ERIC Number: EJ1248095
Record Type: Journal
Publication Date: 2020
Pages: 22
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-2326-3873
EISSN: N/A
Approximating Cultural Responsiveness: Teacher Readiness for Accommodative, Biography-Driven Instruction
Murry, Kevin G.; Holmes, Melissa; Kavimandan, Shabina
FIRE: Forum for International Research in Education, v6 n2 p103-124 2020
Although many educators espouse tenets of culturally responsive teaching praxis (CRTP) they struggle to effectively apply it in classrooms. Some teachers are unsure how to address the multifaceted assets and needs of students from various races, ethnicities, and home countries. Other teachers operate from a deficit perspective that emphasizes perceived gaps in knowledge or skills among such learners, with little regard for their prior knowledge, experiences, or ways of knowing (assets). Responding to the needs of both kinds of teachers, Herrera (2010, 2016) developed Biography-Driven Instruction (BDI), a social constructivist method of CRTP that supports educators in making the curriculum accessible, relevant, and rigorous. This phenomenological research investigated teachers' perspectives on BDI use in situ and found both: (a) approximations of mutual accommodation in CRTP and (b) five themes indicative of participant voice regarding BDI effectiveness amidst complex facets of student diversity. Implications for teachers and teacher educators are explicated.
Descriptors: Culturally Relevant Education, Readiness, Teaching Methods, Teacher Attitudes, Student Diversity, Instructional Effectiveness, Individualized Instruction, Teacher Student Relationship, Urban Schools, Economically Disadvantaged, Elementary School Teachers, Learner Engagement, Scaffolding (Teaching Technique), Classroom Environment
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A