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dc.contributor.advisorVeronesi, Peter
dc.contributor.authorDunne, Elizabeth
dc.date.accessioned2021-09-07T21:51:59Z
dc.date.available2021-09-07T21:51:59Z
dc.date.issued12/19/2013
dc.identifier.urihttp://hdl.handle.net/20.500.12648/5498
dc.description.abstractCulturally responsive instruction (CRT) is a term that has been bandied about the world of education for the past several decades. Despite substantial discussion into the theoretical constructs behind CRT, concrete applications of CRT to the science classroom have yet to be articulated or proposed. In this project, six elements of CRT classroom practices are described and applied to the secondary science classroom. Exemplar lessons modeling these six elements are provided to illustrate how authentic science instruction can occur in a culturally responsive classroom.
dc.subjectUrban Education
dc.subjectCulturally Responsive Instruction
dc.titleA Framework for culturally responsive teaching: Effectively implementing culturally responsive instruction in the science classroom
dc.typethesis
refterms.dateFOA2021-09-07T21:52:00Z
dc.description.institutionSUNY Brockport
dc.description.departmentEducation and Human Development
dc.description.degreelevelMaster of Science in Education (MSEd)
dc.source.statuspublished
dc.description.publicationtitleEducation and Human Development Master's Theses
dc.contributor.organizationThe College at Brockport
dc.languate.isoen_US


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