Building on Urban Learners’ Experiences
| Author (s) |
Williams, B., & Woods, M. |
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| Year of Publication |
1997 |
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| Publication Type |
article |
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| Name of Periodical |
Educational Leadership |
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| Volume |
54 |
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| Issue |
7 |
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| Page Numbers |
29-32 |
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| Editors |
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| Publisher &
Address |
Association for Supervision and Curriculum and Development
1703 N. Beauregard Street
Alexandria, VA 22311-1714
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| Available From |
publisher |
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| URL |
http://www.ascd.org/ |
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| Suggested Audience |
- Educators
- School Administrators
- Support Personnel
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| Descriptors |
- Cultural awareness
- Class bias
- Disadvantaged youth & families
- Socio-economic status
- At-risk youth
- Classroom research
- Access to education
- Instruction
- Teacher roles
- Models for change
- Teacher-student relationships
- Teacher CPD/inservice
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Content Abstract
Teachers possessing a thorough knowledge of their students are better able to engage them in formal learning. To facilitate this process, staff at Research for Better Schools developed the Urban Learner Framework, which envisions urban learners as capable, motivated, resilient learners able to build on their cultural strengths. Steps for determining students’ outside-school knowledge and developing meaningful instruction are described (abstract from article).
Methodological Notes
Teachers use student interviews to gather information on each student, then uses that information in a process called the Lesson Infusion Process. This process involves teachers adapting each lesson to emphasize or include student strengths and interests.
Additional Comments
Reviews and Commentary by the Field
This article would help me tremendously in my work with urban school teachers. Please send me a copy.
Thank you in advance.
-
Francine Shakir
(Oakland, CA USA)
