Approximating Cultural Responsiveness: Teacher Readiness for Accommodative, Biography-Driven Instruction

Autor/inn/en	Murry, Kevin G.; Holmes, Melissa; Kavimandan, Shabina
Titel	Approximating Cultural Responsiveness: Teacher Readiness for Accommodative, Biography-Driven Instruction
Quelle	In: FIRE: Forum for International Research in Education, 6 (2020) 2, S.103-124 (22 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2326-3873
Schlagwörter	Culturally Relevant Education; Readiness; Teaching Methods; Teacher Attitudes; Student Diversity; Instructional Effectiveness; Individualized Instruction; Teacher Student Relationship; Urban Schools; Economically Disadvantaged; Elementary School Teachers; Learner Engagement; Scaffolding (Teaching Technique); Classroom Environment + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerverhalten; Unterrichtserfolg; Individualisierender Unterricht; Teacher student relationships; Lehrer-Schüler-Beziehung; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Klassenklima; Unterrichtsklima
Abstract	Although many educators espouse tenets of culturally responsive teaching praxis (CRTP) they struggle to effectively apply it in classrooms. Some teachers are unsure how to address the multifaceted assets and needs of students from various races, ethnicities, and home countries. Other teachers operate from a deficit perspective that emphasizes perceived gaps in knowledge or skills among such learners, with little regard for their prior knowledge, experiences, or ways of knowing (assets). Responding to the needs of both kinds of teachers, Herrera (2010, 2016) developed Biography-Driven Instruction (BDI), a social constructivist method of CRTP that supports educators in making the curriculum accessible, relevant, and rigorous. This phenomenological research investigated teachers' perspectives on BDI use in situ and found both: (a) approximations of mutual accommodation in CRTP and (b) five themes indicative of participant voice regarding BDI effectiveness amidst complex facets of student diversity. Implications for teachers and teacher educators are explicated. (As Provided).
Anmerkungen	Lehigh University Library and Technology Services. 8A East Packer Avenue, Fairchild Martindale Library Room 514, Bethlehem, PA 18015. e-mail: fire@lehigh.edu; Web site: https://fire-ojs-ttu.tdl.org/fire/index.php/FIRE
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01