2,004
Views
0
CrossRef citations to date
0
Altmetric
Articles

Physics teachers’ dispositions related to culturally relevant pedagogy

ORCID Icon, &
Pages 1162-1181 | Received 10 Jul 2022, Accepted 09 Mar 2023, Published online: 23 May 2023

References

  • Aikenhead, G. S., & Jegede, O. J. (1999). Cross-cultural science education: A cognitive explanation of a cultural phenomenon. Journal of Research in Science Teaching, 36(3), 269–287. https://doi.org/10.1002/(SICI)1098-2736(199903)36:3<269::AID-TEA3>3.0.CO;2-T
  • Atwater, M. M. (1993). Multicultural science education. Science Teacher, 60(3), 32–37.
  • Bamberger, Y. M., & Davis, E. A. (2013). Middle-school science students’ scientific modelling performances across content areas and within a learning progression. International Journal of Science Education, 35(2), 213–238. https://doi.org/10.1080/09500693.2011.624133
  • Banks, J. A. (2015). Cultural diversity and education: Foundations, curriculum, and teaching. Routledge.
  • Banks, J. A., & Banks, C. A. M. (2009). Multicultural education: Issues and perspectives (Seventh Edition). John Wiley & Sons.
  • Bray, A., & Williams, J. (2020, April). Why is physics hard? Unpacking students’ perceptions of physics. Journal of Physics: Conference Series, 1512(1), 012002. https://doi.org/10.1088/1742-6596/1512/1/012002
  • Brewe, E., Kramer, L., & O’Brien, G. (2009). Modeling instruction: Positive attitudinal shifts in introductory physics measured with CLASS. Physical Review Special Topics - Physics Education Research, 5(1), 013102. https://doi.org/10.1103/PhysRevSTPER.5.013102
  • Brown, B. A. (2019). Science in the city: Culturally relevant STEM education. Harvard University Press.
  • Brown, J. C., & Crippen, K. J. (2016). The growing awareness inventory: Building capacity for culturally responsive science and mathematics with a structured observation protocol. School Science and Mathematics, 116(3), 127–138. https://doi.org/10.1111/ssm.12163
  • Brown-Jeffy, S., & Cooper, J. E. (2011). Toward a conceptual framework of culturally relevant pedagogy: An overview of the conceptual and theoretical literature. Teacher Education Quarterly, 38(1), 65–84.
  • Callins, T. (2006). Culturally responsive literacy instruction. Teaching Exceptional Children, 39(2), 62–65. https://doi.org/10.1177/004005990603900211
  • Carlone, H., & Johnson, A. (2012). Unpacking ‘culture’ in cultural studies of science education: Cultural difference versus cultural production. Ethnography and Education, 7(2), 151–173. https://doi.org/10.1080/17457823.2012.693691
  • Chang, H. Y., Kohler, J. N., Ard, J. E., & Mathis, C. (2018). Examining reasons behind high school students’ decisions to enroll in physics courses. Universal Journal of Educational Research, 6(11), 2492–2497. https://doi.org/10.13189/ujer.2018.061113
  • Corbett, K. (2016). Gender, identity, and culture in learning physics. Cultural Studies of Science Education, 11(2), 371–378. https://doi.org/10.1007/s11422-015-9679-3
  • Docktor, J. L., Strand, N. E., Mestre, J. P., & Ross, B. H. (2015). Conceptual problem solving in high school physics. Physical Review Special Topics - Physics Education Research, 11(2), 020106. https://doi.org/10.1103/PhysRevSTPER.11.020106
  • Duschl, R. (2008). Science education in three-part harmony: Balancing conceptual, epistemic, and social learning goals. Review of Research in Education, 32(1), 268–291. https://doi.org/10.3102/0091732X07309371
  • Gavin, H. (2008). Understanding research methods and statistics in psychology. Understanding Research Methods and Statistics in Psychology, 273–282. https://doi.org/10.4135/9781446214565
  • Gay, G. (2002). Preparing for culturally responsive teaching. Journal of Teacher Education, 53(2), 106–116. https://doi.org/10.1177/0022487102053002003
  • Gray, R., McDonald, S., & Stroupe, D. (2022). What you find depends on how you see: Examining asset and deficit perspectives of preservice science teachers’ knowledge and learning. Studies in Science Education, 58(1), 49–80. https://doi.org/10.1080/03057267.2021.1897932
  • Grossman, P. L., Smagorinsky, P., & Valencia, S. (1999). Appropriating tools for teaching English: A theoretical framework for research on learning to teach. American Journal of Education, 108(1), 1–29. https://doi.org/10.1086/444230
  • Gutierrez, R. (2009). Framing equity: Helping students “play the game” and “change the game”. Teaching for Excellence and Equity in Mathematics, 1(1), 4–7.
  • Heitin, L. (2016). 2 in 5 High Schools Don’t Offer Physics, Analysis Finds; Smaller schools least likely to offer subject. Education Week, 36 (1), 6.
  • Johnson, A. (2019, June). A model of culturally relevant pedagogy in physics. AIP conference proceedings (Vol. 2109, No. 1, p. 130004), AIP Publishing LLC.
  • Ladson-Billings, G. (1995). Toward a theory of culturally relevant pedagogy. American Educational Research Journal, 32(3), 465–491. https://doi.org/10.3102/00028312032003465
  • Leonard, J., Napp, C., & Adeleke, S. (2009). The complexities of culturally relevant pedagogy: A case study of two secondary mathematics teachers and their ESOL students. The High School Journal, 93(1), 3–22. https://doi.org/10.1353/hsj.0.0038
  • Mathis, C. (2020). An examination of one physics teacher's dilemmas around developing and implementing culturally relevant pedagogies in the classroom. https://purl.lib.fsu.edu/diginole/2020_Spring_Mathis_fsu_0071E_15665
  • Mathis, C., & Southerland, S. (2022). Our shifting understandings of culturally relevant pedagogy in physics. The Physics Teacher, 60(4), 260–265.
  • McDiarmid, G. W. (1992). What to do about differences? A study of multicultural education for teacher trainees in the Los Angeles Unified School District. Journal of Teacher Education, 43(2), 83–93. https://doi.org/10.1177/0022487192043002002
  • Mensah, F. M. (2021). Culturally relevant and culturally responsive: Two theories of practice for science teaching. Science and Children, 58(4), 10–13.
  • Milner IV, H. R. (2007). Race, culture, and researcher positionality: Working through dangers seen, unseen, and unforeseen. Educational Researcher, 36(7), 388–400. https://doi.org/10.3102/0013189X07309471
  • Morales-Doyle, D. (2020). The aspirin unit: Confronting a hostile political context through chemistry curriculum. Cultural Studies of Science Education, 15(3), 639–657. https://doi.org/10.1007/s11422-019-09932-z
  • Morrison, K. A., Robbins, H. H., & Rose, D. G. (2008). Operationalizing culturally relevant pedagogy: A synthesis of classroom-based research. Equity & Excellence in Education, 41(4), 433–452. https://doi.org/10.1080/10665680802400006
  • National Research Council. (2013). Next generation science standards: For states, by states. The National Academies Press.
  • Paris, D. (2012). Culturally sustaining pedagogy. Educational Researcher, 41(3), 93–97. https://doi.org/10.3102/0013189X12441244
  • Rifkin, M. (2016). Addressing underrepresentation: Physics teaching for all. The Physics Teacher, 54(2), 72. https://doi.org/10.1119/1.4940167
  • Rushton, G. T., Rosengrant, D., Dewar, A., Shah, L., Ray, H. E., Sheppard, K., & Watanabe, L. (2017). Towards a high quality high school workforce: A longitudinal, demographic analysis of U.S. Public school physics teachers. Physical Review Physics Education Research, 13(2), 020122. https://doi.org/10.1103/PhysRevPhysEducRes.13.020122
  • Sadler, T. D., Barab, S. A., & Scott, B. (2007). What do students gain by engaging in socioscientific inquiry? Research in Science Education, 37(4), 371–391. https://doi.org/10.1007/s11165-006-9030-9
  • Sawchuk, S. (2021). What is Critical Race Theory and why is it under attack. Ed Week, https://www.edweek.org/leadership/what-is-critical-race-theory-and-why-is-it-under-attack/2021/05.
  • Sleeter, C. E. (2012). Confronting the marginalization of culturally responsive pedagogy. Urban Education, 47(3), 562–584. https://doi.org/10.1177/0042085911431472
  • Southerland, S. A., Gess-Newsome, J., & Johnston, A. (2003). Portraying science in the classroom: The manifestation of scientists’ beliefs in classroom practice. Journal of Research in Science Teaching, 40(7), 669–691.
  • Southerland, S. A., & Granger, E. M., Hughes, R., Enderle, P., Ke, F., Roseler, K., Saka, Y., & Tekkumru-Kisa, M. (2016). Essential aspects of science teacher professional development: Making research participation instructionally effective. AERA Open, 2(4). https://doi.org/10.1177/2332858416674200
  • Sweeney, J. C., Soutar, G. N., & Mazzarol, T. (2012). Word of mouth: Measuring the power of individual messages. European Journal of Marketing, 46(1/2), 237–257. https://doi.org/10.1108/03090561211189310
  • Taşlıdere, E., & Eryılmaz, A. (2009). Alternative to traditional physics instruction: Effectiveness of conceptual physics approach. Eurasian Journal of Educational Research (EJER), 9(35), 109–128.
  • Torres-Velasquez, D., & Lobo, G. (2005). Research, reflection, and practice: Culturally responsive mathematics teaching and English language learners. Teaching Children Mathematics, 11(5), 249–255. https://doi.org/10.5951/TCM.11.5.0249
  • Villegas, A. M. (2007). Dispositions in teacher education. Journal of Teacher Education, 58(5), 370–380. https://doi.org/10.1177/0022487107308419
  • White, S., & Tesfaye, C. L.. (2010). High school physics courses & enrollments: Results from the 2008-09 nationwide survey of high school physics teachers. Focus on, IN the Statistical Research Center of the American Institute of Physics. Statistical Research Center of the American Institute of Physics.