"I'm Not Afraid to Come into Your World": Case Studies of Teachers Facilitating Engagement in Urban High School English Classrooms

Autor/in	Adkins-Coleman, Theresa A.
Titel	"I'm Not Afraid to Come into Your World": Case Studies of Teachers Facilitating Engagement in Urban High School English Classrooms
Quelle	In: Journal of Negro Education, 79 (2010) 1, S.41-53 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-2984
Schlagwörter	Urban Schools; High Schools; Case Studies; English Teachers; Secondary School Teachers; Learner Engagement; Classroom Environment; Classroom Techniques; Culturally Relevant Education; Teacher Effectiveness; Student Motivation; Teacher Student Relationship; Empathy; Teacher Expectations of Students + Suchen Sie Ihr Suchwort? Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; High school; Oberschule; Case study; Fallstudie; Case Study; English language lessons; Teacher; Teachers; Englischunterricht; Lehrer; Lehrerin; Lehrende; Klassenklima; Unterrichtsklima; Klassenführung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Schulische Motivation; Teacher student relationships; Lehrer-Schüler-Beziehung; Empathie
Abstract	This article provides a vicarious experience in the classrooms of two teachers who successfully facilitated engagement in urban schools. With practices grounded in culturally responsive classroom management, the teachers created classroom environments in which students were motivated to participate, met high behavioral expectations, and remained cognitively engaged. As one teacher commented, "they're not afraid of a challenge," and this article provides insight into the successes and challenges of creating this kind of rigorous academic community in urban high school English classrooms. Teacher educators can use the snapshots in this article as a vehicle for pre-service teachers to "see" and learn from effective teachers in urban high schools. (As Provided).
Anmerkungen	Howard University School of Education. 2900 Van Ness Street NW, Washington, DC 20008. Tel: 202-806-8120; Fax: 202-806-8434; e-mail: journalnegroed@gmail.com; Web site: http://www.journalnegroed.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10