Efficacy of ACA strategies in biography-driven science teaching: an investigation.

Autor:	MacDonald, Grizelda, Miller, Stuart, Murry, Kevin, Herrera, Socorro, Spears, Jacqueline
Předmět:	SCIENCE education BIOGRAPHY (Literary form) ENGLISH language education CULTURAL pluralism OBSERVATION (Educational method) EMPIRICAL research
Zdroj:	Cultural Studies of Science Education; Dec2013, Vol. 8 Issue 4, p889-903, 15p
Abstrakt:	This study explored the biography-driven approach to teaching culturally and linguistically diverse students in science education. Biography-driven instruction (BDI) embraces student diversity by incorporating students' sociocultural, linguistic, cognitive, and academic dimensions of their biographies into the learning process (Herrera in Biography-driven culturally responsive teaching. Teachers College Press, New York, ). Strategies have been developed (Herrera, Kavimandan and Holmes in Crossing the vocabulary bridge: differentiated strategies for diverse secondary classrooms. Teachers College Press, New York, ) that provide teachers with instructional routines that facilitate BDI. Using systematic classroom observations we empirically demonstrate that these activate, connect, affirm, strategies are likely to be effective in increasing teachers' biography-driven practices. Implications for theory and practice are discussed. [ABSTRACT FROM AUTHOR]
Databáze:	Complementary Index
Externí odkaz:	Zobrazit plný text záznamu Full text from SpringerLink