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1.
Educational stakeholders across the globe are demanding science education reform that attends simultaneously to culturally diverse students’ needs and promotes academic excellence. Although professional development programs can foster science teachers’ growth as culturally responsive educators, effective supports to this end are not well identified. This study examined associations between specific Science Teachers are Responsive to Students (STARTS) program activities and United States high school life science teachers’ understanding and enactment of culturally responsive science teaching. Findings suggest: (a) critically examining their practices while learning of students’ needs and experiences enabled teachers to identify responsive instructional strategies and relevant science topics for culturally responsive teaching; (b) evaluating culturally responsive exemplars while identifying classroom-based needs allowed teachers to identify contextually appropriate instruction, thereby yielding a robust understanding of the purpose and feasibility of culturally responsive science teaching; and (c) by justifying the use of responsive and reform-based instructional strategies for their classrooms, teachers made purposeful connections between students’ experiences and science instruction. We propose a set of empirically based design conjectures and theoretical conjectures to generate adaptable knowledge about preparing culturally responsive science teachers through professional development. 相似文献
2.
Telling Their Side of the Story: African-American Students' Perceptions of Culturally Relevant Teaching 总被引：2，自引：0，他引：2
An increasing amount of scholarship has documented the salience of culturally relevant teaching practices for ethnically and linguistically diverse students. However, research examining these students' perceptions and interpretations of these learning environments has been minimal at best. In this article, the author details the findings from a study that sought to assess African-American elementary students' interpretations of culturally relevant teachers within urban contexts. Student responses indicated that culturally relevant teaching strategies had a positive affect on student effort and engagement in class content and were consistent with the theoretical principles of culturally relevant pedagogy. The qualitative data revealed three key findings that students preferred in their learning environments (1) teachers who displayed caring bonds and attitudes toward them, (2) teachers who established community- and family-type classroom environments, and (3) teachers who made learning an entertaining and fun process. 相似文献
3.
Culturally responsive science teaching is using knowledge about the culture and life experiences of students to structure
learning that is conducive to their needs. Understanding what teachers need to prepare them to be culturally responsive is
a matter of continuous debate. As the focus of multicultural education ventures farther away from its roots, advocating the
civil rights of historically oppressed groups, concerns about the gravity of racial inequity on schooling continues. How will
this shift in focus influence teachers’ capacity to accommodate students’ needs resulting from racial inequities in this society,
particularly African American students? What knowledge is essential to their effectiveness? This qualitative study examined
the instructional practices of two effective middle school science teachers deemed culturally responsive by their administrator
on the basis of classroom observations, students’ responses and standardized assessment results. Both teachers’ classrooms
consisted primarily of African American students. Grounded theory was used to analyze the teachers’ beliefs and practices
in order to identify existing commonalties. Critical race theory was used to identify whether there was any influence of the
students’ racial identities on the teachers’ beliefs and practices. The analysis reveals that the teachers’ beliefs and practices
were informed by their critical awareness of social constraints imposed upon their African American students’ identities.
These findings communicate the significance of sociocultural awareness to informing the teachers’ instruction, as well as
their strategies for managing the varying dynamics occurring in their classrooms. It can be deduced from the findings that
an understanding of racial inequities is crucial to the development of sociocultural awareness, and is the foundation for
the culturally responsive dispositions and practices of these middle school science teachers. 相似文献
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5.
In this article, we examine urban teachers’ perceptions of school reform models (SRMs) and culturally relevant pedagogy (CRP).
In particular, we examined how urban educators altered mandated reform models in the best interests of their culturally and
linguistically diverse students. We discuss data from a phenomenological study, which included in-depth interviews and a focus
group with seven urban African-American educators. We explore three facets of the intersection of culturally relevant pedagogy
and mandated school reforms: (1) Teachers’ use of CRP to empower urban students; (2) Teachers’ beliefs that SRMs hurt African
American students more than help them; (3) Teachers’ adaptations of SRMs with culturally relevant practices. Finally, this
article explores the implications for practice and policy when culturally relevant teachers struggle to utilize CRP in the
implementation of SRMs. 相似文献
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7.
Gillian H. Roehrig Mia Dubosarsky Annie Mason Stephan Carlson Barbara Murphy 《Journal of Science Education and Technology》2011,20(5):566-578
Despite many scholars?? recommendations, science is often avoided during early childhood education. Among the reasons provided by early childhood teachers for the exclusion of science from their daily routines included science anxiety, low self-efficacy with respect to teaching science, lack of experience participating in science activities as students, or the notion that literacy and language are more important during the early years. In minority populations the problem is even greater due to identification of science with the ??culture of. This article presents results from Ah Neen Dush, a sustained and transformative professional development program for Head Start teachers on an American Indian Reservation. The goal of the program is to support early childhood teachers in developing inquiry-based and culturally-relevant teaching practices. Through analysis of teachers?? classroom practices, surveys and interviews, we explore changes in teachers?? attitudes toward science and inquiry-based practices. Classroom observations were conducted using CLASS (Classroom assessment Scoring System), a tool used to evaluate the quality of classroom interactions. After 1 year of professional development teachers?? attitudes were found to improve and after 2 years teachers classroom practices were more inquiry-based with statistically significant increases in CLASS observation scores. 相似文献
8.
Prior research has indicated that both mainstream (e.g., positive classroom behavior management) and culturally responsive teaching practices (e.g., cultural socialization in the classroom and promoting parent involvement), as well as teacher-student ethnic match, are associated with greater academic achievement for students of color. The purpose of this study was to examine teacher-student ethnic match and culturally responsive teaching self-efficacy as predictors of self-reported teaching practices used with Latinx students. The present study used a sample of 236 teachers (38.6% Spanish-speaking Latinx) of Latinx students in New York City public schools. We found that bilingual Latinx teachers reported using more effective mainstream and culturally responsive teaching practices compared to non-Latinx teachers (who did not speak Spanish). Using structural equation modeling, we found support for a model in which greater reported use of effective teaching practices by bilingual Latinx teachers is mediated by their greater culturally responsive teaching self-efficacy. Taken together, the findings suggest that greater confidence with culturally responsive teaching among Spanish-speaking Latinx teachers contributes to improved classroom environments for Latinx students. 相似文献
9.
Muhamad Hugerat 《Learning Environments Research》2016,19(3):383-395
This study involved 458 ninth-grade students from two different Arab middle schools in Israel. Half of the students learned science using project-based learning strategies and the other half learned using traditional methods (non-project-based). The classes were heterogeneous regarding their achievements in the sciences. The adapted questionnaire contained 38 statements concerning students’ perceptions of the science classroom climate. The results of the study revealed that students who learned sciences by project-based teaching strategies perceived their classroom learning climate as significantly more Satisfying and Enjoyable, with greater Teacher Supportiveness, and the Teacher–Student Relationships as significantly more positive. The differences between the experimental (project-based learning strategies) and control (non-project) groups regarding their perceptions of the science classroom learning climate could be explained by differences between the two science teaching and learning strategies. 相似文献
10.
June Marilyn George 《International Journal of Science Education》2013,35(12):2114-2131
This paper reports on the attempts by some Caribbean science teachers to make links between their students' everyday lives and school science in their planning for teaching. It describes how these teachers drew on their exposure to a university graduate course on science education and culture in seeking to access the background cultural knowledge of their students and to incorporate this knowledge in their plans for teaching science. The paper critically examines the experiences of these teachers and highlights both the rewards and challenges that ensued as these teachers prepared for culturally relevant science teaching 相似文献
11.
The purpose of this study was to determine associations between science students' perceptions of their interactions with their
teachers, the cultural background of students and their attitudinal and cognitive achievement outcomes. A sample of 3,215
students from 158 secondary school science classes in 43 schools completed a survey including the Questionnaire on Teacher
Interaction (QTI), an attitude to calss scale, an enquiry skills scale and questions relating to cultural background. The
sample was chosen in order tobe representative, though only coeducational classes were used in order to permit an unconfounded
test of sex differences. Statistical analyses confirmed the reliability and validity of the QTI for secondary school science
students. Generally, the dimensions of the QTI were found to besignificantly associated with student attitude scores. In particular,
students' attitude scores were higher in classrooms in which students perceived greater leadership, helping/friendly, and
understanding behaviours in their teachers. Correlations between cognitive achievement and interpersonal behaviour were not
as strong, but there were positive associations with cooperative behaviours and negative associations with oppositional behaviours.
Females perceived their teachers in a more positive way than did males and students from an Asian background tended to perceive
their teachers more positively than those from the other cultural groups identified in the study. 相似文献
12.
This study examines how elementary school teachers, nominated by their principals as effective teachers of African American students, perceive their effectiveness in an era of high-stakes testing that is influenced and constrained by policy dominance. The implications in this study might be useful in preparing prospective and practicing teachers to examine their instructional practices as they pursue successful outcomes with culturally diverse students. 相似文献
13.
Current research indicates that students with enhanced knowledge networks are more effective in learning science content and
applying higher order thinking skills in open-ended inquiry learning. This research examined teacher implementation of a novel
teaching strategy called “web diagramming,” a form of network mapping, in a secondary school earth science class. We report
evidence for student improvement in knowledge networking, questionnaire-based reports by the students on the merits of web
diagramming in terms of interest and usefulness, and information on the collaborating teacher’s perceptions of the process
of implementation, including implications for teacher education. This is among the first reports that teachers can be provided
with strategies to enhance student knowledge networking capacity, especially for those students whose initial networking scores
are among the lowest. 相似文献
14.
Yuko Iwai 《The Educational forum》2019,83(1):13-27
This study focused on preservice teachers’ perceptions of culturally responsive teaching using multicultural literature. They learned about diversity issues, multicultural literature, and culturally responsive teaching, worked on a multicultural literature project, developed hands-on literacy lessons, and taught them to elementary school students. Results showed that preservice teachers increased their awareness of culturally responsive teaching, professional knowledge about multicultural literature and culturally responsive teaching, and skills to teach diverse students and practice culturally responsive teaching. 相似文献
15.
Teaching is a highly personal endeavor shaped by ‘funds of knowledge’ and beliefs about teaching, learning, and students. This case study examines how one Asian immigrant teacher’s personal expectations and beliefs influenced his expectations of students and the teaching and instructional strategies he employed. His expectations of students’ behavior and their failure to conform to his expectations influenced him to utilize more traditional, didactic instructional practices and responses to classroom management dilemmas. It is generally assumed that immigrant and minority students will benefit from exposure to teachers from similar backgrounds, and that ethnically diverse teachers can better prepare minority students for the multicultural workplace and global economy. This study focuses on the role a teacher’s background and experiences play in development of their beliefs about teaching and learning, their expectations of students, and the instructional decisions they make regarding teaching and learning. This study suggests that teachers draw on their personal histories and cultural understandings to create classroom practices which are molded by microcosms of personal ‘funds of knowledge’ and beliefs about teaching and learning. In contrast to conventional wisdom and unquestioned myths, this study emphasizes the importance of knowing that teachers’ cultural backgrounds do not necessarily qualify them to provide the most appropriate instructional environment for students from similar cultural backgrounds. This study suggests that all teachers need to learn to recognize and negotiate the unique social elements culturally diverse students bring to the classroom. 相似文献
16.
The low achievement of Native American students, as measured by standardized tests, results from a number of factors, including the lack of cultural relevance of curriculum materials used in their instruction. Using a pretest–posttest control group design, Native American students in Bureau of Indian Affairs schools in Grades 4–8 who were taught science using culturally relevant materials achieved significantly higher and displayed a significantly more positive attitude toward Native Americans and science than comparable students who were taught science without the culturally relevant materials. It is suggested that when educators of Native Americans teach science, they should use materials that incorporate frequent reference to Native Americans and science. 相似文献
17.
The study integrates social-psychological and educational research to examine the relations between preservice teachers’ race-related perceptions of Black students and the instructional approaches they endorse. Based on survey and race Implicit Association Test data from preservice teachers (N = 258; White = 82%) in the United States, we predicted that the association between motivation to be unprejudiced and motivation to appear unprejudiced would predict endorsement of culturally and motivationally supportive instructional practices via implicit and explicit biases about Black students. Path analyses revealed significant mediated associations among motivation to be unprejudiced and endorsed instructional approaches and practices via explicit bias, contingent on the motivation to appear unprejudiced. Furthermore, it is troubling to note that White preservice teachers, in contrast to their ethnic minority counterparts, displayed significant implicit preference for White over Black students. Implications of these findings for preparing a culturally responsive and motivational supportive teaching task-force are discussed. 相似文献
18.
This study situated in a Southern resegregated Black middle school involved four Black teachers and two White science educators’ use of photonarratives to envision culturally relevant science pedagogy. Two questions guided the study: (1) What community referents are important for conceptualizing culturally relevant practices in Black science classrooms? and (2) How do teachers’ photonarratives serve to open conversations and notions of culturally relevant science practices? The research methodologically drew upon memory-work, Black feminism, critical theory, visual methodology, and narrative inquiry as “portraiture.” Issues of positionality and identity proved to be central to this work, as three luminaries portray Black teachers’ insights about supports and barriers to teaching and learning science. The community referents identified were associated with church and its oral traditions, inequities of the market place in meeting their basic human needs, and community spaces. 相似文献
19.
Max Vazquez Dominguez Martha Allexsaht-Snider Cory Buxton 《Journal of Latinos & Education》2018,17(3):225-237
Building on a pedagogical model designed to support the teaching and learning of the language of science investigation practices with middle school emergent bilingual learners, we developed a series of soccer and science investigations to promote interest and engagement in science learning. We used assemblage theory to study how students engaged in and acted within this bilingual curriculum situated in an afterschool soccer practice context. We found that soccer, a passion for several Latino students, can be used as a cultural tool for science teachers to support the emerging bilingual students’ learning process. Implications for educators and researchers considering ways of integrating diverse students’ cultural practices and passions with culturally sustaining pedagogies for science teaching and learning are discussed. 相似文献
20.
Science enrichment programmes housed outside traditional school settings offer unique opportunities to access and use authentic scientific tools and practices, especially for urban students whose school science experiences often lack resources. Yet opportunities to access these tools and practices are realized only when science teachers value them sufficiently to take advantage of them. This study examines how eight urban secondary science teachers evaluated a specific out‐of‐school science enrichment programme—a one‐year partnership with a local university science outreach centre, which culminated in a half‐day laboratory experience for their students. Teachers’ perceptions were captured through interviews and surveys. Findings indicate that these teachers came to identify and value many of the potential benefits for out‐of‐school enrichment programmes reported in the literature as well as some additional ones. The teachers’ also showed a shift over time with respect to their perceptions of the value of the out‐of‐school experience, moving from an initial focus on increasing test scores toward a greater appreciation for its impact on students’ motivation and identity development. The study offers insight into secondary science students’ and teachers’ identity needs, and what universities can offer to address them. 相似文献