ERIC Number: EJ942996
Record Type: Journal
Publication Date: 2010
Abstractor: As Provided
Reference Count: 37
"I'm Not Afraid to Come into Your World": Case Studies of Teachers Facilitating Engagement in Urban High School English Classrooms
Adkins-Coleman, Theresa A.
Journal of Negro Education, v79 n1 p41-53 Win 2010
This article provides a vicarious experience in the classrooms of two teachers who successfully facilitated engagement in urban schools. With practices grounded in culturally responsive classroom management, the teachers created classroom environments in which students were motivated to participate, met high behavioral expectations, and remained cognitively engaged. As one teacher commented, "they're not afraid of a challenge," and this article provides insight into the successes and challenges of creating this kind of rigorous academic community in urban high school English classrooms. Teacher educators can use the snapshots in this article as a vehicle for pre-service teachers to "see" and learn from effective teachers in urban high schools.
Descriptors: Urban Schools, High Schools, Case Studies, English Teachers, Secondary School Teachers, Learner Engagement, Classroom Environment, Classroom Techniques, Culturally Relevant Education, Teacher Effectiveness, Student Motivation, Teacher Student Relationship, Empathy, Teacher Expectations of Students
Howard University School of Education. 2900 Van Ness Street NW, Washington, DC 20008. Tel: 202-806-8120; Fax: 202-806-8434; e-mail: firstname.lastname@example.org; Web site: http://www.journalnegroed.org
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education; High Schools; Secondary Education
Authoring Institution: N/A