Efficacy of ACA strategies in biography-driven science teaching: an investigation

MacDonald, Grizelda L.; Miller, Stuart S.; Murry, Kevin; Herrera, Socorro; Spears, Jacqueline D.

doi:10.1007/s11422-013-9517-4

Cited by 8 publications

(5 citation statements)

References 11 publications

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“…This finding is consistent with MacDonald et al ( 2013) who considered that activation, connection, and affirmation (ACA) strategies are beneficial to task engagement since they facilitate the creation of a safe environment that allows students to learn by doing, receiving feedback, and refining their understanding as they gain new knowledge in an interactive way. In addition, the ACA strategies are likely to afford teachers new ways to reinforce and compensate learners' engagement and progress toward learning goals (MacDonald et al, 2013).…”

Section: Discussionmentioning

confidence: 99%

“…Therefore, the rationale of this study attempts to improve EFL learners' speaking skills from a public high school through the integration of BDI strategies which have been proved to be cognitive, metacognitive, and social affective tools (Herrera et al, 2011) that execute the principles of the biography-driven instruction model (Herrera et al, 2012) which is located in the communicative and cognitive approaches of content and language acquisition (Herrera, 2016). The BDI strategies facilitate students' active interaction with academic content, vocabulary, and activities to promote learning in a low-risk environment (MacDonald et al, 2013).…”

Section: Statement Of the Problemmentioning

confidence: 99%

“…MacDonald, Miller, Murry, Herrera, and Spears (2013) explored the effectiveness of the Biography-driven approach to address CLD students in science education. Their aim was to test if teachers who implemented activation, connection, and affirmation (ACA) strategies showed a high level of understanding their culturally responsive practices.…”

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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: 99%

Section: Statement Of the Problemmentioning

confidence: 99%

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

2022

JEP

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“…It has been employed with learners from diverse ethnic and racial backgrounds, including those in schools with predominantly Hispanic and African American student populations. Efforts to document its efficacy for teachers and students are ongoing (e.g., Herrera, Holmes, & Kavimandan, 2012;Holmes, Kavimandan, & Herrera, 2018;MacDonald, Miller, Murry, Herrera, & Spears, 2013;Murry, Herrera, Miller, Fanning, Kavimandan, & Holmes, 2015;Perez, Holmes, Miller, & Fanning, 2012). The purpose of the extant study was to address the research question: What are the perspectives (and associated outcomes) of four elementary teachers who implemented BDI in their classrooms?…”

Section: Dimension #3)mentioning

confidence: 99%

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

Murry

Holmes

Kavimandan

2020

FIRE

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Although many educators espouse tenets of culturally responsive teaching praxis (CRTP) they struggle to effectively apply it in classrooms. Some teachers are unsure how to address the multifaceted assets and needs of students from variant races, ethnicities, and home countries. Other teachers operate from a deficit perspective that emphasizes perceived gaps in knowledge or skills among such learners, with little regard for their prior knowledge, experiences, or ways of knowing (assets). Responding to the needs of both kinds of teachers, Herrera (2010, 2016) developed Biography-Driven Instruction (BDI), a social constructivist method of CRTP that supports educators in making the curriculum accessible, relevant, and rigorous. This phenomenological research investigated teachers

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“…It has been employed with learners from diverse ethnic and racial backgrounds, including in schools with predominantly Hispanic and African American student populations. Efforts to document its efficacy for teachers and students are ongoing (e.g., Herrera, Holmes, & Kavimandan, 2012;Holmes, Kavimandan, & Herrera, 2018;MacDonald, Miller, Murry, Herrera, & Spears, 2013;Murry, Herrera, Miller, Fanning, Kavimandan, & Holmes, 2015;Perez, Holmes, Miller, & Fanning, 2012). The purpose of the extant study was to address the research question:…”

Section: Biography-driven Instructionmentioning

confidence: 99%

Tipping the Scales Toward Culturally Responsive Teaching: Teacher Readiness for Accommodative, Biography-Driven Instruction

Herrera¹

2019

Proceedings of the 2019 AERA Annual Meeting

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Though many teachers agree with the overarching tenets of culturally responsive pedagogy (CRP) or culturally responsive teaching (CRT), they struggle to know how to apply such frameworks in their classrooms. Some educators are unsure how to address the multifaceted needs of classroom communities that reflect multiple races, ethnicities, and countries of origin.Other teachers operate from a deficit perspective, in which a learner's perceived gaps in knowledge or skill are emphasized, with little to no regard for the gifts, experiences, and talents he or she brings. To address the needs of both kinds of teachers, Herrera (2010, 2016) proposed Biography-Driven Instruction (BDI), a communicative/cognitive instructional method that supports educators to make the curriculum relevant, accessible, and rigorous for all students.This qualitative case study explored the perspectives of four elementary teachers who implemented BDI. Using semi-structured interviews, videos of classroom instruction, and student artifacts and debriefings of learning, this study explored the espoused and practical readiness of teachers to accommodate the assets and needs of culturally and linguistically diverse students.

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Efficacy of ACA strategies in biography-driven science teaching: an investigation

Cited by 8 publications

References 11 publications

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

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

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

Tipping the Scales Toward Culturally Responsive Teaching: Teacher Readiness for Accommodative, Biography-Driven Instruction

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