Approximating Cultural Responsiveness:   Teacher Readiness for Accommodative, Biography-Driven Instruction

Murry, Kevin; Holmes, Melissa A.; Kavimandan, Shabina K.

doi:10.32865/fire202062203

Cited by 4 publications

(5 citation statements)

References 13 publications

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“…Moreover, the application of the BDI strategies resulted in constant participant-participant and instructor-participant conversations due to the planned activities each strategy had. This finding is supported by Murry et al (2020) who emphasized that BDI strategies are tools to boost classroom conversations, which allow the teacher to connect students' thoughts to the lesson content.…”

Section: Discussionmentioning

confidence: 82%

“…Furthermore, students' speaking abilities increased since they were grouped purposefully considering their linguistic and academic needs and assets which allowed them to receive and provide support while performing collaboratively the planned activities. The BDI model emphasizes the use of group structures, small groups or partners to make students collaborate and learn from one another (Murry et al, 2020). This result was supported by Daif-Allah and Khan (2016) who mentioned that identifying students' needs and interests is key to improve exponentially their speaking ability.…”

Section: Discussionmentioning

confidence: 98%

“…In a more recent study, Murry et al (2020) investigated teachers' perspectives about the use of the BDI method. This qualitative case study was conducted with four participants from two schools.…”

mentioning

confidence: 99%

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Developing Speaking Skills on EFL Learners through Biography-Driven Instructional Strategies

2022

JEP

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This mixed-method case study evaluated the effectiveness of Biography Driven Instructional (BDI) strategies in developing EFL learners' speaking skill. The participants of the study included 23 students from a high school in Loja, south of Ecuador. Data were collected through interviews as pre and post tests and a focus group. Findings from descriptive and inferential analysis show a statistically significant difference in pre-post speaking tests and participants' perceptions revealed that the use of these strategies had a positive effect on their oral skills. It was concluded that BDI strategies were found to be beneficial to improve EFL learners' speaking performance after the integration of these tools in the classroom. Implications for teaching and future BDI application are also discussed.

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Section: Discussionmentioning

confidence: 82%

Section: Discussionmentioning

confidence: 98%

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Developing Speaking Skills on EFL Learners through Biography-Driven Instructional Strategies

2022

JEP

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“…For example, Aiesi (2016) conducted a study in which 1 st -grade students wrote biographies about their friends and revealed that students in this age group could write successful biographies with the necessary support. Studies highlight the many benefits of using biography in lessons, such as introducing multiple perspectives (Morgan, 2009), content teaching (Murry et al, 2021), and value teaching (Minaz & Taş, 2020).…”

Section: Intervention Applying the Biography Frames Strategymentioning

confidence: 99%

Developing Informational Text Writing Skills of Gifted Students by Leveraging Writing Strategies

Erbasan

Dedeoğlu

2023

Kuramsal Eğitimbilim

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Designed as action research, this qualitative study aims to develop the informational text writing skills of gifted students through the strategies of “all about” books and frames for writing biographies. The study group of the research consists of 21 gifted 4th grade students studying in the field of general mental ability in a Science and Art Center in the spring semester of the 2020-2021 academic year. An eight-week action plan was prepared to support the development of these students' ability to write informational texts. The first 4 weeks are planned with our “all about” books, the last 4 weeks with the strategies of biography writing frameworks. The data were collected with student and teacher diaries, observer reports, student products and Informational Text Writing Rubric. Content analysis was used in the analysis of the collected data. The analysis of the data revealed that while the informational text writing skills of the students were at a moderate level at the beginning, they reached a high level at the end of the process. Based on the findings, some suggestions were presented to teachers and researchers to improve students' ability to write informational texts.

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“…Technocracy fundamentally operates under the premise of top-down decision-making processes, relying upon both efficiency and rigor. Technocracy sanctions systems-centric approaches and hegemonic discourses in teaching and learning (Mehta, 2013; Murry et al , 2020). It often views families and learners through a one-size deficit lens.…”

Section: Technocracy In Our School Systemsmentioning

confidence: 99%

Plexiglass: how power, policy and politics create a mirage of equitable family engagement

Porter

Barko-Alva

Herrera

2021

JME

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Purpose Power, policy and politics set the landscape for technocratic approaches in the educational system. Efficiency and money-saving initiatives that adhere to a one-size-fits-all approach drive the response to complex and multifaceted challenges within education. This has been made apparent through the COVID-19 pandemic and its aftermath. This paper aims to explore one of the most pronounced and gaping realities that became evident during this crisis in how the system dehumanizes those in the margins. By not centralizing the biographies of families served in the schools, particularly culturally and linguistically diverse families, the system has failed to capitalize on the assets and affirm their wisdom. Design/methodology/approach This conceptual paper juxtaposes the technocratic and humanistic approaches of family engagement and provides alternative narratives rooted in authentic cariño (Bartolomé, 2008; Herrera et al., 2020; Valenzuela, 1999) and radical kinship (Boyle, 2017). Findings Currently, the educational system has sought to address complex issues by attending to the structures (i.e. plexiglass) and instructions (i.e. technology) as a way of responding to life-altering events that are in need of humanistic approaches. Originality/value The authors ask educators to reflect on the ways that power, policy and politics often stifle opportunities to move outside what is known to transform educational contexts. The authors conclude with critical questions to create new pathways guided by empathy and hope.

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Approximating Cultural Responsiveness: Teacher Readiness for Accommodative, Biography-Driven Instruction

Cited by 4 publications

References 13 publications

Developing Speaking Skills on EFL Learners through Biography-Driven Instructional Strategies

Developing Speaking Skills on EFL Learners through Biography-Driven Instructional Strategies

Developing Informational Text Writing Skills of Gifted Students by Leveraging Writing Strategies

Plexiglass: how power, policy and politics create a mirage of equitable family engagement

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