Culturally Responsive Teaching in Urban Secondary Schools

Autor/in	Tanase, Madalina F.
Titel	Culturally Responsive Teaching in Urban Secondary Schools
Quelle	In: Education and Urban Society, 54 (2022) 4, S.363-388 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Tanase, Madalina F.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1245
DOI	10.1177/00131245211026689
Schlagwörter	Culturally Relevant Education; Student Diversity; Secondary School Teachers; Mathematics Teachers; Science Teachers; Urban Schools; Secondary School Students; Mathematics Instruction; Science Instruction; Beginning Teachers; Ethnic Diversity; Food; Water; Money Management; Student Interests; Energy; Personal Autonomy; Florida + Suchen Sie Ihr Suchwort? Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Science; Science teacher; Wissenschaft; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Sekundarschüler; Mathematics lessons; Mathematikunterricht; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Junior teacher; Junglehrer; Lebensmittel; Wasser; Studieninteresse; Energie; Individuelle Autonomie
Abstract	Demographic data show an increasingly diverse student population in all urban settings. On the other hand, there continues to be a discrepancy about the student population and the teacher force, as the majority of the US teachers are predominately middle class, female, monolingual, and of European ancestry. This discrepancy adds complexity to an already complex profession. To bridge this cultural gap, researchers advocate for a change in the teaching paradigm, in which teachers understand the relationship between students' culture and learning. This paradigm is called Culturally Responsive Teaching. This study followed 22 secondary mathematics and science teachers. The goal was to analyze some of the strategies used in urban schools, while at the same time determining whether these strategies were culturally responsive. Results show that teachers incorporated their students' interests into the curriculum, making connections with real-life and allowing students to make many choices. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01