NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1058106
Record Type: Journal
Publication Date: 2015-Apr
Pages: 7
Abstractor: As Provided
Reference Count: N/A
ISSN: ISSN-0036-6803
Moving beyond "Those Kids": Addressing Teacher Beliefs Regarding the Role of Culture within Effective Science Pedagogy for Diverse Learners
Johnson, Carla C.; Bolshakova, Virginia L. J.
School Science and Mathematics, v115 n4 p179-185 Apr 2015
This study focused on intensive work within a large, urban, low-performing middle school in the southwest to address and transform teacher beliefs regarding the role of culture within their science pedagogy. Given the recent, rapid growth of numbers of students from Hispanic/Latino(a) backgrounds in the United States, it is critical that a paradigm shift takes place within schools and existing beliefs of science teachers to address the needs of a much changed classroom. This study details the journey of middle-school teachers who were provided support and experiences targeted at addressing their existing beliefs regarding the role of culture and the growth and change that were achieved through a science education reform effort. Implications for further research will be discussed, including the need for attention to beliefs regarding culture are shared.
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Middle Schools; Secondary Education; Junior High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A