Promoting Academic Engagement through Insistence: Being a Warm Demander

Autor/inn/en	Ross, Dorene D.; Bondy, Elizabeth; Gallingane, Caitlin; Hambacher, Elyse
Titel	Promoting Academic Engagement through Insistence: Being a Warm Demander
Quelle	In: Childhood Education, 84 (2008) 3, S.142 (5 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-4056
Schlagwörter	African American Students; Student Motivation; Teaching Styles; Teacher Effectiveness; Grade 2; Grade 3; Grade 5; Elementary School Teachers; Teacher Influence; Teacher Student Relationship; Classroom Techniques; Discipline; Classroom Environment; Teacher Expectations of Students; Role Models; Academic Achievement; Interpersonal Relationship; Social Reinforcement + Suchen Sie Ihr Suchwort? African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Schulische Motivation; Lehrstil; Unterrichtsstil; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; School year 05; 5. Schuljahr; Schuljahr 05; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Teacher student relationships; Lehrer-Schüler-Beziehung; Klassenführung; Disziplin; Klassenklima; Unterrichtsklima; Identifikationsfigur; Schulleistung; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung
Abstract	If educators are to bridge the black/white achievement gap, they must find a way to engage low-income and minority youth in academic learning. While ample evidence indicates that some teachers are highly effective in engaging students, the persistence of the achievement gap suggests that most are far less effective at engaging African American students. A positive psychological environment characterized by respectful interactions, a calm tone, minimal student resistance, and a clear academic focus will help achieve increased student engagement and decreased task avoidance. One key strategy in creating a positive psychological environment is the teacher's capacity to "insist" that the students meet established academic and behavioral standards. This article describes the purposes, structure, and tone of insistence, with examples from three low-income, predominantly African American classrooms on the first day of school. The teachers--one white (a 3rd-grade teacher, "Ms. Third"), one black (a 2nd-grade teacher, "Ms. Second"), and one Asian (a 5th-grade teacher, "Ms. Fifth")--were novices, with fewer than five years of classroom experience, who were selected based on observations during the previous year. Each was observed to set high academic and behavioral expectations and then insist firmly yet respectfully that students meet those expectations. Some have referred to this kind of teacher as a "warm demander." (ERIC).
Anmerkungen	Association for Childhood Education International. 17904 Georgia Avenue Suite 215, Olney, MD 20832. Tel: 800-423-3563; Tel: 301-570-2111; Fax: 301-570-2212; e-mail: headquarters@acei.org; Web site: http://www.acei.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10