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Addressing The Climate Change Consensus Gap Among Preservice Teachers: A Four-Faceted Approach, Grinell Smith, Colette Rabin
Addressing The Climate Change Consensus Gap Among Preservice Teachers: A Four-Faceted Approach, Grinell Smith, Colette Rabin
Faculty Publications
In this paper, we report an estimate of the magnitude of the “consensus gap” – the gap between what scientists know about climate change and what the general public thinks they know – about anthropomorphic climate change among K-8 pre-service teachers. We also report qualitative findings about the utility of a four-faceted approach to teaching about climate change designed explicitly to mitigate inductive reasoning errors and to reduce in-group favoritism, attribution bias, inter-group conflict, and confirmation bias. We found that learning about the scientific consensus spurred student exploration about climate change and the careful use of deliberation toward commonly-held positions …
We Would If We Could: Examining Culturally Responsive Teaching Self-Efficacy In A Middle School Mathematics Methods Course, Jamaal R. Young, Jemimah L. Young, Brandon L. Fox, Earl R. Levingston Jr., Alana Tholen
We Would If We Could: Examining Culturally Responsive Teaching Self-Efficacy In A Middle School Mathematics Methods Course, Jamaal R. Young, Jemimah L. Young, Brandon L. Fox, Earl R. Levingston Jr., Alana Tholen
Faculty Publications
Despite mounting evidence of the pedagogical importance of culturally responsive teaching, many teachers do not implement culturally responsive practices in their classrooms. The purpose of this study was to investigate pre-service mathematics teachers’ culturally responsive teaching and outcome expectancy in order to inform teacher preparation in mathematics methods courses. Participants completed the Culturally Responsive Teaching Self-efficacy Scale (CRTSE) and the Culturally Response Teaching Outcome Expectancy (CRTOE) Scale. Results suggest that middle school mathematics teachers were only moderately efficacious in their ability to implement culturally responsive teaching practices, despite strong beliefs in the instructional utility of culturally responsive teaching practices.