I appreciate your query and see that others are responding. Outstanding! So for what's it's worth, I'll chime in and add my 2 cents..
I'm located at Virginia Commonwealth Univesity, which is an urban facing institution, with over 40% of our students from diverse backgrounds. We collaborate with some of the "highest needs" schhool districts in the area, e.g., Richmond City Public Schools, Petersburg City Public Schools, Chesterfield County, Henrioc County, etc. What I'm learning is that while many focus on engaging NGSS (3D learning) that interwines the three dimensions of practices, core ideas and cross-cutting concepts, building off anchor phenomena, and students' own driving questions--all Awesome recommendations we should move towards with utmost importance, there is also a body of research out there looking at how to also work with high need students from diverse and varying socio-economic backgournds, Here's a couple references from Chris Edmim out of Columbia University (and others) that might help in your quest (several full texts available online):
For White Folks Who Teach in the Hood...and the Rest of Y'all Too (Reality Pedagogy and Urban Education) By Chris Edmins, 2016
Exploring the Impact of Reality Pedagogy: Understanding its Implementation on Urban Immigrant Students, Universal Journal of Eduactional Research, 5 (11), 2017 (Tanzina Taher, Felicia Mensah, Christopher Edmin).
Moving Beyond the Boat without a Paddle: Reality Pedagogy, Black Youth, and Urban Science Education, Christopher Edmin, The Journal of Negro Education, V. 80, N. 3, 284-295 (2016).
There may be something there, looking across the 5 C's of culturally relevant/critical Reality Pedagogy for those in urban settings:
- Cogenerative Dialogs (discourse structured to emulate way manyu urban youth communicate-cypher)
- Co-teaching (role reversal, student plans lesson, ensures relavancy, teacher observe, student empowerment/identity)
- Cosmopolitianism (transforms classroom roles (responsibilties for each other and value of differences), greeter, equip distributor, tech manager, even comedian (comic relief).
- Context (bringing in cultually releavnt artifacts into classroom as anchor to lifeworlds outside classroom for urban students, e.g., weathering-using images of worn street signs, store fronts, graffiti art)
- Content (related to academic science content), teachers' willingness to expose and embrace limitations in content knowledge in classroom, student/teacher explore content togehter. Reframing that knowledge is infinite, ripe for interrogation. Reframing of who is a content expert could highlight science-informed professions not traditionally viewed as scientific (music engineers, graffiti artists).
Hope it helps...great question we should be exploring and addressing.