Cultural Values (Mis)Match in Two U.S. Elementary School Classrooms: Examining the Impact of Cultural Theory on Teaching Practice

Autor/inn/en	Isaac, Adrienne R.; Trumbull, Elise; Greenfield, Patricia M.
Titel	Cultural Values (Mis)Match in Two U.S. Elementary School Classrooms: Examining the Impact of Cultural Theory on Teaching Practice
Quelle	In: School Community Journal, 32 (2022) 2, S.9-40 (32 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1059-308X
Schlagwörter	Elementary School Students; Hispanic American Students; Cultural Influences; Social Values; Grade 2; Individualism; Collectivism; Elementary School Teachers; Bilingual Teachers; Discourse Analysis; Conflict; Instructional Design; Faculty Development; California (Los Angeles) + Suchen Sie Ihr Suchwort? Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Cultural influence; Kultureinfluss; Sozialer Wert; School year 02; 2. Schuljahr; Schuljahr 02; Individualismus; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Diskursanalyse; Konflikt; Lesson concept; Lessonplan; Unterrichtsentwurf
Abstract	This study documents patterns of cultural value conflict and harmony for Latino students in two relational domains--among the students themselves and between the students and their teachers--in two second grade classrooms in the Los Angeles area. One of the classrooms was led by a teacher who participated in a professional development program, the Bridging Cultures Project, based on cultural and social psychology research and theory, and one led by a teacher who did not. Invoking the cultural value spectrum of individualism--collectivism, the Bridging Cultures Project engaged Spanish-English bilingual elementary teachers in learning about individualistic values rooted in the design of instruction and behavioral management in U.S. classrooms and how they may differ from the relatively more collectivistic values of their students. Through this program, teachers became researchers themselves, experimenting with new approaches grounded in a collectivistic values paradigm. Discourse analysis revealed that, through her instructional methods, the Bridging Cultures teacher made her classroom activities and interactions relatively more collectivistic. By contrast, the non-Bridging Cultures teacher encouraged relatively more individualistic behaviors. This study demonstrates how explicit learning about cultural values can help a teacher design instruction in a way that reduces cultural value conflicts in the classroom. (As Provided).
Anmerkungen	Academic Development Institute. 121 North Kickapoo Street, Lincoln, IL 62656. Tel: 1-800-759-1495; Web site: http://www.schoolcommunitynetwork.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01