如何提高教师的素质? 使用文化响应框架来检查青少年的观点.
Lora Henderson Smith1, David Aguayo2,3, Toshna Pandey1
1University of Virginia.
Journal of adolescent research
|September 24, 2025
概括
学生希望文化响应性实践 (CRP) 超越目前的模式. 他们的见解为提高教师培训和课堂策略提供了有价值的观点,以更好地支持多元化的学习者.
科学领域:
- 教育心理学教育心理学
- 教育社会学教育的社会学
- 文化敏感的教学方法
背景情况:
- 对学生对文化响应实践 (CRP) 的观点进行定性研究是有限的.
- 现有的CRP模型可能无法完全捕捉学生的经验和期望.
- 了解学生的声音对于完善和推进CRP至关重要.
研究的目的:
- 探索中高中生对改善教师文化响应实践 (CRP) 的看法.
- 检查学生识别的概念是否与现有的CRP框架保持一致或扩展.
- 将学生的声音纳入CRP的概念化和实施中.
主要方法:
- 在中西部地区与103名黑人,拉丁裔和白人中高中生进行了23个重点小组.
- 分析了103个学生摘录,详细说明了改善课堂实践的建议.
- 编码的摘录,以符合双重检查CARES框架和文化响应教学的八个能力.
主要成果:
- 103个学生摘录中的67个与一个或两个现有的CRP框架保持一致.
- 三十六个摘录呈现了由双重检查CARES或八个能力框架没有捕捉到的主题.
- 在多样化和均的重点小组中确定学生观点的共同点和差异.
结论:
- 学生的观点提供了有价值的见解,可以扩展当前的文化响应实践 (CRP) 模型.
- 纳入学生的声音对于在教育环境中开发更有效和更相关的CRP至关重要.
- 这些发现对教师的专业发展和改善课堂策略有影响,以满足各种学生需求.
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