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首页> 外文期刊>School Science and Mathematics >The Growing Awareness Inventory: Building Capacity for Culturally Responsive Science and Mathematics With a Structured Observation Protocol
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The Growing Awareness Inventory: Building Capacity for Culturally Responsive Science and Mathematics With a Structured Observation Protocol

机译：不断增长的意识清单：通过结构化的观察规程培养具有文化响应性的科学和数学的能力

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摘要

This study represents a first iteration in the design process of the Growing Awareness Inventory (GAIn), a structured observation protocol for building the awareness of preservice teachers (PSTs) for resources in mathematics and science classrooms that can be used for culturally responsive pedagogy (CRP). The GAIn is designed to develop awareness of: how students use language in classrooms; relationships between teacher questioning patterns and student participation: messages conveyed by the classroom environment; and ways to incorporate students' interests into lesson plans. The methodology took the form of a multiple case study design with fourteen mathematics PSTs as one case and five science PSTs as the other case. The participants' response to the GAIn and lesson plans served as data sources. Findings reveal that the GAIn scaffolded PSTs' awareness of their students, their own attitudes, and several elements of CRP. However, there were key areas of CRP that were neither explored with the GAIn nor identified by the participants. Consistent with design-based research, outcomes include a design framework for revision of the GAIn and a theory of action that situates it within a teacher education course that includes afield placement.
机译：这项研究代表了日益增长的意识清单（GAIn）设计过程中的第一个迭代，这是一种结构化的观察协议，用于建立对职前教师（PST）的数学和科学教室资源的意识，这些知识可用于文化响应性教学法（CRP） ）。 GAIn旨在提高人们的意识：学生如何在课堂上使用语言；老师提问模式与学生参与之间的关系：教室环境传达的信息；以及将学生兴趣纳入课程计划的方法。该方法采用多案例研究设计的形式，其中一个案例是14个数学PST，另一个案例是5个科学PST。参与者对GAIn和课程计划的回应作为数据源。调查结果表明，GAIn支持PST对学生的了解，他们自己的态度以及CRP的几个要素。但是，有些CRP的关键领域既未被GAIn探索，也未被参与者识别。与基于设计的研究一致，研究结果包括修订GAIn的设计框架和将其置于包括野外实习在内的教师教育课程中的行动理论。

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