Classroom Management in Diverse Classrooms

Autor/inn/en	Milner, H. Richard, IV; Tenore, F. Blake
Titel	Classroom Management in Diverse Classrooms
Quelle	In: Urban Education, 45 (2010) 5, S.560-603 (44 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0042-0859
DOI	10.1177/0042085910377290
Schlagwörter	Classroom Techniques; Teacher Student Relationship; Student Diversity; Student Behavior; Urban Schools; Cultural Relevance; Middle School Students; Middle School Teachers; Equal Education; Power Structure; Peer Relationship; Cultural Awareness; Interpersonal Relationship; Referral; Minority Group Children; Barriers; African Americans; Whites; Hispanic Americans; Asian Americans; American Indians; Low Income Groups; Socioeconomic Influences; Racial Factors + Suchen Sie Ihr Suchwort? Klassenführung; Teacher student relationships; Lehrer-Schüler-Beziehung; Student behaviour; Schülerverhalten; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Peer-Beziehungen; Cultural identity; Kulturelle Identität; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Afroamerikaner; White; Weißer; Hispanic; Hispanoamerikaner; Asian immigrant; United States; Asiatischer Einwanderer; USA; American Indian; Indianer; Sozioökonomischer Faktor
Abstract	Classroom management continues to be a serious concern for teachers and especially in urban and diverse learning environments. The authors present the culturally responsive classroom management practices of two teachers from an urban and diverse middle school to extend the construct, culturally responsive classroom management. The principles that emerged in this study included the importance and centrality of teachers' (a) understanding equity and equality, (b) understanding power structures among students, (c) immersion into students' life worlds, (d) understanding the Self in relation to Others, (e) granting students entry into their worlds, and (f) conceiving school as a community with family members. The authors conclude the discussion with implications for teachers and researchers. (Contains 4 tables and 3 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10