Moving Culturally Relevant Pedagogy from Theory to Practice: Exploring Teachers' Application of Culturally Relevant Education in Science and Mathematics

Autor/inn/en	Brown, Bryan A.; Boda, Phillip; Lemmi, Catherine; Monroe, Xavier
Titel	Moving Culturally Relevant Pedagogy from Theory to Practice: Exploring Teachers' Application of Culturally Relevant Education in Science and Mathematics
Quelle	In: Urban Education, 54 (2019) 6, S.775-803 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Boda, Phillip) ORCID (Monroe, Xavier)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0042-0859
DOI	10.1177/0042085918794802
Schlagwörter	Culturally Relevant Education; Urban Teaching; Urban Education; Elementary School Teachers; STEM Education; Lesson Plans; Teacher Attitudes; Theory Practice Relationship; Faculty Development; Attitude Change; Teaching Methods; California + Suchen Sie Ihr Suchwort? Urban education; Stadtteilbezogenes Lernen; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; STEM; Lesson planning; Unterrichtsplanung; Lehrerverhalten; Theorie-Praxis-Beziehung; Attitudinal change; Einstellungsänderung; Teaching method; Lehrmethode; Unterrichtsmethode; Kalifornien
Abstract	This article reports on urban elementary teachers' understandings of cultural relevancy and the practices they enacted after a professional development on culturally relevant education (CRE) and cognitive apprenticeship. Focus group interviews support that participating teachers understood some principles of CRE but did not always match the theory to practice before our professional development. After training, video data of teaching support that this divide was mediated. These findings point to a need to engage in explicit theory-to-practice research about cultural relevancy in urban science, technology, engineering, and mathematics (STEM) teaching. Implications are provided relating to teachers planning lessons purposefully to infuse cultural relevancy into their STEM classrooms. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01