Literaturnachweis - Detailanzeige
| Autor/in | Anderson, Mark |
|---|---|
| Titel | Teacher & Student Perspectives on Cultural Proficiency |
| Quelle | In: Leadership, 40 (2011) 5, S.32-35 (4 Seiten)Infoseite zur Zeitschrift
PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1531-3174 |
| Schlagwörter | Achievement Gap; Urban Schools; Cultural Awareness; Academic Achievement; Cultural Background; Cultural Pluralism; Teacher Attitudes; Student Attitudes; Teacher Competencies; Public Schools; High Schools; Teacher Influence; Family Influence; California |
| Abstract | Closing the achievement gap is a multi-faceted task. One important facet is using cultural proficiency--the ability of an educator from one cultural background to effectively teach, interact and connect with students of a different cultural background--as a tool. An examination of cultural proficiency was conducted at three comprehensive public high schools in the greater Los Angeles area using the responses from 195 teachers and 532 students to identify indicators of cultural proficiency based on teacher and student perspectives. The findings in this study reflect that teachers and administrators in urban schools do not feel that the home is supportive of the students' academic success. The students respond more favorable than the teachers when asked about their home, indicating that they do indeed have the support from their parents to do well in school. This study underscores how important it is to understand students' backgrounds and the kinds of support their families provide. (ERIC). |
| Anmerkungen | Association of California School Administrators. 1029 J Street Suite 500, Sacramento, CA 95814. Tel: 800-890-2272; Tel: 916-444-3216; Fax: 916-444-3739; Web site: http://www.acsa.org |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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