naa a22 4500 510781004 CHVBK 20180411083247.0 cr unu---uuuuu 180411e20131201xx s 000 0 eng 10.1007/s11422-013-9544-1 doi (NATIONALLICENCE)springer-10.1007/s11422-013-9544-1 The development of a model of culturally responsive science and mathematics teaching [Elektronische Daten] [Cecilia Hernandez, Amanda Morales, M. Shroyer] This qualitative theoretical study was conducted in response to the current need for an inclusive and comprehensive model to guide the preparation and assessment of teacher candidates for culturally responsive teaching. The process of developing a model of culturally responsive teaching involved three steps: a comprehensive review of the literature; a synthesis of the literature into thematic categories to capture the dispositions and behaviors of culturally responsive teaching; and the piloting of these thematic categories with teacher candidates to validate the usefulness of the categories and to generate specific exemplars of behavior to represent each category. The model of culturally responsive teaching contains five thematic categories: (1) content integration, (2) facilitating knowledge construction, (3) prejudice reduction, (4) social justice, and (5) academic development. The current model is a promising tool for comprehensively defining culturally responsive teaching in the context of teacher education as well as to guide curriculum and assessment changes aimed to increase candidates' culturally responsive knowledge and skills in science and mathematics teaching. Springer Science+Business Media Dordrecht, 2013 Culturally responsive teaching nationallicence Content integration nationallicence Facilitating knowledge construction nationallicence Prejudice reduction nationallicence Social justice nationallicence Hernandez Cecilia Department of Curriculum and Instruction, New Mexico State University, MSC 3CUR, 88003-8001, Las Cruces, NM, USA aut Morales Amanda Department of Curriculum and Instruction, Kansas State University, 1100 Mid-Campus Drive, Bluemont Hall 009, 66506, Manhattan, KS, USA aut Shroyer M. Department of Curriculum and Instruction, Kansas State University, 1100 Mid-Campus Drive, Bluemont Hall 318, 66506, Manhattan, KS, USA aut Cultural Studies of Science Education Springer Netherlands 8/4(2013-12-01), 803-820 1871-1502 8:4<803 2013 8 11422 https://doi.org/10.1007/s11422-013-9544-1 text/html Onlinezugriff via DOI 1 research-article jats NATIONALLICENCE 856 40 https://doi.org/10.1007/s11422-013-9544-1 text/html Onlinezugriff via DOI NATIONALLICENCE 700 1- Hernandez Cecilia Department of Curriculum and Instruction, New Mexico State University, MSC 3CUR, 88003-8001, Las Cruces, NM, USA aut NATIONALLICENCE 700 1- Morales Amanda Department of Curriculum and Instruction, Kansas State University, 1100 Mid-Campus Drive, Bluemont Hall 009, 66506, Manhattan, KS, USA aut NATIONALLICENCE 700 1- Shroyer M. Department of Curriculum and Instruction, Kansas State University, 1100 Mid-Campus Drive, Bluemont Hall 318, 66506, Manhattan, KS, USA aut NATIONALLICENCE 773 0- Cultural Studies of Science Education Springer Netherlands 8/4(2013-12-01), 803-820 1871-1502 8:4<803 2013 8 11422 Metadata rights reserved Springer special CC-BY-NC licence nationallicence BK010053 XK010053 XK010000 NATIONALLICENCE NATIONALLICENCE NL-springer