The Complexities of Culturally Relevant Pedagogy: A Case Study of Two Secondary Mathematics Teachers and Their ESOL Students

2009 ◽  
Vol 93 (1) ◽  
pp. 3-22 ◽  
Author(s):  
Jacqueline Leonard ◽  
Carolina Napp ◽  
Shade Adeleke
Keyword(s):  
Mathematics Teachers ◽  
Culturally Relevant Pedagogy ◽  
Culturally Relevant ◽  
Secondary Mathematics ◽  
Secondary Mathematics Teachers ◽  
Relevant Pedagogy

scholarly journals Exploring the influence of pre-service mathematics teachers’ professed beliefs on their practices in the Sri Lankan context

2019 ◽  
Vol 7 (2) ◽  
Author(s):  
Gayanthi Malika Wadanambi ◽  
Frederick K. S. Leung
Keyword(s):  
Teacher Beliefs ◽  
Instructional Practices ◽  
Mathematics Teachers ◽  
Secondary Mathematics ◽  
Classroom Teaching ◽  
Sri Lankan ◽  
Educational Context ◽  
Secondary Mathematics Teachers

Research on impact of teacher beliefs on their practices has been recognized as one of the important aspects in the discipline of mathematics education. This study reports the results of a case study that gives an insight about the influence of professed beliefs of pre-service secondary mathematics teachers on their instructional practices in the Sri Lankan context. The pre-service teachers’ professed beliefs were examined by using a questionnaire of six-point Likert scale items. Data on instructional practices were collected through classroom teaching observations and follow-up post-lesson interviews. Qualitative analysis of the audio-taped classroom teaching observation transcripts was performed, using a list of sensitizing concepts that reflected flexible and rigid beliefs aspects. The results reveal that professed beliefs encouraged them to adopt flexible practices, but to differing extents due to the influence of social expectations and contextual demands embedded within this educational context

scholarly journals “That Makes Sense Now!": Bicultural Middle School Students’ Learning in a Culturally Relevant Science Classroom

2021 ◽  
Vol 23 (2) ◽  
pp. 145-172
Author(s):  
Deoksoon Kim ◽  
So Lim Kim ◽  
Mike Barnett
Keyword(s):  
Middle School ◽  
Culturally Relevant Pedagogy ◽  
Culturally Relevant ◽  
Science Classroom ◽  
School Students ◽  
Cultural Objects ◽  
Case Study Design ◽  
Multiple Case ◽  
Relevant Pedagogy

This study describes how culturally relevant pedagogy in a project-based science class improved student engagement and comprehension. We focus on bicultural students exploring cultural objects and household inventions with family members, connecting scientific concepts to their families’ funds of knowledge. We use a multiple-case study design to explore six middle school bicultural students’ experiences with culturally relevant activities. Findings describe bidirectional knowledge transfer between the home and the classroom in a way that engaged students, affirmed their home cultures, and facilitated subject matter learning. 

Teaching Race in U.S. History: Examining Culturally Relevant Pedagogy in a Multicultural Urban High School

2018 ◽  
Vol 198 (1) ◽  
pp. 63-77 ◽  
Author(s):  
Christopher C. Martell
Keyword(s):  
High School ◽  
Culturally Relevant Pedagogy ◽  
Culturally Relevant ◽  
Positive Response ◽  
Ethnically Diverse ◽  
Urban High School ◽  
Race And Racism ◽  
Beliefs And Practices ◽  
Relevant Pedagogy

In this interpretative case study, the researcher examined the beliefs and practices of three self-identifying culturally relevant social studies teachers related to their teaching of U.S. history at a racially and ethnically diverse urban high school. The teachers displayed beliefs and practices that were aligned with the core criteria of culturally relevant pedagogy (CRP), while also centering their U.S. history classrooms on race and racism. However, the teachers described and exhibited CRP through three different models: exchanging, discovering, and challenging. Despite these differences, the students reported a positive response to their teacher’s use of CRP.

scholarly journals Drawing-to-Learn: Active and Culturally Relevant Pedagogy for Biology

2021 ◽  
Vol 6 ◽  
Author(s):  
Anna F. Edlund ◽  
Meena M. Balgopal
Keyword(s):  
Active Learning ◽  
Mental Models ◽  
Culturally Relevant Pedagogy ◽  
Culturally Relevant ◽  
Natural World ◽  
Tibetan Buddhist ◽  
New Knowledge ◽  
Concrete Representations ◽  
Relevant Pedagogy

Students enter biology classrooms with ideas about the natural world already formed. Teachers can help students construct new knowledge by using active, culturally relevant pedagogy and by making space in their lesson for students to reveal, challenge, and/or reconcile their preconceptions with new knowledge. Drawing meets all of these needs. Drawing-to-learn (DTL) allows students to be metacognitive and creative as they generate concrete representations of their abstract conceptions. In this case study of biology classes for Tibetan Buddhist monastic students through the Emory-Tibet Science Initiative, we find that DTL engages students in active learning, allows multi-modal visualization and discourse about mental models, and beyond this, solicits cultural references from both students and teachers.

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