Reframing the Achievement Gap: Lessons from Puzzling Students

Autor/in	Ballenger, Cynthia
Titel	Reframing the Achievement Gap: Lessons from Puzzling Students
Quelle	In: Reading Teacher, 73 (2019) 2, S.141-147 (7 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0034-0561
DOI	10.1002/trtr.1810
Schlagwörter	Academic Achievement; Achievement Gap; Sociolinguistics; Learner Engagement; Reading Instruction; Group Discussion; Teacher Attitudes; Student Attitudes; Classroom Communication; Teacher Student Relationship; Intellectual Development + Suchen Sie Ihr Suchwort? Schulleistung; Soziolinguistik; Leseunterricht; Gruppendiskussion; Lehrerverhalten; Schülerverhalten; Klassengespräch; Teacher student relationships; Lehrer-Schüler-Beziehung; Mental development; Geistige Entwicklung
Abstract	The achievement gap has been the focus of a good deal of research, attention, and hopeful new practices, yet it has hardly decreased. Using insights from sociolinguistic and sociocultural studies of classrooms in concert with practices developed by teacher researchers in the tradition of the Brookline Teacher Researcher Seminar, the author proposes a radical reframing of the position, and of the intellectual strength, of students not successfully engaged in school by exploring reading group interactions, focusing on two of her students and her own response to what they said. Considering details from the talk of these students, the author suggests ways in which teachers often miss or misjudge the full understandings and the intellectually rich intentions of many ostensibly less successful students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01