Fostering Complex Problem Solving for Diverse Learners: Engaging an Ethos of Intentionality toward Equitable Access

Autor/inn/en	Glazewski, Krista D.; Ertmer, Peggy A.
Titel	Fostering Complex Problem Solving for Diverse Learners: Engaging an Ethos of Intentionality toward Equitable Access
Quelle	In: Educational Technology Research and Development, 68 (2020) 2, S.679-702 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1042-1629
DOI	10.1007/s11423-020-09762-9
Schlagwörter	Problem Solving; Equal Education; Access to Education; Culturally Relevant Education; Teaching Methods; English Language Learners; Cultural Differences; Cultural Awareness; Educational Strategies; Elementary Secondary Education; Kindergarten; Reflection; Educational Philosophy + Suchen Sie Ihr Suchwort? Problemlösen; Education; Access; Bildung; Zugang; Bildungszugang; Teaching method; Lehrmethode; Unterrichtsmethode; Kultureller Unterschied; Cultural identity; Kulturelle Identität; Lehrstrategie; Bildungsphilosophie; Erziehungsphilosophie
Abstract	Complex problem solving is an effective means to engage students in disciplinary content while also furnishing critical non-cognitive and life skills. Despite increased adoption of complex problem-solving methods in K-12 classrooms today (e.g., case-, project-, or problem-based learning), we know little about how to make these approaches accessible to linguistically and culturally diverse (LCD) students. In this paper, we promote a conceptual framework, based on an "ethos of intentionality," that supports culturally responsive teaching (CRT). We provide specific questions to guide teachers' implementation of an ethos of intentionality, through critical reflection and meaningful action, and discuss a framework for culturally relevant practice that operationalizes key central tenets (e.g., high expectations, cultural competence, and critical consciousness). Finally, we include strategies that can help teachers and designers translate the principles of the CRT framework into action with a specific focus on complex problem solving in classrooms. (As Provided).
Anmerkungen	Springer. Available from: Springer Nature. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01