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ERIC Number: EJ914959
Record Type: Journal
Publication Date: 2010-Aug
Pages: 5
Abstractor: ERIC
Reference Count: 2
ISSN: ISSN-0276-928X
The Long and Winding Road to Social Justice: Missouri District Uses Culturally Responsive Instruction to Close the Achievement Gap
Ijei, Charlotte; Harrison, Julie
Journal of Staff Development, v31 n4 p30-33, 35 Aug 2010
A key component to eliminating the achievement gap is building relationships between educators and students of color. In working toward social justice in schools, the authors encounter people at different places on the continuum. Educators in the large, primarily white, suburban Parkway School District in St. Louis, Missouri, range from the resistant to the eager reformer. The majority of teachers in this district are white, and they are responsible for teaching all students. If African-American students do not believe that teachers care about them, they are less likely to work for their teachers. Therefore, the authors help white teachers understand how to build relationships with African-American students in particular. A good relationship includes holding all students to the highest expectations, and working to understand and accept students' culture. In this article, the authors describe how Parkway School District uses culturally responsive instruction to close the achievement gap.
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Missouri