The development of a model of culturally responsive science and mathematics teaching

被引：38
|
作者：
Hernandez, Cecilia M. [1 ]
Morales, Amanda R. [2 ]
Shroyer, M. Gail [2 ]
机构：
[1] New Mexico State Univ, Dept Curriculum & Instruct, MSC 3CUR, Las Cruces, NM 88003 USA
[2] Kansas State Univ, Dept Curriculum & Instruct, Manhattan, KS 66506 USA
来源：
CULTURAL STUDIES OF SCIENCE EDUCATION | 2013年 / 8卷 / 04期
关键词：
Culturally responsive teaching; Content integration; Facilitating knowledge construction; Prejudice reduction; Social justice;
D O I：
10.1007/s11422-013-9544-1
中图分类号：
G [文化、科学、教育、体育]; C [社会科学总论];
学科分类号：
03 ; 0303 ; 04 ;
摘要：
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.
引用
收藏
页码：803 / 820
页数：18
相关论文
共 50 条
  • [1] Culturally Responsive Mathematics Teaching: A Research Synthesis
    Abdulrahim N.A.
    Orosco M.J.
    [J]. The Urban Review, 2020, 52 (1) : 1 - 25
  • [2] Defining culturally responsive teaching: The case of mathematics
    Harding-DeKam, Jenni L.
    [J]. COGENT EDUCATION, 2014, 1 (01):
  • [3] Geometric transformations and Talavera tiles: a culturally responsive approach to teacher professional development and mathematics teaching
    Kalinec-Craig, Crystal
    Prasad, Priya, V
    Luna, Carolyn
    [J]. JOURNAL OF MATHEMATICS AND THE ARTS, 2019, 13 (1-2) : 72 - 90
  • [4] Mathematics Pre-Service Teachers' Perceptions About Culturally Responsive Mathematics Teaching and Teaching Mathematics for Social Justice
    Aga, Zareen Gul
    [J]. EDUCATIONAL FORUM, 2024,
  • [5] The culturally responsive science teaching practices of undergraduate biology teaching assistants
    Barron, Hillary A.
    Brown, Julie C.
    Cotner, Sehoya
    [J]. JOURNAL OF RESEARCH IN SCIENCE TEACHING, 2021, 58 (09) : 1320 - 1358
  • [6] Culturally Responsive Teaching of Mathematics: Three Models from Linked Studies
    Averill, Robin
    Anderson, Dayle
    Easton, Herewini
    Maro, Pania Te
    Smith, Derek
    Hynds, Anne
    [J]. JOURNAL FOR RESEARCH IN MATHEMATICS EDUCATION, 2009, 40 (02) : 157 - 186
  • [7] Making culturally responsive mathematics teaching explicit: a lesson analysis tool
    Aguirre, Julia M.
    Zavala, Maria del Rosario
    [J]. PEDAGOGIES, 2013, 8 (02): : 163 - 190
  • [8] Culturally responsive teaching in the context of mathematics: a grounded theory case study
    Emily P. Bonner
    Thomasenia L. Adams
    [J]. Journal of Mathematics Teacher Education, 2012, 15 (1) : 25 - 38
  • [9] Culturally responsive teaching in the context of mathematics: a grounded theory case study
    Bonner, Emily P.
    Adams, Thomasenia L.
    [J]. JOURNAL OF MATHEMATICS TEACHER EDUCATION, 2012, 15 (01) : 25 - 38
  • [10] Culturally Responsive Mathematics Education
    Wagner, David
    [J]. MATHEMATICAL THINKING AND LEARNING, 2010, 12 (03) : 258 - 262
12345