Nurturing Inclusive Science Education: Insights from elementary teachers working with Karen immigrant students.
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| Title: | Nurturing Inclusive Science Education: Insights from elementary teachers working with Karen immigrant students. |
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| Authors: | Armstrong, Ashley N. (AUTHOR) ashleynarmstrong7@gmail.com, Slater, Timothy F. (AUTHOR) |
| Source: | Science & Children. Nov/Dec2024, Vol. 61 Issue 6, p24-28. 5p. |
| Subject Terms: | *Inclusive education, *Science teachers, *Student engagement, *Science education, *Teacher training |
| Abstract: | This article summarizes our research findings, investigating instructional adaptations elementary science teachers make to accommodate a growing population of Karen immigrant students. Hailing from the war-torn country of Myanmar, Karen students, who have cultural backgrounds generally unknown to U.S. trained teachers, face unique challenges, including PTSD and cultural differences that impact their expectations for classroom participation. Clinical interviews conducted with teachers about how they differentiate and adapt their elementary science instruction reveal that there are great learning benefits when teachers emphasize the significance of building relationships and creating a safe learning environment. Particularly when teaching science, interview data showed teachers find that they need to highlight the use of visual aids, hands-on learning, and technology integration as they emerge as effective strategies. We also found that teachers needed to reduce the amount of out of class homework, carefully considering language barriers and family responsibilities, while still maintaining academic rigor. Teachers further stress that relationships with students, using parallel language, and the need for ESL/cultural training for teachers are keys to success. The results of this study reveal the resilience and eagerness of Karen students to succeed when provided with supportive, culturally sensitive learning environments. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
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| Abstract: | This article summarizes our research findings, investigating instructional adaptations elementary science teachers make to accommodate a growing population of Karen immigrant students. Hailing from the war-torn country of Myanmar, Karen students, who have cultural backgrounds generally unknown to U.S. trained teachers, face unique challenges, including PTSD and cultural differences that impact their expectations for classroom participation. Clinical interviews conducted with teachers about how they differentiate and adapt their elementary science instruction reveal that there are great learning benefits when teachers emphasize the significance of building relationships and creating a safe learning environment. Particularly when teaching science, interview data showed teachers find that they need to highlight the use of visual aids, hands-on learning, and technology integration as they emerge as effective strategies. We also found that teachers needed to reduce the amount of out of class homework, carefully considering language barriers and family responsibilities, while still maintaining academic rigor. Teachers further stress that relationships with students, using parallel language, and the need for ESL/cultural training for teachers are keys to success. The results of this study reveal the resilience and eagerness of Karen students to succeed when provided with supportive, culturally sensitive learning environments. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 00368148 |
| DOI: | 10.1080/00368148.2024.2411758 |
