Building Culturally and Linguistically Responsive Classrooms: A Case Study in Teacher and Counselor Collaboration

Autor/in	Auslander, Lisa
Titel	Building Culturally and Linguistically Responsive Classrooms: A Case Study in Teacher and Counselor Collaboration
Quelle	In: Journal of Ethnographic & Qualitative Research, 12 (2018) 3, S.207-218 (12 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1935-3308
Schlagwörter	Culturally Relevant Education; Counselor Teacher Cooperation; Refugees; Immigrants; English Language Learners; Urban Schools; High School Students; High School Teachers; School Counselors; Leadership Styles; Educational Environment; School Administration; Social Environment; Student Attitudes; Student School Relationship; Partnerships in Education; New York (New York) + Suchen Sie Ihr Suchwort? Flüchtling; Immigrant; Immigrantin; Immigranten; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; School counselor; Beratungslehrer; Pädagogischer Berater; Führungsstil; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Soziales Umfeld; Schülerverhalten; Schüler-Lehrer-Beziehung; Hochschulpartnerschaft
Abstract	With the current tide of anti-immigrant and anti-refugee sentiment, it is vital that educators and counselors incorporate strategies to meet the social and emotional needs of English-language learners. This case study investigated the impact of teacher practice and collaboration with counselors around culturally and linguistically responsive instruction for newcomer ELLs in a small urban high school over one academic year. Participants in the study included 9 teachers, counselors, and administrators interviewed individually by the researcher and 12 students who participated in focus groups. The researcher also conducted observations and took field notes throughout the year during both planning meetings and classroom instruction. Finally, the researcher analyzed documents including data from school climate surveys and audits. Using thematic analysis, the researcher first engaged in three rounds of coding in order to identify and refine potential key patterns across the data. Analytic memos were utilized as a way to begin the process of analysis. Later, the researcher triangulated between the different forms of data to corroborate themes and patterns. Findings suggest that school partnerships, distributed leadership, and collaboration can help generate a welcoming climate that addresses student needs both inside and outside the classroom. (As Provided).
Anmerkungen	Cedarville University. 251 North Main Street, Cedarville, OH 45314. Tel: 937-766-3242; Fax: 937-766-7971; e-mail: jeqr@comcast.net; Web site: http://www.jeqr.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01