Capitalizing on Differences: Keys to Unlocking the Academic Achievement Gap

Autor/in	Byrd, Marie
Titel	Capitalizing on Differences: Keys to Unlocking the Academic Achievement Gap
Quelle	In: Multicultural Learning and Teaching, 15 (2020) 2, Artikel 20190003 (10 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2161-2412
DOI	10.1515/mlt-2019-0003
Schlagwörter	Achievement Gap; Minority Group Students; Low Income Students; Cultural Awareness; Teacher Effectiveness; Academic Achievement; Culturally Relevant Education; Racial Differences; Social Differences; Cultural Differences; Teaching Methods; Data Analysis; Student Evaluation; Integrated Curriculum; Metacognition; Classroom Environment; Social Emotional Learning; Positive Behavior Supports; Classroom Techniques; Teacher Collaboration; Parent Participation; Holistic Approach; Elementary Secondary Education + Suchen Sie Ihr Suchwort? Cultural identity; Kulturelle Identität; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Schulleistung; Rassenunterschied; Sozialer Unterschied; Kultureller Unterschied; Teaching method; Lehrmethode; Unterrichtsmethode; Auswertung; Schulnote; Studentische Bewertung; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Klassenklima; Unterrichtsklima; Klassenführung; Lehrerkooperation; Elternmitwirkung; Holistischer Ansatz
Abstract	Closing the U.S. academic achievement gap is as complex as it is comprehensive due to the disproportion of instructional opportunities available to underserved student populations. Underserved student populations are defined as minority and/or students of color from low-socioeconomic families and communities, English language learners and recent immigrants (Wolniak, Flores, & Kemple, 2016). Raising the academic achievement of culturally, racially and ethnically diverse students from high poverty and/or high-risk communities will require more than national and/or state policies and mandates. It necessitates a transformative view of the teacher as a change agent with the ability to alter the culture, climate and level of student achievement in a classroom. This capacity-based method extends beyond what is readily identifiable by acknowledging the variances in approaches to teaching all students through research-based best practices to capitalize on differences. The approach presented allows for the focus on student variation in an inclusive setting to enhance academic achievement. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01