Professional Capital and Responses to Student Diversity: A Qualitative Exploration of the Role of Teachers in Full-Service Community Schools

Autor/inn/en	Sanders, Mavis; Galindo, Claudia; Allen, Keisha McIntosh
Titel	Professional Capital and Responses to Student Diversity: A Qualitative Exploration of the Role of Teachers in Full-Service Community Schools
Quelle	In: Urban Education, 56 (2021) 10, S.1782-1814 (33 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0042-0859
DOI	10.1177/0042085918770719
Schlagwörter	Student Diversity; Community Schools; Culturally Relevant Education; Teacher Role; Urban Schools; Human Capital; Social Capital; School Effectiveness; Elementary School Teachers; High School Teachers + Suchen Sie Ihr Suchwort? Community school; ; Gemeindeschule; Gemeinschaftsschule; Lehrerrolle; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Humankapital; Sozialkapital; Schuleffizienz; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; High school; High schools; Oberschule
Abstract	Full-service community schools (FSCSs) are designed to provide historically underserved students with more equitable educational experiences. Yet, the literature has given scant attention to how teachers help to fulfill the promise of these schools. Integrating two critical constructs in education--professional capital and culturally relevant and responsive pedagogy (CRP)--this article addresses the current gap by examining the role of teachers in improving student outcomes at three urban FSCSs. Using qualitative methods, this study found evidence that teachers' professional capital and CRP help to explain differences in the case schools' effectiveness. Implications of these findings are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01