Abstract
This study describes how teachers use their personal knowledge of a school district and their students to cope with teaching under stressful situations associated with economic, social, and institutional factors. The 3 teachers dealt with these issues in unique ways, focusing on helping students to overcome negative perceptions, value the importance of an education, and build strong relationships. A model of multicultural science professional development is proposed that complements the strengths that these teachers have. A task for science educators working with teachers and administration in schools and districts that are “critically low performing” is to support everyone in implementing pedagogical methods aimed at empowerment, social justice, and high achievement for all students.
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Notes
In describing multicultural approaches as multicultural science education, feminist pedagogy, culturally relevant and culturally responsive pedagogies, I am not claiming exclusivity that these are the only methods that emphasize a shift in locus of control from teacher to student or active participation of students. These methods were chosen because they inform and comprise my practice and my work with classroom teachers.
A letter grade rating of A–F is assigned to each school based on student performance on the State Comprehensive Assessment Test in reading, math, and writing; student attendance; out-of-school suspensions; and the dropout rate. School grading criteria are affected also by a school’s demonstration of improvement from one year to the next. Grades are provided only at the school level, thus school districts and the state are not assigned an overall grade.
King University is a historically Black college/university (HBCU). It has a strong reputation as a fine academic institution that traditionally serves the Black community. The State University is a predominantly White institution (PWI). It has a strong reputation of academic excellence and research. The two universities are located within 3 miles of each other and share some program credits, resources, facilities, and faculty.
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Moore, F.M. Teachers’ Coping Strategies for Teaching Science in a “Low-Performing” School District. J Sci Teacher Educ 18, 773–794 (2007). https://doi.org/10.1007/s10972-007-9066-3
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DOI: https://doi.org/10.1007/s10972-007-9066-3