Classroom Management in Diverse Classrooms
Classroom Management in Diverse Classrooms
复制标题
多元化课堂的课堂管理
DOI：
--
复制
发表时间：
2010
期刊：
影响因子：
--
通讯作者：
F. B. Tenore
中科院分区：
文献类型：
--
作者：
H. Richard Milner;F. B. Tenore
教室管理仍然是教师的一个严重关切，特别是在城市和多样化的学习环境中。作者介绍了两名来自城市和多元化中学的教师的文化响应课堂管理实践，以扩展构建，文化响应课堂管理。这项研究提出的原则包括教师的重要性和核心地位：（a）理解公平和平等;（B）理解学生之间的权力结构;（c）融入学生的生活世界;（d）理解自我与他人的关系;（e）允许学生进入自己的世界;（f）将学校视为一个有家庭成员的社区。最后，作者总结了对教师和研究人员的影响。
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.