Bridging Inquiry-Based Science Education With Culturally Relevant Pedagogy for Title I Elementary Schools

• In Event: Reframing and Applying Equitable Approaches to Learning Environments

Abstract

This paper reports on findings of a model integrating best practices in inquiry-based science with culturally relevant pedagogy for Title 1 elementary schools. The mixed method design examines preservice teachers’ beliefs about, and practices toward, infusing contextual anchoring, facilitated discourse, and culturally responsive classroom management. Descriptive statistics, repeated measures ANOVA, and correlation analyses are conducted using surveys and an observation instrument. Lesson plans and observation field notes use multiple cycle qualitative coding procedures and pattern meta-matrix. Growth is shown by preservice teachers in classroom relationships, instructional practices and discourse. Teacher instructional expectations, strategy choice, and a reliance on teacher-led questioning influence discourse patterns. General anchoring strategies are observed rather than culturally specific connections. Implications for teacher preparation are provided.

Authors

• Brian A. Williams, Florida International University
  Presenting Author

• Diane M. Truscott, Georgia State University
  Presenting Author

• Gary E. Bingham, Georgia State University
  Presenting Author

• Stephanie Byrd, Georgia State University
  Presenting Author

• Maria Auxiliadora Cerrato, Georgia State University
  Presenting Author

• Nancy Jo Schafer, Georgia State University
  Presenting Author