Accomplished Urban Teaching

Autor/inn/en	Abbate-Vaughn, Jorgelina; Frechon, Olga; Wright, Brian L.
Titel	Accomplished Urban Teaching
Quelle	In: Theory Into Practice, 49 (2010) 3, S.185-192 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0040-5841
Schlagwörter	Urban Schools; Urban Teaching; Teacher Characteristics; Student Experience; Teacher Educators; Achievement Gap; Teacher Supply and Demand; At Risk Students; Culturally Relevant Education; Best Practices; Classroom Environment; Participative Decision Making; Classroom Communication; Interpersonal Relationship + Suchen Sie Ihr Suchwort? Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Urban education; Stadtteilbezogenes Lernen; Studienerfahrung; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Lehrerbedarf; Klassenklima; Unterrichtsklima; Klassengespräch; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung
Abstract	This article discusses the relevance of four dimensions of urban teaching: foci on relationships and shared authority, linking classroom content with student experience, incorporation of familiar and culturally compatible communication patterns, and development of counter narratives that challenge stereotypical conceptions of at-risk students and families. Three veteran former urban teachers and current teacher educators discuss insights from such dimensions informed by current research, the literature, and their various roles in urban schools. Outcomes of the effort reveal that the dimensions are interrelated and contribute to the discussion of whether accomplished urban teaching requires additional teacher knowledge, skills, and attributes, or one-size-effective-teaching fits all. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10