Creating State Education Systems That Value Student Cultures

Autor/inn/en	Rodick, William; Marshall, Tanji Reed
Titel	Creating State Education Systems That Value Student Cultures
Quelle	In: State Education Standard, 22 (2022) 3, S.44-49 (6 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1540-8000
Schlagwörter	State Standards; School Districts; Pandemics; COVID-19; State Boards of Education; Inclusion; Culturally Relevant Education; Student School Relationship; Student Behavior; Classroom Techniques; Learner Engagement; Academic Achievement; Attendance; Student Motivation; College Credits; Academic Persistence; Self Concept; School Holding Power; Enrollment Trends; Lesson Plans; Cultural Awareness; Faculty Development; Diversity (Faculty); Educational Quality; Instructional Materials; Teacher Education Programs; Elementary Secondary Education; Kindergarten; In Person Learning + Suchen Sie Ihr Suchwort? School district; Schulbezirk; Inklusion; Schüler-Lehrer-Beziehung; Student behaviour; Schülerverhalten; Klassenführung; Schulleistung; Anwesenheit; Schulische Motivation; College; Colleges; Achievement; Performance; Anrechnung; Hochschule; Fachhochschule; Leistung; Selbstkonzept; Lesson planning; Unterrichtsplanung; Cultural identity; Kulturelle Identität; Quality of education; Bildungsqualität; Lehrmaterial; Lehrmittel; Unterrichtsmedien
Abstract	The last two years disrupted public education systems, but they also highlighted opportunities. Schools and districts can apply the nimbleness they demonstrated during the pandemic to efforts to reconnect and reengage their students. In this moment, state boards of education are in the perfect position to guide schools and districts, not just to a return to normal, but to a system that invites back students' whole selves through inclusive, culturally relevant practices. At a time when school systems have reported sharp declines in student enrollment, it is important to recognize that when students are disconnected from school they are disconnected from multiple facets of development. Culturally responsive practice makes use of culture as a basis for engaging and motivating students, and it fosters proactive classroom management and positive student behavior. Such practices also lead to improved academic performance, attendance, credits earned, retention rates, and positive self-identity. (As Provided).
Anmerkungen	National Association of State Boards of Education. 2121 Crystal Drive Suite 350, Arlington, VA 22202. Tel: 800-368-5023; Tel: 703-684-4000; Fax: 703-836-2313; e-mail: boards@nasbe.org; Web site: https://www.nasbe.org/category/the-standard/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01