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ERIC Number: EJ989751
Record Type: Journal
Publication Date: 2012-Dec
Pages: 25
Abstractor: As Provided
Reference Count: 67
ISBN: N/A
ISSN: ISSN-0022-4308
From the Contribution to the Action Approach: White Teachers' Experiences Influencing the Development of Multicultural Science Curricula
Suriel, Regina L.; Atwater, Mary M.
Journal of Research in Science Teaching, v49 n10 p1271-1295 Dec 2012
In this exploratory case study, we sought to understand teacher's integration of multicultural curricula in science curriculum units, and how personal experiences influenced the level of integration in light of Bank's typology of ethnic content integration into school curricula. Five research participants volunteered and were selected so as to be representative of the demographic of pre-service and in-service teachers in the southern United States. The aim was to explore teachers' personal experiences with cultural others that either facilitated or impeded their adoption of multicultural curricula strategies in science curricula units. Case narratives present and discuss interview data and assigned curricula projects. Findings suggest that participants who had transformative cultural experiences and who identified as the marginalized cultural other, transformed science curricula at higher levels of Bank's typology for curricula' multicultural approaches. (Contains 1 figure.)
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United States