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ERIC Number: EJ879314
Record Type: Journal
Publication Date: 2010
Pages: 17
Abstractor: As Provided
ISSN: ISSN-1066-5684
The Possibilities and Limitations of Curriculum-Based Science Inquiry Interventions for Challenging the "Pedagogy of Poverty"
Thadani, Vandana; Cook, Melissa S.; Griffis, Kathy; Wise, Joe A.; Blakey, Aqila
Equity & Excellence in Education, v43 n1 p21-37 2010
Low-income and minority students in the U.S. are disproportionately subjected to didactic, teacher-controlled instruction--a phenomenon called "the pedagogy of poverty" (Haberman, 1991). This study examined the role that curriculum-based interventions could play in addressing these equity issues in science education. Eight teachers from three demographically diverse urban schools participated. Teaching in intervention classrooms was more inquiry-based and less didactic than in control classrooms, and differences in control/intervention teaching were most pronounced at the two higher-need schools. Learning benefits were found for intervention students at these two schools. Findings suggested both potential and limitations of curriculum-based interventions in challenging the pedagogy of poverty. (Contains 2 tables, 1 figure, and 1 note.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Grade 7; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: California