ERIC Number: ED431058
Record Type: RIE
Publication Date: 1999-Apr
Teaching in High Poverty, Urban Schools--Learning from Practitioners and Students.
McDermott, Peter C.; Rothenberg, Julia Johnson
What are the thoughts of exemplary teachers from high poverty schools on linguistic diversity and cultural responsiveness? What do inner-city children say about their best teachers? In focus groups, faculty and students from high poverty schools were asked about the qualities and characteristics of exemplary urban teachers. One focus group consisted of three urban elementary school teachers, and the other was made up of six middle and secondary school students. Analyses of their discussions reveals that exemplary teachers are passionate and committed to children's learning. They hold high expectations for all children's learning. Although sensitive about issues of linguistic diversity, the exemplary teachers believe all children must learn the dominant code. Unlike teachers in other studies of exemplary urban faculty, the teachers in this study did not participate in community activities. Yet, they connected with children by constructing personal and caring places for learning, making learning exciting with varied activities, integrating cultural knowledge through literature, using humor, conducting field trips, and sometimes inviting children to their homes and communities. (Contains 14 references.) (SLD)
Descriptors: Cultural Awareness, Disadvantaged Youth, Diversity (Student), Elementary School Students, Elementary Secondary Education, Focus Groups, Language Minorities, Middle School Students, Poverty, Secondary School Students, Student Attitudes, Teacher Attitudes, Urban Schools, Urban Teaching, Urban Youth
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (Montreal, Quebec, Canada, April 19-23, 1999).