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The development of a model of culturally responsive science and mathematics teaching |
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| Authors: | Cecilia M Hernandez Amanda R Morales M Gail Shroyer |
| Institution: | 1. Department of Curriculum and Instruction, New Mexico State University, MSC 3CUR, Las Cruces, NM, 88003-8001, USA 2. Department of Curriculum and Instruction, Kansas State University, 1100 Mid-Campus Drive, Bluemont Hall 009, Manhattan, KS, 66506, USA 3. Department of Curriculum and Instruction, Kansas State University, 1100 Mid-Campus Drive, Bluemont Hall 318, Manhattan, KS, 66506, USA |
| Abstract: | This qualitative theoretical study was conducted in response to the current need for an inclusive and comprehensive model to guide the preparation and assessment of teacher candidates for culturally responsive teaching. The process of developing a model of culturally responsive teaching involved three steps: a comprehensive review of the literature; a synthesis of the literature into thematic categories to capture the dispositions and behaviors of culturally responsive teaching; and the piloting of these thematic categories with teacher candidates to validate the usefulness of the categories and to generate specific exemplars of behavior to represent each category. The model of culturally responsive teaching contains five thematic categories: (1) content integration, (2) facilitating knowledge construction, (3) prejudice reduction, (4) social justice, and (5) academic development. The current model is a promising tool for comprehensively defining culturally responsive teaching in the context of teacher education as well as to guide curriculum and assessment changes aimed to increase candidates’ culturally responsive knowledge and skills in science and mathematics teaching. |
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