Literaturnachweis - Detailanzeige
| Autor/in | Marsh, L. Trenton S. |
|---|---|
| Titel | "Raw Intelligence Does Not Help You": Exploring Teachers' Conceptualizations of Success at One "No-Excuses" Charter School |
| Quelle | In: Urban Education, 56 (2021) 7, S.1106-1136 (31 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Marsh, L. Trenton S.) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0042-0859 |
| DOI | 10.1177/0042085920979677 |
| Schlagwörter | Teacher Expectations of Students; Teacher Attitudes; Academic Achievement; Success; White Teachers; Charter Schools; Zero Tolerance Policy; Urban Schools; Urban Teaching; Ethnography; Achievement Gap; Minority Group Students; Discipline Policy; Teacher Role; Moral Development; Compliance (Psychology) |
| Abstract | This paper explores the ways in which success in school is constructed by a majority White teaching staff during day-to-day classroom practices and schoolwide policies, such as the disciplinary systems at a "no-excuses" charter school in one of the largest urban districts in the U.S. Stakeholders were assessed by interviews and observations during a year-long situated ethnography with an analysis of teachers' dispositions and actions. As "no-excuses" public charters are proliferated across the country due to purported students' success, it is important to understand how success in school is conceptualized and measured by teachers. (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 | 2024/1/01 |
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