2010
DOI: 10.1080/10665680903408908
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The Possibilities and Limitations of Curriculum-Based Science Inquiry Interventions for Challenging the “Pedagogy of Poverty”

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Cited by 30 publications
(30 citation statements)
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“…For example, Thadani, Cook, Griffis, Wise, and Blakey (2010) addressed the equity issues among low-SES and language minority students through curriculumbased interventions in science education. The 151 seventh graders participating in both pre-and post-tests were from three schools with high and low concentrations of students coming from low-socio-economic families.…”
Section: Science Inquirymentioning
confidence: 99%
“…For example, Thadani, Cook, Griffis, Wise, and Blakey (2010) addressed the equity issues among low-SES and language minority students through curriculumbased interventions in science education. The 151 seventh graders participating in both pre-and post-tests were from three schools with high and low concentrations of students coming from low-socio-economic families.…”
Section: Science Inquirymentioning
confidence: 99%
“…The concept of PoP, a term first coined by Haberman (), highlights the impoverished pedagogical offer commonly made to children living in low SES urban contexts in the United States. Linked to Haberman's conceptualisation of PoP, research evidence from the United States (Belfiore et al, ; Thadani et al, ; Waxman et al, ; Waxman et al, ) and Australia (Mills & Gale, ; Hayes et al, ; Lingard, ; Smyth et al, ) suggests that pedagogy in low SES school contexts is likely to entail particularly strong teacher control where their role is to transmit knowledge to children who are positioned very passively. PoP requires student compliance in carrying out teacher‐set tasks, rather than developing creativity, critical thinking or problem‐solving, and focuses upon raising test scores in ‘basic skills’ in literacy and numeracy (Lingard, ).…”
Section: Introduction/backgroundmentioning
confidence: 99%
“…Much more research is needed that addresses the motivational consequences of engagement in inquiry curricula for students from varied backgrounds. It could be that inquiryoriented curricula combat the ''pedagogy of poverty'' (Haberman 1991) common to urban schools (Thadani et al 2010). Pintrich et al (1993) outlined four motivation constructs that influence the likelihood of individual conceptual change: goals, values, self-efficacy, and control beliefs.…”
Section: Introductionmentioning
confidence: 99%