Teachers Engaging With Latino Families in a Science Learning Context: Lessons Learned

• In Event: 77.047 - How Families Are Received in Schools

Abstract

Building upon a Freirean notion of dialogic education, this multi-case study explores what happened when secondary science teachers came together with Latino parents for their children's learning in the context of a community-based science learning program. Constant comparative analysis of data revealed similarities and differences among the cases of different teachers with respect to three categories of teachers' experiences: recognition, adaptation, and pro-action. Implications are that in-depth exposure to content-based cultural immersion programs with parents can be beneficial for teachers to cultivate a broader vision of science (and other content area) teaching linked to students' lives and communities.

Authors

• Mehtap Kirmaci, University of Georgia - Athens

• Martha A. Allexsaht-Snider, University of Georgia

• Cory A. Buxton, Oregon State University