Pursuing through Culturally Relevant Pedagogy

Autor/in	Clark, Amy Aparicio
Titel	Pursuing through Culturally Relevant Pedagogy
Quelle	In: Principal Leadership, 13 (2013) 8, S.26-29 (4 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1529-8957
Schlagwörter	High Schools; High School Students; Principals; Instructional Leadership; Suburban Schools; Advanced Placement; Faculty Development; School Demography; Disproportionate Representation; Partnerships in Education; Culturally Relevant Education; Secondary School Teachers; Teacher Attitudes; Cultural Capital; Teacher Student Relationship; Connecticut + Suchen Sie Ihr Suchwort? High school; Oberschule; High schools; Student; Students; Schüler; Schülerin; Studentin; Principal; Schulleiter; Instruction; Leadership; Bildung; Erziehung; Führung; Suburban area; Outskirts; Suburb; School; Schools; Vorort; Vorstadt; Schule; Schulbesuchsrate; Hochschulpartnerschaft; Lehrerverhalten; Teacher student relationships; Lehrer-Schüler-Beziehung
Abstract	The demographic profile of Conard High School in West Hartford, CT, reflects the national trends in "first-ring suburbs." Neither fully urban nor fully suburban, first-ring suburbs went from being generally less diverse than the nation in 1980 to more diverse by 2000 (Puentes, 2006). Conard students speak 53 different languages at home, a quarter of them are eligible for free or reduced-price lunch, and 40% are racially and ethnically diverse. A trend that is less common, however, is that despite the growing diversity, rates of AP courses for all students in grades 11 and 12 are going up. In 2000, nearly half of all Conard graduates had taken at least one AP course. Over the course of a decade, the numbers steadily climbed, and by 2011, the figure had reached 78%, including students who were racially and ethnically diverse. Despite the growth, Principal Peter Cummings is not satisfied. His goal is to increase the number of students who achieve at least a 3 on their AP exams and to increase participation among identified subgroups that are currently underrepresented in the 78% who are currently taking AP courses, such as Black female and Hispanic male students. "Our focus is on the 22 percent [of students] we did not reach," he explained. Although AP participation is but one measure of the school's performance, it has galvanized Cummings' efforts to push for greater academic equity. In this article, the author describes how Cummings and his staff developed a plan for action by seeking out a partnership with the State Education Resource Center (SERC), an organization that has been providing professional development, resources, and technical assistance to educators, families, and community members throughout Connecticut since 1969. (ERIC).
Anmerkungen	National Association of Secondary School Principals. 1904 Association Drive, Reston, VA 20191-1537. Tel: 800-253-7746; Tel: 703-860-0200; Fax: 703-620-6534; Web site: http://www.principals.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10