Pathways to Success in School: Culturally Responsive Teaching

By Etta R. Hollins; Eileen I. Oliver | Go to book overview

Chapter 5
Productive Science Teaching
for Inner-City African
American Students
Keith McElroy University of Wisconsin, Milwaukee Etta R. Hollins Wright State University, Dayton
FOCUS QUESTIONS
1. Are there specific approaches and teacher behaviors that can be employed in science teaching that might better facilitate learning for students with particular cultural and experiential backgrounds?
2. How can a teacher identify those aspects of students' cultural and experiential backgrounds that can be employed to facilitate teaching and learning in science classrooms?

INTRODUCTION

This chapter examines the attributes of productive science teaching for inner-city African American youngsters at the middle school level. This discussion includes a selective review of the scholarly literature addressing trends in research and perspectives that have influenced school practices for African American youngsters, a vignette from a particular instance of productive science teaching, and an analysis of the vignette. The literature in this review includes that related to school failure, characteristics of effective teachers, and research findings related to specific school practices. The vignette is selected from the experiences of the first author in teaching inner-city African American middle school youngsters.

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