ERIC Number: EJ1251045
Record Type: Journal
Publication Date: 2020-Jun
Pages: 25
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0042-0972
EISSN: N/A
"Mr. Wang Doesn't Really Care How We Speak!": Responsiveness in the Practice of an Exemplary Asian-American Teacher
Urban Review: Issues and Ideas in Public Education, v52 n2 p351-375 Jun 2020
This study presents holistic insights into the culturally relevant English language arts and reading instructional practices of one award-winning Asian-American male teacher as he worked with culturally and linguistically diverse students from a variety of backgrounds in a 'significantly underperforming' urban middle-school. Avenues through which the exemplary teacher reflected his culturally relevant teaching practices were planning instruction, prompting students to think critically through reflection, modeling, conferencing with students, facilitating peer evaluation and support, emphasizing procedural processes, establishing routine classroom practices, and capitalizing on technology and visual aid support. Mr. Wang found consistent collaboration with other teachers and opportunities for debriefing based on data from instruction to be the most beneficial forms of support. Students' positive responses to Mr. Wang's responsiveness were most influential to his continued instruction. Implications are provided.
Descriptors: Asian American Students, Urban Schools, Culturally Relevant Education, Middle School Students, Awards, Males, English, Language Arts, Reading Instruction, English Language Learners, Teaching Methods, Critical Thinking, Teacher Collaboration, Teacher Student Relationship, Teacher Effectiveness, Positive Attitudes, Low Achievement, Institutional Characteristics, Modeling (Psychology), Peer Evaluation, Peer Relationship, Classroom Techniques, Visual Aids, Educational Technology, Student Attitudes
Springer. Available from: Springer Nature. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Publication Type: Journal Articles; Reports - Research
Education Level: Junior High Schools; Middle Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: Department of Education (ED)
Authoring Institution: N/A
Grant or Contract Numbers: U215N12001314