Teacher Responsiveness as a Core Feature of Justice- and Equity-Centered Instruction

Autor/inn/en	Kang, Hosun; Fay, Lindsay
Titel	Teacher Responsiveness as a Core Feature of Justice- and Equity-Centered Instruction
Quelle	In: Science Teacher, 90 (2023) 5, S.38-43 (6 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0036-8555
Schlagwörter	Equal Education; Teacher Student Relationship; Student Needs; Student Participation; Classroom Environment; Social Influences; Environmental Influences; Racism; Power Structure; Science Education; At Risk Students; Responses; Feedback (Response); Classroom Techniques; Interaction; Language Usage; English Language Learners + Suchen Sie Ihr Suchwort? Teacher student relationships; Lehrer-Schüler-Beziehung; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Klassenklima; Unterrichtsklima; Sozialer Einfluss; Environmental influence; Umwelteinfluss; Rassismus; Naturwissenschaftliche Bildung; Klassenführung; Interaktion; Sprachgebrauch
Abstract	One can become a responsive teacher who promotes equity by continuously engaging in the following processes: (1) Attend to students' needs or struggles stemming from both inside and outside the classrooms, in addition to their intellectual contributions as members of a classroom learning community; (2) Interpret classroom situations with a thoughtful consideration of multiple aspects of students' lives inside and outside the classrooms, including race, power, and opportunity to learn, instead of quickly judging observed behaviors or performances in the moment (e.g., on-task vs. off-task behaviors, complete vs. incomplete, compliant vs. noncompliant); and (3) Take deliberate actions to address the noted challenges as a way of improving the conditions for students' participation in the classroom learning community. In the conception of responsiveness for equity, "action taking" is central because it makes an observable difference in students' experiences in classrooms. In this article, the authors unpack these ideas using illustrative examples, sharing the deliberate efforts to help students connect themselves to science, to peers and the teacher in the classroom, and to the place (science classroom, school) at the stages of both planning and instruction. Also provided are a few key takeaways for educators who aspire to further increase their responsiveness for equity. (ERIC).
Anmerkungen	National Science Teaching Association. 1840 Wilson Boulevard, Arlington, VA 22201-3000. Tel: 800-722-6782; Fax: 703-243-3924; e-mail: membership@nsta.org; Web site: https://www.nsta.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01