Proximal Processes in Urban Classrooms: Engagement and Disaffection in Urban Youth of Color

Autor/inn/en	Wallace, Tanner LeBaron; Chhuon, Vichet
Titel	Proximal Processes in Urban Classrooms: Engagement and Disaffection in Urban Youth of Color
Quelle	In: American Educational Research Journal, 51 (2014) 5, S.937-973 (37 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0002-8312
DOI	10.3102/0002831214531324
Schlagwörter	Urban Schools; Adolescents; Student Attitudes; Minority Group Students; Teaching Methods; Culturally Relevant Education; Learner Engagement; Educational Methods; High School Students; Youth Programs; Interaction; Learning Theories; Instructional Effectiveness; Teacher Student Relationship; Interviews; Coding; Proximity; Minnesota; Pennsylvania + Suchen Sie Ihr Suchwort? Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Schülerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Educational method; Erziehungsmethode; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Jugendsofortprogramm; Interaktion; Learning theory; Lerntheorie; Unterrichtserfolg; Teacher student relationships; Lehrer-Schüler-Beziehung; Interviewing; Interviewtechnik; Codierung; Programmierung; Lebensnähe
Abstract	We examine adolescents' interpretations of instructional interactions to understand the academic and developmental implications of pedagogy for urban youth of color. In doing so, we seek to advance existing knowledge regarding student engagement in two ways--enhancing the ecological validity of such theories and making the links to teacher practice explicit. Urban youth of color (N= 28) were recruited from two urban high schools in Pittsburgh, Pennsylvania, and two youth development programs in Saint Paul and Minneapolis, Minnesota. The following three emergent findings summarize engagement-relevant interpretations of instructional interactions made by the adolescents in our study: (a) feeling heard in class, (b) going all in, and (c) taking students seriously. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10