The Possibilities and Limitations of Curriculum-Based Science Inquiry Interventions for Challenging the "Pedagogy of Poverty"

Autor/inn/en	Thadani, Vandana; Cook, Melissa S.; Griffis, Kathy; Wise, Joe A.; Blakey, Aqila
Titel	The Possibilities and Limitations of Curriculum-Based Science Inquiry Interventions for Challenging the "Pedagogy of Poverty"
Quelle	In: Equity & Excellence in Education, 43 (2010) 1, S.21-37 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1066-5684
Schlagwörter	Urban Schools; Intervention; Poverty; Student Diversity; Minority Groups; Science Curriculum; Inquiry; Low Income Groups; Disadvantaged Youth; At Risk Students; Teaching Methods; Comparative Analysis; Equal Education; Grade 7; Middle School Students; Science Instruction; African American Students; Asian American Students; White Students; Hispanic American Students; California + Suchen Sie Ihr Suchwort? Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Armut; Ethnische Minderheit; Benachteiligter Jugendlicher; Teaching method; Lehrmethode; Unterrichtsmethode; School year 07; 7. Schuljahr; Schuljahr 07; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; African Americans; Afroamerikaner; Studentin; Asian immigrant; United States; Asiatischer Einwanderer; USA; Hispanic; Hispanic Americans; Hispanoamerikaner; Kalifornien
Abstract	Low-income and minority students in the U.S. are disproportionately subjected to didactic, teacher-controlled instruction--a phenomenon called "the pedagogy of poverty" (Haberman, 1991). This study examined the role that curriculum-based interventions could play in addressing these equity issues in science education. Eight teachers from three demographically diverse urban schools participated. Teaching in intervention classrooms was more inquiry-based and less didactic than in control classrooms, and differences in control/intervention teaching were most pronounced at the two higher-need schools. Learning benefits were found for intervention students at these two schools. Findings suggested both potential and limitations of curriculum-based interventions in challenging the pedagogy of poverty. (Contains 2 tables, 1 figure, and 1 note.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10