Cultivating Culturally Responsive Teachers: Changing Teachers' Perceptions of Diverse Primary Students Through Project-Based Learning

• In Event: 69.053 - Racial and Ethnic Variation in School Climate Perceptions and Strategies for a Positive Racial/Ethnic Climate

Abstract

The culturally responsive beliefs and practices of primary grade teachers were examined during the instructional implementation of an inquiry-based, interdisciplinary unit on Dinosaurs. This research was conducted as part of a larger, multi-tiered STEM study comparing instructional learning experiences in primary grade Science, Technology, Engineering, and Literacy content with a focus on 3-D interactions. A mixed methodological approach involved multiple data sources, utilizing quantitative and qualitative analysis. This paper focuses on the changes in primary grade, pre-service and in-service teachers’ culturally responsive teaching, as measured by Culturally Responsive Teaching Self Efficacy (CRTSE) Scales. Results indicate significant changes in teachers’ ratings of their culturally responsive teaching abilities and resulting perceptions of students’ interests, abilities, and demonstrated performances in STEM learning.

Authors

• Corine Meredith Brown, Rowan University

• Zeynep Isik-Ercan, Rowan University

• Nicole Kammer, Rowan University