Efficacy of ACA strategies in biography-driven science teaching: an investigation |
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| Authors: | Grizelda L MacDonald Stuart S Miller Kevin Murry Socorro Herrera Jacqueline D Spears |
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| Institution: | 1. Center for Intercultural and Multilingual Advocacy, Kansas State University, 1100 Mid-Campus Drive, Manhattan, KS, 66506-5301, USA
2. Center for Science and Education, Kansas State University, 1100 Mid-Campus Drive, Manhattan, KS, 66506-5301, USA
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| Abstract: | This study explored the biography-driven approach to teaching culturally and linguistically diverse students in science education. Biography-driven instruction (BDI) embraces student diversity by incorporating students’ sociocultural, linguistic, cognitive, and academic dimensions of their biographies into the learning process (Herrera in Biography-driven culturally responsive teaching. Teachers College Press, New York, 2010). Strategies have been developed (Herrera, Kavimandan and Holmes in Crossing the vocabulary bridge: differentiated strategies for diverse secondary classrooms. Teachers College Press, New York, 2011) that provide teachers with instructional routines that facilitate BDI. Using systematic classroom observations we empirically demonstrate that these activate, connect, affirm, strategies are likely to be effective in increasing teachers’ biography-driven practices. Implications for theory and practice are discussed. |
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