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Direct linkCholewa, Blaire; Amatea, Ellen; West-Olatunji, Cirecie A.; Wright, Ashley – Urban Education, 2012
Culturally responsive educational practices have arisen as effective means of increasing culturally diverse students' academic achievement and psychological well-being; however, the relational processes involved are not well understood. Using grounded theory, this study examines the relational processes of one culturally responsive teacher and her…
Descriptors: Grounded Theory, African American Students, Educational Practices, Grade 5
Damico, James S.; Rosaen, Cheryl L. – Teachers College Record, 2009
Background/Context: Research has demonstrated that moving from traditional teacher-directed, monologic practices to dialogic discussions remains a daunting challenge. The reasons for this staying power are multiple: Teachers often stick with familiar canonical texts; districts often mandate the literature teachers must use; standardized tests…
Descriptors: Discussion (Teaching Technique), Freedom, Grade 5, Epistemology
