Promoting student interest in science: The perspectives of exemplary African American teachers

American Educational Research Journal

Volumn 49, Issue 1, 2012, Pages 124-154

  Xu, Jianzhong ^a   Coats, Linda T ^a   Davidson, Mary L ^b  

^a MISSISSIPPI STATE UNIVERSITY   (United States)

^b Mississippi School for Mathematics and Science   (United States)

Author keywords

Black education; interest; qualitative research; science education; teacher knowledge

Indexed keywords

EID: 84863042411     PISSN: 00028312     EISSN: None     Source Type: Journal    
DOI: 10.3102/0002831211426200     Document Type: Article

References (60)

1. Aikenhead G.S.,Jegede O.J.Cross-cultural science education: A cognitive education of a cultural phenomenon.Journal of Research in Science Teaching. 1999;36:269-287.
2. American Educational Research. Association Science education that makes sense.Research Points. 2007;5 (1): 1-4.
3. Aschbacher P.R.,Li E.,Roth E.J.Is science me? High school students' identities, participation, and aspirations in science, engineering, and medicine.Journal of Research in Science Teaching. 2010;47:564-582.
4. Au K.H.,Jordan C.Culture and bilingual classroom: Studies in classroom ethnography. Trueba H.Guthrie G.Au K.H., ed. Rowley, MA: Newbury; 1981:69-86.
5. Barron B.Interest and self-sustained learning as catalysts of development: A learning ecology perspective.Human Development. 2006;49:193-224.
6. Barton A.C.,Tan E.Funds of knowledge and discourses and hybrid space.Journal of Research in Science Teaching. 2009;46:50-73.
7. Basu S.J.,Barton A.C.Developing a sustained interest in science among urban minority youth.Journal of Research in Science Teaching. 2007;44:466-489.
8. Beauboeuf-Lafontant T.A womanist experience of caring: Understanding the pedagogy of exemplary Black women teachers.Urban Review. 2002;34:71-86.
9. Bergin D.A.Influences on classroom interest.Educational Psychologist. 1999;34:87-98.
10. Boykin A.W.Task variability and the performance of Black and White school children: Vervistic explorations.Journal of Black Studies. 1982;12:469-485.
11. Boykin A.W.Schools and students at risk: Context and framework for positive change. Rossi R.J., ed. New York, NY: Teachers College Press; 1994:116-138.
12. Brown K.E.,Medway F.J.School climate and teacher beliefs in a school effectively serving poor South Carolina (USA) African-American students: A case study.Teaching and Teacher Education. 2007;23:529-540.
13. Bryan L.A.,Atwater M.M.Teacher beliefs and cultural models: A challenge for science teacher preparation programs.Science Education. 2002;86:821-839.
14. Coffey A.,Atkinson P.Making sense of qualitative data. Thousand Oaks, CA: Sage; 1996:.
15. CoffeyH. (2008). Culturally relevant teaching. Retrieved December 22, 2010, from http://www.learnnc.org/lp/pages/4474.
16. Delpit L.The silenced dialogue: Power and pedagogy in educating other people's children.Harvard Educational Review. 1988;58:280-298.
17. Elmesky R.,Seiler G.Movement expressiveness, solidarity and the (re)shaping of African American students' scientific identities.Cultural Studies of Science Education. 2007;2:73-103.
18. Erickson F.Handbook of research on teaching. 1986). Qualitative methods in research on teaching. In WittrockM. (Ed.), Handbook of research on teaching (3rd ed., pp. 119-161). New York, NY: Macmillan.Wittrock M., ed. New York, NY: Macmillan; 1986:119-161.
19. Foster M.Black teachers on teaching. New York. NY: The New Press; 1997:.
20. Gay G.Culturally responsive reaching: Theory, research, and practice. New York, NY: Teachers College Press; 2000:.
21. Glaser B.G.,Strauss A.L.The discovery of grounded theory: Strategies for qualitative research. Chicago, IL: Alding; 1967:.
22. Graue E.,Hatch K.,Rao K.,Oen D.The wisdom of class-size reduction.American Educational Research Journal. 2007;44:670-700.
23. Hidi S.,Renninger K.A.The four-phase model of interest development.Educational Psychologist. 2006;41:111-127.
24. Howard T.C.Powerful pedagogy for African American students: A case of four teachers.Urban Education. 2001;36:179-202.
25. Irvine J.J.In search of wholeness: African American teachers and their culturally specific classroom practices. Irving J.J., ed. New York, NY: Palgrave; 2002:139-146.
26. Irvine J.J.Education teachers for diversity: Seeing with a cultural eye. New York, NY: Teachers College Press; 2003:.
27. Jordan C.Translating culture: From ethnographic information to educational program. Anthropology and Education Quarterly. 1985;16:105-123.
28. Jordan W.J.Defining equity: Multiple perspectives to analyzing the performance of diverse learners.Review of Research in Education. 2010;34:142-178.
29. Karunungan M.L. L.In search of wholeness: African American teachers and their culturally specific classroom practices. Irving J.J., ed. New York, NY: Palgrave; 2002:111-138.
30. King S.K.The limited presence of African-American teachers.Review of Educational Research. 1993;63:115-149.
31. Krapp A.Motivational psychology of human development. Heckhausen J., ed. London, UK: Elsevier; 2000:109-128.
32. Ladson-Billings G.Research and multicultural education. Grant C.A., ed. London, UK: Falmer; 1992:106-121.
33. Ladson-Billings G.Toward a theory of culturally relevant pedagogy.American Educational Research Journal. 1995;32:465-491.
34. Lather P.Research as praxis.Harvard Educational Review. 1986;56:257-277.
35. Lee O.Science education and student diversity: Synthesis and research agenda.Journal of Education for Students Placed at Risk. 2005;10:433-440.
36. Lee O.,Luykx A.Dilemmas in scaling up innovations in elementary science instruction with nonmainstream students.American Educational Research Journal. 2005;42:411-438.
37. Leonard J.,Brooks W.,Barnes-Johnson J.,Berry R.Q.The nuances and complexities of teaching mathematics for cultural relevance and social justice.Journal of Teacher Education. 2010;61:261-270.
38. Lincoln Y.S.Emerging criteria for quality in qualitative and interpretative research.Qualitative Inquiry. 1995;1:275-289.
39. Lynch S.,Kuipers J.,Pyke C.,Szesze M.Examining the effects of a highly rated science curriculum unit on diverse students: Results from a planning grant.Journal of Research in Science Teaching. 2005;42:912-946.
40. Maltese A.V.,Tai R.H.Eyeballs in the fridge: Sources of early interest in science.International Journal of Science Education. 2010;32:669-685.
41. Martin D.B.Researching race in mathematics education.Teachers College Record. 2009;111:295-338.
42. National Science Foundation. Women, minorities, and persons with disabilities in science and engineering. Arlington, VA: Author; 2009:.
43. Noblit G.,Hwang S.,Seiler G.,Elmesky R.Forum: Toward culturally responsive discourses in science education.Cultural Studies of Science Education. 2007;2:105-117.
44. Osborne J.,Simon S.,Collins S.Attitudes towards science: A review of the literature and its implications.International Journal of Science Education. 2003;25:1049-1079.
45. Pickens M.,Eick C.J.Studying motivational strategies used by two teachers in differently tracked science courses.Journal of Educational Research. 2009;102:349-362.
46. Renninger K.A.Interest and identity development in instruction: An inductive model.Educational Psychologist. 2009;44:105-118.
47. Renninger K.A.,Hidi S.Development of achievement motivation. Wigfield A.Eccles J.S., ed. New York, NY: Academic; 2002:173-195.
48. Schraw G.,Flowerday T.,Lehman S.Increasing situational interest in the classroom.Educational Psychology Review. 2001;13:211-224.
49. Seiler G.Reversing the "standard" direction: Science emerging from the lives of African American students.Journal of Research in Science Teaching. 2001;38:1000-1014.
50. Seiler G.,Elmesky R.The role of communal practices in the generation of capital and emotional energy among urban African American students in science classrooms.Teachers College Rec. 2007;109:391-419.
51. Singh K.,Granville M.,Dika S.Mathematics and science achievement: Effects of motivation, interest, and academic engagement.Journal of Educational Research. 2002;95:323-332.
52. Stanford G.C.Successful pedagogy in urban schools: Perspectives of four African American teachers.Journal of Education for Students Placed at Risk. 1997;2:107-119.
53. Tai R.T.,Liu C.Q.,Maltese A.V.,Fan X.T.Planning early for careers in science.Science. 2006;312:1143-1144.
54. Upadhyay B.R.Using students' lived experiences in an urban science classroom: An elementary school teacher's thinking.Science Education. 2006;90:94-110.
55. Villegas A.M.,Irvine J.J.Diversifying the teaching force: An examination of major arguments.Urban Review. 2010;42:175-192.
56. Wenner G.Comparing poor, minority elementary students' interest and background in science with that of their White, affluent peers.Urban Education. 2003;38:153-172.
57. Xu J.Worldview of one Black family in a middle school inclusion program: An ethnographic study.Teachers College Record. 2006;108:1496-1530.
58. Xu J.Models of secondary students' interest in homework: A multilevel analysis.American Educational Research Journal. 2008;45:1180-1205.
59. Xu J.,Corno L.Case studies of families doing third-grade homework.Teachers College Record. 1998;100:402-436.
60. Yin R.K.Case study research: Design and methods. 2003). Case study research: Design and methods (3rd ed.). Beverly Hills, CA: Sage.Beverly Hills, CA: Sage; 2003:.