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

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 liter ature; 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.

Advancing Culturally Responsive Science Education in Secondary Classrooms through an Induction Course

“…The CRIOP is a validated observation protocol that operationalizes seven aspects of culturally responsive instruction: Classroom Relationships; Family Collaboration; Assessment; Curriculum/Planned Experiences; Instruction/ Pedagogy; Discourse/Instructional Conversation; and Sociopolitical Consciousness (Powell, Cantrell, Malo-Juvera, & Correll, 2016). The lesson critique approach is consistent with recommendations for preparing culturally responsive science teachers (Ferguson, 2008;Hernandez et al, 2013). Because of the comprehensive nature of the CRIOP, when teachers evaluated lessons using it they also gained awareness that culturally responsive science teaching is more than explicit curriculum changes.…”

“…There is, however, a growing body of research that provides guidance on how to effectively prepare culturally responsive science teachers, be it through having teachers critically reflect on their own practices (Mensah, 2013a), actively participating as learners in culturally relevant science exemplars (Lee, 2004), or being supported through the curriculum design process (Brown & Crippen, 2016a). Despite this knowledge, similar to Hernandez, Morales, and Shroyer (2013), our team "struggled to find a unifying approach in teacher education to guide the preparation and assessment of culturally responsive science teaching" (p. 806). Examples from the literature are disproportionately situated in professional development programs offering more instructional flexibility and longer durations (e.g., Brown & Crippen, 2017;Johnson, 2011;Zozakiewicz & Rodriguez, 2007).…”

Peranan Transformative Learning dalam Pendidikan Kimia: Pengembangan Karakter, Identitas Budaya, dan Kompetensi Abad ke-21

“…Pada penelitian yang telah dilakukan culturally responsive teaching diintegrasikan dengan etnokimia sebagai salah satu sarana integrasi budaya dalam pada prinsip pendekatan ini. Model pembelajaran yang dikembangkan pada penelitian ini terdiri dari tahapan 1) self identification, cultural understanding, collaboration, critical reflective thinking, dan transformative constructions [47], yang pada prinsipnya merupakan integrasi transformative learning dalam proses pembelajaran dan prinsip culturally responsive teaching oleh Hernandez, Morales, and Shroyer (2013) [49]. Berikut adalah beberapa contoh artikel etnokimia yang dikembangkan yang diintegrasikan dalam model pembelajaran, khususnya pada tahap cultural understanding.…”

Should we learn culture in chemistry classroom? Integration ethnochemistry in culturally responsive teaching

“…Teachers must believe their students for their ability in learning and hope that students can bring valuable experience in the classroom (Hernandez, Morales, & Shroyer, 2013). This is the communication through the high expectations from teachers to students so students can achieve the learning objectives.…”