Dispositions and Practices of Effective Teachers: Meeting the Needs of At-Risk Minority Students in China

Autor/inn/en	Xu, Xianxuan; Grant, Leslie W.; Stronge, James H.
Titel	Dispositions and Practices of Effective Teachers: Meeting the Needs of At-Risk Minority Students in China
Quelle	In: Chinese Education & Society, 55 (2022) 3, S.147-164 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1061-1932
DOI	10.1080/10611932.2022.2068334
Schlagwörter	Teacher Attitudes; At Risk Students; Minority Group Students; Poverty; Student Needs; Teacher Student Relationship; Student Welfare; Foreign Countries; Teacher Effectiveness; Ethnicity; Learning Activities; Student Motivation; Parent Participation; Teaching Methods; China + Suchen Sie Ihr Suchwort? Lehrerverhalten; Armut; Teacher student relationships; Lehrer-Schüler-Beziehung; Studentenseelsorge; Ausland; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Ethnizität; Lernaktivität; Schulische Motivation; Elternmitwirkung; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	This study examines the beliefs and practices of 22 teachers identified as highly effective in Yunnan Province, China, who work with students facing significant academic and social challenges. In many cases, the selected teachers work with students at the extreme end of the at-risk continuum, including students having multiple disadvantaged characteristics such as ethnic minority status and poverty. Specifically, this paper shares findings about how these teachers address their students' needs in three domains--academic, affective, and technical needs. Descriptive data from classroom observations are presented. From the themes regarding teachers' beliefs and practices that emerged from the qualitative data, the findings reveal that these teachers address students' affective, academic and technical needs concurrently through their thoughtful instructional delivery and interactions with students. The teachers not only provide academic support (e.g., using a variety of instructional strategies communicating high expectations) to their students, but also offer socio-emotional support by being caring yet firm toward students and by soliciting technical support to create a safety net for the students' well-being. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01