Teacher Research Into Culturally Responsive Science Teaching

• In Event: Epistemological Inquiry Into Teaching

Abstract

This paper describes what we are learning from the collaborative teacher research of the Culturally Responsive Education Professional Learning Group (CRE PLG). The CRE PLG is composed of graduates of a teacher preparation program and two facilitators located in a complex, urban setting. The graduates are experienced Earth science teachers who are working to ground their teaching in CRE. Conversation will focus on the group’s learning from conducting research studies in their individual classrooms, and from the process of doing research, with a focus on the potential of teacher research to promote culturally responsive education. This study brings to life the question of how we, as practitioners and researchers, assume educational responsibility by strategically addressing complex educational and social-cultural problems.

Authors

• Jamie Wallace, American Museum of Natural History

• Elaine Howes, American Museum of Natural History

• Caity Tully

• Arthur W Funk, American Museum of Natural History

• Sean Krepski

• Maya Pincus

• Raghida Sharif, American Museum of Natural History

• Samantha Swift, American Museum of Natural History

• Susan B Sylvester, American Museum of Natural History

• Kin Tsoi, New York City Department of Education