Literaturnachweis - Detailanzeige
| Autor/inn/en | Bondy, Elizabeth; Ross, Dorene D.; Hambacher, Elyse; Acosta, Melanie |
|---|---|
| Titel | Becoming Warm Demanders: Perspectives and Practices of First Year Teachers |
| Quelle | In: Urban Education, 48 (2013) 3, S.420-450 (31 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0042-0859 |
| DOI | 10.1177/0042085912456846 |
| Schlagwörter | Beginning Teachers; Elementary School Students; Educational Practices; Novices; Teaching Experience; Whites; African American Students; Culturally Relevant Education; Student Centered Curriculum; Teacher Attitudes; Case Studies; Interviews; Classroom Observation Techniques; Protocol Materials |
| Abstract | In the literature on culturally responsive pedagogy "warm demanders" are teachers who embrace values and enact practices that are central to their students' success. Few scholars have examined the experience of novice teachers who attempt to enact this stance. In this study of two first-year, female, European American teachers who attempted to be warm demanders for their predominantly African American elementary school students, the authors answer the question, "How do the teachers think about and enact warm demanding?" The teachers' contrasting experiences have implications for administrators and teacher educators. (As Provided). |
| Anmerkungen | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
Literaturbeschaffung und Bestandsnachweise in Bibliotheken prüfen
Permalink als QR-Code
Inhalt auf sozialen Plattformen teilen (nur vorhanden, wenn Javascript eingeschaltet ist)
Teile diese Seite:
