Fostering Academic and Social Growth in a Primary Literacy Workshop Classroom: "Restorying" Students with Negative Reputations

Autor/inn/en	Worthy, Jo; Consalvo, Annamary L.; Bogard, Treavor; Russell, Katie W.
Titel	Fostering Academic and Social Growth in a Primary Literacy Workshop Classroom: "Restorying" Students with Negative Reputations
Quelle	In: Elementary School Journal, 112 (2012) 4, S.568-589 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-5984
DOI	10.1086/664491
Schlagwörter	Teacher Effectiveness; Grade 2; Individualized Instruction; Negative Attitudes; Reputation; Social Development; Academic Achievement; Student Development; Workshops; Literacy Education; Student Behavior; Behavior Problems; Case Studies; Emotional Problems; Attention; Classroom Environment; Curriculum; Interaction; Interpersonal Competence; Culturally Relevant Education; Altruism + Suchen Sie Ihr Suchwort? Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; School year 02; 2. Schuljahr; Schuljahr 02; Individualisierender Unterricht; Negative Fixierung; Soziale Entwicklung; Schulleistung; Lernwerkstatt; Schulung; Student behaviour; Schülerverhalten; Case study; Fallstudie; Case Study; Aufmerksamkeit; Klassenklima; Unterrichtsklima; Curricula; Lehrplan; Rahmenplan; Interaktion; Interpersonale Kompetenz; Altruistic behavior; Altruismus
Abstract	In most classrooms, there are students who have academic, behavioral, and/or interpersonal challenges that can disrupt the classroom community. In some cases, these challenges can build momentum, leading to a negative reputation or "story" that can follow the student throughout school. This academic, yearlong case study focused on Mae Graham, an exemplary teacher, and the cases of two students who began second grade with negative behavioral, emotional, and academic reputations from previous years in school. We describe how Mae "restoried" the students through personalized instruction and attention, classroom structure and curriculum, and social interactions in the classroom. We base restorying on theory and research in social identification, effective teaching, culturally responsive/relevant pedagogy, and the ethic of care. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10