Phenomenological Research on Biography-Driven Instruction Use in Highly Diverse Classrooms

Autor/inn/en	Murry, Kevin; Kavimandan, Shabina; Herrera, Socorro G.; Holmes, Melissa
Titel	Phenomenological Research on Biography-Driven Instruction Use in Highly Diverse Classrooms
Quelle	In: Teacher Education Quarterly, 48 (2021) 2, S.7-23 (17 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0737-5328
Schlagwörter	Phenomenology; Biographies; Teaching Methods; Qualitative Research; Case Studies; Teacher Attitudes; Student Diversity; Urban Schools; Elementary School Teachers; Elementary School Students; Outcomes of Education + Suchen Sie Ihr Suchwort? Phenomenological psychology; Phänomenologie; Psychologie; Biography; Biografie; Biographie; Teaching method; Lehrmethode; Unterrichtsmethode; Qualitative Forschung; Case study; Fallstudie; Case Study; Lehrerverhalten; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lernleistung; Schulerfolg
Abstract	The merits of diversity to business success are well documented. Nevertheless, classroom diversity remains undermaximized in postmillennial schools. Differences across students' cultures, prior experiences, and even resiliency are often approached as deficits versus assets in learning. In addition, although educator awareness is increasing, teachers' maximization of student assets remains marginal. Biography-Driven Instruction (BDI) offers teachers theory, structures, and strategies for maximizing multifaceted student diversity. Accordingly, researchers collaborated with leaders and teachers in four highly diverse, low-socioeconomic-status, and urban schools to deeply examine the impacts of professional development in BDI on teachers' perspectives and outcomes regarding the maximization of student diversity. Findings and discussion surround three thematic realizations arising from this phenomenological inquiry: (1) Inclusion and student asset maximization led to teacher realization that "everyone brings something to the table"; (2) amid diversity, teacher praxis benefited from differentiation for relevancy to students' biographies, such that teachers desired to "go deeper" with BDI strategy use; and (3) socioconstructivist strategies and perspectives on learner potential led to active student "engagement." Discussion and conclusions regarding teacher education and professional development elaborate upon each of these themes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01