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Abstract Title: A Study of Select Physics Teachers Beliefs on Diversity, Equity, and Multiculturalism in Physics and Implementing Culturally Relevant Practices
Abstract: The goal of this qualitative study is to investigate physics instructors' beliefs about diversity equity, and multiculturalism in physics and implementing culturally responsive practices in the classroom. The study focuses on how physics teachers' beliefs impact practice, and data collection was guided by the Teacher Centered Reform Model by Gess-Newsome et al. (2003) and Brown-Jeffry and Cooper's (2011) description of culturally relevant pedagogy. Data collection included class observation and interviews of physics teachers. Data analysis was guided by the culturally responsive observation protocol (CITE), and interview coding scheme focusing on cultural responsiveness as described by Powell & Rightmyer (2011). Beliefs domains were categorized as: student characteristics, identity and achievement, equity and excellence, teaching the whole student, and developmental appropriateness. The themes of the coding scheme were: cultural awareness, teaching accommodations, familiarity, color blindness, and no change.
Abstract Type: Contributed Poster Presentation

Author/Organizer Information

Primary Contact: Clausell Mathis
Florida State University
1130 High Meadow Dr
Tallahassee, FL 32311
Phone: 3212743323