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dc.contributor.advisorBlake, Sallyen_US
dc.contributor.authorGrazutis, Ashley M., 1996--en_US
dc.date.accessioned2018-12-14T17:57:02Z
dc.date.available2018-12-14T17:57:02Z
dc.date.issued2018-12-09
dc.identifier.urihttps://commons.lib.niu.edu/handle/10843/19322
dc.description.abstractThe changing needs of our students, such as an increased knowledge of social justice and equity issues, are gaining importance in teacher training programs as world views of social norms are broadened to address the changing demographics in schools. This is important as education needs to be relevant to all students so they can all become informed and engaged citizens. The purpose of this study was to analyze a sample of state recommended science lessons through the lens of cultural relevance (student voice, use of differentiation, language and literacy development opportunities, student access to information, connection/contextualization to students, degree of challenge in lessons, social justice examination, and student equity/decolonization) and to adapt lesson plans found deficient in the areas stated to support new expectations of differentiated instruction. The lessons were analyzed for deficiencies in cultural relevancy using a rubric adapted from the CREDE standards for Culturally Relevant activities and Jean Aguilar-Valdez’s rubric for Culturally Responsive Lessons/Assignments and then annotated with adaptations that could be made to the lesson plans in the areas that were rated Not Observed. Deficiency was determined by percentage of inter-rater agreement using a rubric with the ratings of Not Observed, Minimal, Emerging, Effective and Highly Effective. The rubric was separated into eight (8) categories, as identified earlier and inter-rater agreement was calculated. It was calculated taking the amount of people who agreed and dividing that number by the total people who agreed. If 2 out of the 3 people said an area was not observed in a lesson plan, adaptations were annotated onto the lesson plans. Further research could look into the extent to which the adaptations suggested are effective at addressing cultural relevancy in the classroom.en_US
dc.format.extent127 pagesen_US
dc.language.isoen_USen_US
dc.publisherNorthern Illinois Universityen_US
dc.rightsNIU theses are protected by copyright. They may be viewed from Huskie Commons for any purpose, but reproduction or distribution in any format is prohibited without the written permission of the authors.en_US
dc.subjectCultural Relevancyen_US
dc.subjectMiddle Schoolen_US
dc.subjectScienceen_US
dc.subjectCurriculumen_US
dc.subjectEarly Adolescenten_US
dc.subjectEthnic Minorityen_US
dc.titleMaking Middle School Science Curriculum Lesson Plans More Culturally Relevant to Early Adolescent Ethnic Minoritiesen_US
dc.type.genreOtheren_US
dc.typeTexten_US
dc.contributor.departmentOtheren_US
dc.description.degreeB.S. (Bachelor of Science)en_US


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