Promoting Respectful Learning

Autor/in	Boaler, Jo
Titel	Promoting Respectful Learning
Quelle	In: Educational Leadership, 63 (2006) 5, S.74-78 (5 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1784
Schlagwörter	High School Students; Student Diversity; Urban Schools; Mathematics Achievement; Mathematics Teachers; Peer Relationship; Academic Achievement; Curriculum Design; Teaching Methods; Longitudinal Studies; Mathematics Instruction; Suburban Schools; Comparative Analysis; Age Differences; Teacher Collaboration; Equal Education; Grouping (Instructional Purposes); Cooperative Learning; Problem Solving; Interpersonal Relationship; Heterogeneous Grouping + Suchen Sie Ihr Suchwort? High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Peer-Beziehungen; Schulleistung; Lehrplangestaltung; Teaching method; Lehrmethode; Unterrichtsmethode; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Mathematics lessons; Mathematikunterricht; Suburban area; Outskirts; Suburb; Vorort; Vorstadt; Age; Difference; Age difference; Altersunterschied; Lehrerkooperation; Grouping; Gruppenbildung; Kooperatives Lernen; Problemlösen; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung
Abstract	In a four-year, longitudinal study conducted between 2000 and 2004, the author followed 700 students as they progressed through three high schools: a diverse, urban school as well as two suburban schools. Although incoming freshmen at the urban school scored significantly lower in mathematics than incoming students at the two suburban schools, by senior year, 41 percent of the urban school's students were taking calculus, compared with approximately 27 percent of students in the other two schools. The urban school's approach encouraged both relational equity and high achievement. Important dimensions of the mathematics teachers' work included working collaboratively to design curriculums and teaching methods, a shared commitment to equity, heterogeneous classes, and a teaching approach in which students worked on complex conceptual problems in groups. These positive and respectful intellectual relations--which the author refers to as "relational equity"--depended on students' committing to the learning of others, respecting the ideas of others, and learning to communicate. (Contains 1 figure.) (Author).
Anmerkungen	Association for Supervision and Curriculum Development. 1703 North Beauregard Street, Alexandria, VA 22311-1714. Tel: 800-933-2723; Tel: 703-578-9600; Fax: 703-575-5400; Web site: http://www.ascd.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10