Student Perceptions of Science Teacher Actions in Two Culturally Diverse Middle-Level Science Classrooms: A Case Study in the American Deep South.

Autor/in	McGinnis, J. Randy
Titel	Student Perceptions of Science Teacher Actions in Two Culturally Diverse Middle-Level Science Classrooms: A Case Study in the American Deep South.
Quelle	(1995), (21 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Case Studies; Cultural Differences; Educational Research; Ethnic Groups; Grade 7; Grade 8; Junior High School Students; Junior High Schools; Multicultural Education; Racial Differences; Science Instruction; Science Teachers; Student Attitudes; Teaching Methods; Urban Schools; Urban Youth + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Kultureller Unterschied; Bildungsforschung; Pädagogische Forschung; Ethnie; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; Junior High Schools; Student; Students; Sekundarstufe I; Schüler; Schülerin; Multikulturelle Erziehung; Rassenunterschied; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Schülerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Youth; Jugend
Abstract	The purpose of this study was to give voice to students' perceptions in two science classrooms taught by two white teachers in an urban multicultural middle-level school situated in the American Deep South. Student participants were 35 students of different ethnicities in grades 7 and 8. The theoretical reference used is social contextual, a reference advocated by a growing number of education researchers. Insights emerging from the study are intended to support critical reflection on the part of science teachers practicing in that context and to others who see application in different contexts. It is asserted that students of diverse backgrounds schooling in a context historically associated with racism directed toward African-Americans are sensitive to teacher attitudes and actions that could be interpreted as discriminatory. Implications for science teacher practices and for future research in middle-level contexts are discussed. (Contains 12 references.) (Author/SLD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC