The Long and Winding Road to Social Justice: Missouri District Uses Culturally Responsive Instruction to Close the Achievement Gap

Autor/inn/en	Ijei, Charlotte; Harrison, Julie
Titel	The Long and Winding Road to Social Justice: Missouri District Uses Culturally Responsive Instruction to Close the Achievement Gap
Quelle	In: Journal of Staff Development, 31 (2010) 4, S.30-33 (5 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0276-928X
Schlagwörter	Social Justice; African American Students; School Districts; Academic Achievement; Culturally Relevant Education; Achievement Gap; Minority Groups; Teacher Student Relationship; Whites; Teacher Expectations of Students; Cultural Awareness; Educational Practices; Missouri + Suchen Sie Ihr Suchwort? Soziale Gerechtigkeit; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; School district; Schulbezirk; Schulleistung; Ethnische Minderheit; Teacher student relationships; Lehrer-Schüler-Beziehung; White; Weißer; Cultural identity; Kulturelle Identität; Bildungspraxis
Abstract	A key component to eliminating the achievement gap is building relationships between educators and students of color. In working toward social justice in schools, the authors encounter people at different places on the continuum. Educators in the large, primarily white, suburban Parkway School District in St. Louis, Missouri, range from the resistant to the eager reformer. The majority of teachers in this district are white, and they are responsible for teaching all students. If African-American students do not believe that teachers care about them, they are less likely to work for their teachers. Therefore, the authors help white teachers understand how to build relationships with African-American students in particular. A good relationship includes holding all students to the highest expectations, and working to understand and accept students' culture. In this article, the authors describe how Parkway School District uses culturally responsive instruction to close the achievement gap. (ERIC).
Anmerkungen	Learning Forward. 504 South Locust Street, Oxford, OH 45056. Tel: 513-523-6029; Fax: 513-523-0638; e-mail: NSDCoffice@nsdc.org; Web site: http://www.learningforward.org/news/jsd/index.cfm
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10