Moving Culturally Relevant Pedagogy From Theory to Practice
Exploring Teachers’ Application of Culturally Relevant Education in Science and Mathematics
Bibliographic Data
| ID | 10855727 |
|---|---|
| Authors | B A Brown (0000-0001-8350-7998, Stanford University, CA, USA, corresponding author), Phillip Boda (0000-0001-5797-8139, Stanford University, CA, USA), Catherine Lemmi (0000-0002-8340-4371, Stanford University, CA, USA), Xavier Monroe (0000-0001-9416-3254, Stanford University, CA, USA) |
| Year | 2019 |
| Volume | 54 |
| Issue | 6 |
| Pages | 775-803 |
| Publication date | 2019-07-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Urban Education (JOURNAL) |
| Journal identifiers | ISSN: 0042-0859 • E-ISSN: 1552-8340 |
| Publisher | SAGE Publications (PUBLISHER • US) |
| DOI | 10.1177/0042085918794802 |
| OpenAlex | W2889151250 |
| Language | EN |
| Citations received | 52 |
| References cited | 38 |
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
Apprenticeship · Cognitive Apprenticeship · Faculty Development · Focus group · Mathematics education · Pedagogy · Professional development · Sociology · Teacher education · Diverse Educational Innovations Studies · Education and Technology Integration · Psychology · Teacher Education and Leadership Studies
Teachers’ Understanding of Culturally Relevant Education in Middle and High School Science Classrooms
Implementing and Assessing an Inclusive Introductory Research Program
Unpacking the Evolving Understandings That STEM Teachers Have of Educating Students in “High Needs Districts”
Respect, Responsibility, Relevance, and Reciprocity
Preservice Elementary Teachers’ Perceptions of Integrated STEM After Participating in an Integrated STEAM Course
When School Wasn’t “School”
Exploring Science Teachers’ Reflections on Using Identity and Criticality to Design Social Justice-Oriented Environments
The Role of Math and Science Attitudes and Beliefs in Shaping Migratory Adolescents’ Aspirational Engineering Identity
Culturally Relevant STEM (CReST)
The Inequities Embedded in Measures of Engagement in Science Education for African American Learners from a Culturally Relevant Science Pedagogy Lens
Stories That Teachers Tell
Applying Culturally Relevant Pedagogy to Online Learning
Examining pre-service mathematics and science teachers’ plans to implement culturally relevant pedagogy
The dissonance between scientific evidence, diversity and dialogic pedagogy in the science classroom
Reducing anxiety and promoting meaningful learning of biology concepts through a culturally sensitive and context-specific instructional method
Reconceptualizing culturally responsive teaching
Preservice science teachers' sociopolitical consciousness
Cultivating culturally sustaining integrated science, technology, engineering, and mathematics classrooms
The Relationship Between Black Girls' Perceptions of Their STEM Teachers and Their STEM Identity
Check yourself! Exploring current culturally responsive teaching assessment measures
Cares360
The Cares classroom observation tool
Identity across the STEM ecosystem
“Things your history teacher won't teach you
Fostering positive instruction of software development cycle through a culturally responsive pedagogy
A cultural, technological, and contextual pedagogy to enhance retention of biology concepts
From Theory to Practice
Trends in diversity-related learning among secondary schools in 35 US states, 2014–2018
Mathematics Pre-Service Teachers’ Perceptions About Culturally Responsive Mathematics Teaching and Teaching Mathematics for Social Justice
From the Root to the SUM
What does culturally relevant pedagogy have to offer with regard to teaching and learning during a time of physical distancing
Perspectives of Black female STEM majors
The role of teaching experience and year level in shaping pre-service PE teachers’ efficacy
Culturally Relevant Education
Intercultural actions speak louder than words
Learning Through Animation
Embracing Culturally Relevant Education in Mathematics and Science
Virtual Connections
It's Just the Wilson Way
Middle School Teachers and Undergraduate Mentors Collaborating for Culturally Relevant STEM Education
Discovering the Roadblocks
Outcomes of an Integrated STEM High School
Structuring Urban School/University/Community Partnerships as a Tool for Advancing the Legacy of Brown
Be Current, or You Become the Old Man”
The Meritocratic Mystique and Mathematical Mediocrity in Hard-to-Staff Schools
Culturally Relevant Pedagogy in Practice
Embracing Diversity in the Classroom
Using an Iterative Approach to Systematically Observe Culturally Responsive Practices Across Classrooms
I’ll Do Some Soul Searching
Closing STEM opportunity gaps through critical approaches to teaching and learning for Black youth
Academic Achievement and Peer Tutoring in Mathematics
Representation matters
Handbook of Research on Educational Communications and Technology
Teaching for Diversity and Social Justice
Robotics to promote elementary education pre-service teachers' STEM engagement, learning, and teaching
Eliciting Self‐Explanations Improves Understanding
The Qualitative Research Interview
The Theory and Practice of Culturally Relevant Education
What about a dimension of engagement, equity, and diversity practices? A critique of the next generation science standards
Focus Group Interview
STEM-Focused Academies in Urban Schools
Conversation Analysis and Discourse Analysis
Gangstas, Wankstas, and Ridas
Culturally Relevant Pedagogy in a Diverse Urban Classroom
Confronting the Marginalization of Culturally Responsive Pedagogy
Culturally Relevant Pedagogy 2.0
Qualitative Data Analysis
Toward a Theory of Culturally Relevant Pedagogy
What Are We Seeking to Sustain Through Culturally Sustaining Pedagogy? A Loving Critique Forward
Student empowerment in an environmental science classroom
Teaching To and Through Cultural Diversity
Returning to the root
Preparing Teachers to Engage Rural Students in Computational Thinking Through Robotics, Game Design, and Culturally Responsive Teaching
| Unique citing works | 52 |
|---|---|
| Citations per year | 8.67 |
| Citation span | 2020 - 2026 (7) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 52 |