Why Bother? They Are Not Capable of This Level of Work: Manifestations of Teacher Attitudes in an Urban High School Self-Contained Special Education Classroom with Majority Blacks and Latinos

Autor/in	Crawford, Felicity A.
Titel	Why Bother? They Are Not Capable of This Level of Work: Manifestations of Teacher Attitudes in an Urban High School Self-Contained Special Education Classroom with Majority Blacks and Latinos
Quelle	In: Online Yearbook of Urban Learning, Teaching, and Research, (2007), S.12-24 (13 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1946-2069
Schlagwörter	Special Education Teachers; Teacher Attitudes; Teaching Methods; Ethnography; Urban Education; African American Students; Hispanic American Students; Teacher Expectations of Students; Curriculum Implementation; Classroom Research; Protocol Analysis; Racial Bias; Interviews; Social Justice + Suchen Sie Ihr Suchwort? Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Ethnografie; Stadtteilbezogenes Lernen; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Hispanic; Hispanic Americans; Hispanoamerikaner; Racial discrimination; Rassismus; Interviewing; Interviewtechnik; Soziale Gerechtigkeit
Abstract	Using an ethnographic approach the study describes the curricula that veteran urban high school special educators use in self-contained special education classrooms with majority Blacks and Latinos. The findings show that the teachers routinely exposed students to elementary level curricula and to material that was rife with racist images of Blacks and Latinos. The findings raise questions about the types of texts, supplementary resources, and professional development opportunities that special educators receive and bear implications for the ways in which special education teacher preparation programs account for widely- held societal viewpoints that shape teachers' beliefs and attitudes and drive their everyday practice. (Contains 3 footnotes.) (As Provided).
Anmerkungen	AERA SIG: Urban Learning, Teaching, and Research. Tel: 323-343-4393; Web site: http://aera-ultr.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10