Year: 2012
Type: article
Abstract: In the literature on culturally responsive pedagogy warm demanders are teachers who embrace values and enact practices that are central to their students’ success. Few scholars have examined the experience of novice teachers who attempt to enact this stance. In this study of two first-year, female, European American teachers who attempted to be warm demanders for their predominantly African American elementary school students, the authors answer the question, “How do the teachers think about and enact warm demanding?” The teachers’ contrasting experiences have implications for administrators and teacher educators.
Source: Urban Education
Institution: University of Florida
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W2102575360