Moving Culturally Relevant Pedagogy From Theory to Practice: Exploring Teachers' Application of Culturally Relevant Education in Science and Mathematics

被引：84

作者：

Brown, Bryan A. ^{[1
]}

Boda, Phillip ^{[2
]}

Lemmi, Catherine ^{[2
]}

Monroe, Xavier ^{[2
]}

机构：

[1] Stanford Univ, Sci Educ, 520 Galvez Mall,CERAS 228, Stanford, CA 94305 USA

[2] Stanford Univ, 520 Galvez Mall,CERAS 228, Stanford, CA 94305 USA

来源：

URBAN EDUCATION | 2019年 / 54卷 / 06期

基金：

美国国家科学基金会;

关键词：

science; scale construction; mathematics; identity; teacher development; urban education; HIP-HOP; INTERVIEW; TENSIONS;

D O I：

10.1177/0042085918794802

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

This article reports on urban elementary teachers' understandings of cultural relevancy and the practices they enacted after a professional development on culturally relevant education (CRE) and cognitive apprenticeship. Focus group interviews support that participating teachers understood some principles of CRE but did not always match the theory to practice before our professional development. After training, video data of teaching support that this divide was mediated. These findings point to a need to engage in explicit theory-to-practice research about cultural relevancy in urban science, technology, engineering, and mathematics (STEM) teaching. Implications are provided relating to teachers planning lessons purposefully to infuse cultural relevancy into their STEM classrooms.

引用

页码：775 / 803

页数：29

共 50 条

[1]

Adams A., 2012, Multicultural. Learning and Teaching, V7, DOI DOI 10.1515/2161-2412.1121

[2]

Adjapong ES, 2017, CRIT EDUC, V8, P5

[3] The Theory and Practice of Culturally Relevant Education: A Synthesis of Research Across Content Areas [J].

Aronson, Brittany ;

Laughter, Judson .

REVIEW OF EDUCATIONAL RESEARCH, 2016, 86 (01) :163-206

[4]

Baron R., 2000, SOCIAL CAPITAL

[5] FOCUS GROUP INTERVIEW - AN UNDERUTILIZED RESEARCH TECHNIQUE FOR IMPROVING THEORY AND PRACTICE IN HEALTH-EDUCATION [J].

BASCH, CE .

HEALTH EDUCATION QUARTERLY, 1987, 14 (04) :411-448

[6]

Bell LA., 2016, Teaching for Diversity and Social Justice, V3rd edn., P3

[7] HIGH-SCHOOL-STUDENTS PRESENTING SCIENCE - AN INTERACTIONAL SOCIOLINGUISTIC ANALYSIS [J].

BLEICHER, R .

JOURNAL OF RESEARCH IN SCIENCE TEACHING, 1994, 31 (07) :697-719

[8] A metasynthesis of the complementarity of culturally responsive and inquiry-based science education in K-12 settings: Implications for advancing equitable science teaching and learning [J].

Brown, Julie C. .

JOURNAL OF RESEARCH IN SCIENCE TEACHING, 2017, 54 (09) :1143-1173

[9] ELICITING SELF-EXPLANATIONS IMPROVES UNDERSTANDING [J].

CHI, MTH ;

DELEEUW, N ;

CHIU, MH ;

LAVANCHER, C .

COGNITIVE SCIENCE, 1994, 18 (03) :439-477

[10]

Civil M., 2001, Teaching Children Mathematics, V7, P400, DOI [DOI 10.5951/TCM.7.7.0400, https://doi.org/10.5951/TCM.7.7.0400]

← 1 2 3 4 5 →