Warm demander pedagogy - Culturally responsive teaching that supports a culture of achievement for African American students
Warm demander pedagogy - Culturally responsive teaching that supports a culture of achievement for African American students
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DOI：
10.1177/0042085906289710
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发表时间：
2006-07-01
期刊：
影响因子：
2.3
通讯作者：
Ware, Franita
中科院分区：
文献类型：
--
作者：
Ware, Franita
This study operationalizes warm demander pedagogy as a component of culturally responsive teaching. These instructional methods emerged during a study that examined the pedagogy of two African American urban teachers as compared to the literature. Through observations and interviews, the study examined the following: (a) How did each teacher describe her instructional practices and beliefs.? (b) What similarities and differences existed between the teachers' practices and beliefs? (c) Was there evidence that the shared cultural/ethnic background of teachers and students influenced instructional practices? The study proposes warm demander and culturally responsive pedagogy to support a culture of achievement for students of color.
