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Social Justice Instruction in Mathematics and Science

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Social Justice Instruction

Abstract

Through illuminating and linking current societal events and U.S. Department of Education (2014) goals, this chapter stimulates readers in a thought-provoking connection between fundamental background reasons why social justice instruction is crucial in secondary schools today. Educators’ interests will be piqued as they are drawn to deeply empathize with the dire need, justification, and benefits for quickly implementing real-world social justice classroom practices. The focus is on highly effective social justice instructional strategies for novice through seasoned secondary preservice and in-service teachers, administrators, consultants, and education preparation professionals that can be efficaciously applied into mathematics and science lessons. The suggested instructional strategies and practices and multimedia references are easily identifiable and serialized, ensuring the efficiency that practical educators will sincerely appreciate.

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Authors and Affiliations

  1. Northern Arizona University, Flagstaff, AZ, 86004, USA

    Daniel W. Eadens & Danielle M. Eadens

Authors
  1. Daniel W. Eadens
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  2. Danielle M. Eadens
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Correspondence to Daniel W. Eadens .

Editor information

Editors and Affiliations

  1. Northern Arizona University, Sedona, Arizona, USA

    Rosemary Papa

  2. College of Education, Northern Arizona University, Flagstaff, Arizona, USA

    Danielle M. Eadens

  3. Northern Arizona University, Flagstaff, Arizona, USA

    Daniel W. Eadens

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Eadens, D.W., Eadens, D.M. (2016). Social Justice Instruction in Mathematics and Science. In: Papa, R., Eadens, D., Eadens, D. (eds) Social Justice Instruction. Springer, Cham. https://doi.org/10.1007/978-3-319-12349-3_30

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  • DOI: https://doi.org/10.1007/978-3-319-12349-3_30

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  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-319-12348-6

  • Online ISBN: 978-3-319-12349-3

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