Fostering Culturally Sustaining Early Education: Lessons From the Implementation of RISE (Readiness through Integrative Science and Engineering)

• In Event: AERA Roundtable Session Sunday 11:40 am Four Seasons Ballroom 1
  In Roundtable Session: Diversity and Inclusion (Table 6)

Abstract

Learning is more effective when educators integrate children’s existing knowledge and cultural assets into the curriculum. This study presents the BLINDED PROGRAM, a job-embedded professional development support for preschool teachers that integrates family engagement through the flow of information from home to school, focusing on science, technology, and engineering (STE) experiences. We implemented six teacher trainings and bimonthly coaching with 23 educators in a predominantly Latine school district. Findings from 10 classroom observations and inductive analysis revealed insights into teachers’ practices for accessing families’ funds of knowledge and engaging families. The study highlights the need for strategies to enhance teacher-family interactions and deepen the connection between families’ funds of knowledge and STE experiences.

Authors

• Daniel Garcia, University of California - Irvine

• Vanessa Noemy Bermudez, University of California - Irvine

• Virginia Diez, Tufts University

• Audrey A. Millan, Snowline Joint Unified School District

• Victor Aguilar, Tufts University

• Rhea Mae, University of California - Irvine

• Nan Xiao, Arizona State University

• Cynthia Parker, Tufts University

• Keely Orlando, Santa Ana Unified School District

• Rigo Rodriguez, Santa Ana Unified School District

• Lisa Solomon, Santa Ana Unified School District

• Christine M. McWayne, Tufts University

• Andres Sebastian Bustamante, University of California - Irvine