Culturally Responsive Caring and Expectations for Academic Achievement in a Catholic School

Autor/in	Dallavis, Christian
Titel	Culturally Responsive Caring and Expectations for Academic Achievement in a Catholic School
Quelle	In: Journal of Catholic Education, 17 (2014) 2, S.154-171 (19 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2164-0246
Schlagwörter	Cultural Awareness; Immigrants; Cultural Activities; Caring; Catholic Schools; Culturally Relevant Education; Teaching Methods; Ethnography; Qualitative Research; Academic Achievement; Teacher Attitudes; Student Attitudes; Parent Attitudes; Expectation; Urban Schools; Interviews; Elementary School Students; Elementary School Teachers; Religion; Self Concept; Illinois + Suchen Sie Ihr Suchwort? Cultural identity; Kulturelle Identität; Immigrant; Immigrantin; Immigranten; Cultural activity; Kulturelle Aktivität; Care; Pflege; Sorge; Betreuung; Katholische Schule; Teaching method; Lehrmethode; Unterrichtsmethode; Ethnografie; Qualitative Forschung; Schulleistung; Lehrerverhalten; Schülerverhalten; Elternverhalten; Expectancy; Erwartung; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Interviewing; Interviewtechnik; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Selbstkonzept
Abstract	This article draws from a larger dissertation study that applied ethnographic and historical research methods to explore the intersection of culturally responsive pedagogy and Catholic schooling in immigrant communities. In particular, this article presents qualitative data analysis to describe student achievement expectations at a contemporary urban Catholic elementary school. By examining teacher, student, and parent perspectives on academic achievement, the article explores the degree to which the caring demonstrated at the school is/is not consistent with a notion of "culturally responsive caring" in the scholarly literature surrounding theories of culturally responsive pedagogy. (As Provided).
Anmerkungen	Loyola Marymount University. School of Education 1 LMU Drive, University Hall Suite 1760, Los Angles, CA 90045. e-mail: catholicedjournal@lmu.edu; Web site: http://digitalcommons.lmu.edu/ce
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10