Listening to Diverse Students in an Historically Racist Region: A Social Contextual Study of Science Teaching.

Autor/in	McGinnis, J. Randy
Titel	Listening to Diverse Students in an Historically Racist Region: A Social Contextual Study of Science Teaching.
Quelle	(1994), (63 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Classroom Environment; Educational History; Educational Research; Intermediate Grades; Junior High Schools; Middle Schools; Multicultural Education; Science Instruction; Science Teachers + Suchen Sie Ihr Suchwort? Klassenklima; Unterrichtsklima; History of education; Bildungsgeschichte; Bildungsforschung; Pädagogische Forschung; Mittelstufe; Sekundarstufe I; Middle school; Mittelschule; Mittelstufenschule; Multikulturelle Erziehung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende
Abstract	Many teachers and educators faced with the task of teaching in a multicultural classroom and subsequently the responsibility of creating an environment that is conducive for all students' learning, are seeking advice from a variety of reliable sources. One such source that may be looked upon in the future to share their insights regarding this subject are the teachers of a culturally diverse middle school in Georgia. This report describes the social contexts of an in-depth interpretative multicultural study that examines the teaching practices of two white middle school science teachers within this school. The document partitions into three sections: section one focuses on a historical and demographic analysis of the contextual levels; section two presents culturally diverse student voices from the study grouped under analytic categories that relate to multicultural considerations; and section three discusses insights resulting from the use of a social contextual framework in conducting multicultural research. (ZWH)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC