Search results for: Berry III Robert Q.
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In this article, the authors argue that culturally relevant instruction coupled with teaching for social justice can motivate marginalized students to learn mathematics. The goals of this conceptual article are threefold: (a) to explore the theoretical frameworks underlying culturally relevant pedagogy (CRP) and social justice pedagogy (SJP), (b) to present illustrative cases of mathematics teaching that reveal the possibilities and challenges associated with these pedagogical approaches, and (c) to offer to the field of teacher education recommendations related to the successful use of CRP and SJP within today’s classrooms.
Updated: Jul. 20, 2010
The article examines the value added to public middle school education by pedagogically trained college student. 680 middle schools were randomly selected and assigned groups. University arts and sciences students were put into two groups on the basis of those with formal teacher training and those without. Each student was thought four lessons to his instructional group. Results indicated that pupils' achievement was influenced by their perceptions of task difficulty and that teaching behaviors had a statistically significant influence on adjusted pupil achievement outcomes among students with formal pedagogical training.
Updated: Oct. 29, 2008