education and outreach are discussed. The Association for Science Teacher Education, USA, 2011 Informal science education nationallicence Equity nationallicence Museum education nationallicence Community and school collaborations nationallicence Marine biology nationallicence Partnerships nationallicence Teacher education nationallicence Yerrick Randy University at Buffalo, 515 Baldy Hall, 14260, Amherst, NY, USA aut Beatty-Adler Danielle San Diego State University, San Diego, CA, USA aut Journal of Science Teacher Education Springer Netherlands 22/3(2011-04-01), 229-253 1046-560X 22:3<229 2011 22 10972 https://doi.org/10.1007/s10972-011-9226-3 text/html Onlinezugriff via DOI 1 research-article jats NATIONALLICENCE 856 40 https://doi.org/10.1007/s10972-011-9226-3 text/html Onlinezugriff via DOI NATIONALLICENCE 700 1- Yerrick Randy University at Buffalo, 515 Baldy Hall, 14260, Amherst, NY, USA aut NATIONALLICENCE 700 1- Beatty-Adler Danielle San Diego State University, San Diego, CA, USA aut NATIONALLICENCE 773 0- Journal of Science Teacher Education Springer Netherlands 22/3(2011-04-01), 229-253 1046-560X 22:3<229 2011 22 10972 Metadata rights reserved Springer special CC-BY-NC licence nationallicence BK010053 XK010053 XK010000 NATIONALLICENCE NATIONALLICENCE NL-springer