Advanced Placement and International Baccalaureate Programs: Optimal Learning Environments for Talented Minorities?

Autor/inn/en	Kyburg, Robin M.; Hertberg-Davis, Holly; Callahan, Carolyn M.
Titel	Advanced Placement and International Baccalaureate Programs: Optimal Learning Environments for Talented Minorities?
Quelle	In: Journal of Advanced Academics, 18 (2007) 2, S.172-215 (44 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1932-202X
Schlagwörter	Advanced Placement Programs; Educational Environment; Teacher Behavior; Administrator Behavior; Minority Groups; Academically Gifted; High School Students; Urban Schools; High Schools; Scaffolding (Teaching Technique); Administrator Attitudes; Teacher Attitudes; Student Attitudes; Observation; Interviews + Suchen Sie Ihr Suchwort? Lernumgebung; Pädagogische Umwelt; Schulumwelt; Teacher behaviour; Lehrerverhalten; Ethnische Minderheit; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Schülerverhalten; Beobachtung; Interviewing; Interviewtechnik
Abstract	The racial, ethnic, linguistic, and economic diversity within urban areas necessitates the creation of scholastic environments that are responsive to the varying academic and social needs of the student population. This qualitative study investigates ways in which teacher and administrator behavior and the school environment contribute to the successes or frustrations of minority students in AP and IB courses. Classroom observations and interviews with 9 administrators, 4 counselors, 43 teachers, and 75 students in 3 urban high schools revealed that consistent, broad-based support scaffolds learning experiences for students, enabling them to experience success and to develop confidence in taking on new challenges in college. Two key factors seemed to be integral to creating environments that nurture the growth of academic talent among students of diverse backgrounds: (a) a pervasive and consistent belief that these students could succeed, which resulted in instructional and group support; and (b) scaffolding to support and challenge able students (e.g., extracurricular help, lunchtime discussion forums, subsidized college visits). Teachers found ways to flexibly tailor their support and expectations to individual student needs in terms of product and performance expectations and the kind of help that was provided. (Contains 1 table, 1 figure and 3 endnotes.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10