Leveling the Playing Field: The Normed-Opportunity Paradigm

Autor/inn/en	Walker, Alicia; Cormier, Bret T.
Titel	Leveling the Playing Field: The Normed-Opportunity Paradigm
Quelle	In: American Secondary Education, 43 (2014) 1, S.33-51 (19 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0003-1003
Schlagwörter	Secondary School Teachers; Minority Group Students; Teacher Attitudes; Cultural Pluralism; Disadvantaged Youth; Grounded Theory; Qualitative Research; Teacher Effectiveness; Teacher Surveys; Secondary School Students; Administrators; Student Leadership; Talent; Talent Development; Decision Making; Moral Values; Interviews; Focus Groups; Participant Observation + Suchen Sie Ihr Suchwort? Lehrerverhalten; Kulturpluralismus; Benachteiligter Jugendlicher; Qualitative Forschung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Sekundarschüler; Studentenwerk; Begabung; Hochbegabung; Begabtenförderung; Talentförderung; Decision-making; Entscheidungsfindung; Moral value; Ethischer Wert; Interviewing; Interviewtechnik; Teilnehmende Beobachtung
Abstract	We examined the practices, beliefs, and attitudes of secondary teachers in order to identify factors that led to success for non-dominant-group students. We found a unique paradigm among educators whose students of color and/or poverty showed no achievement gap. Rather than coming from a deficit perspective or one expecting assimilation, those teachers displayed an outlook and approach that positioned non-dominant group students as different rather than deficient. In fact, coming from this perspective, the educators recognized that while non-dominant students may be lacking in some typical student behaviors and skills, they bring other skills with them which can be harnessed and transferred into academic success. We call this unique paradigm the Normed-Opportunity Paradigm. The practices that the educators in this paradigm used to help non-dominant students to succeed included: sharing student culture; allowing students to lead; discerning hidden talents; and refraining from moral judgments. (As Provided).
Anmerkungen	Ashland University Dwight Schar College of Education. 229 Dwight Schar Building, 401 College Avenue, Ashland, OH 44805. Tel: 419-289-5273; Web site: http://www.ashland.edu/ase
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10