Instructional Strategies for Minority Youth

Peabody Journal of Education

1995

Section: Classroom Instruction In Urban Schoolsmentioning

confidence: 99%

Improving the Quality of Classroom Instruction for Students at Risk of Failure in Urban Schools

Peabody Journal of Education

1995

“…The most common instructional approach found in schools that serve Hispanic students is the direct instructional model, where teachers typically teach to the whole class at the same time and control all of the classroom discussion and decision making (Haberman, 1991;Padrón & Waxman, 1993). This teacher-directed instructional model emphasizes lecture, drill and practice, remediation, and student seatwork consisting mainly of worksheets (Stephen, Varble, & Taitt, 1993). Some researchers have argued that these instructional practices constitute a "pedagogy of poverty" (Haberman;Waxman, Huang, & Padrón, 1995) in that they focus on low level skills and passive learning.…”

Section: Inappropriate Teaching Practicesmentioning

confidence: 99%

Issues in Educating Hispanic Students

Teachers College Record: The Voice of Scholarship in Education

Rivera

2002

The education of Hispanic 1 students in the United States is at a crisis stage. Although the number of Hispanic students in public schools has increased dramatically in recent decades, Hispanic students as a group show the lowest educational achievement and the highest dropout rate. Poverty, poor health, and other social problems have made it difficult for Hispanics to improve their educational status. Consequently, one of our most pressing national educational priorities has been closing the achievement gap between Hispanic and White students (U.S. Department of Education [USDE], 2000). The focus of this chapter is to examine factors that may contribute to Hispanic students' success and to address the complex issues created by cultural diversity among Hispanics in relation to their values and beliefs, since any single approach may not address the needs of all Hispanic students.The educational crisis for Hispanic students has been discussed at length at local, state, regional, and national levels, and there are several excellent reports and documents that have highlighted some of the critical problems facing Hispanic students (U.S. Department of Education, 1998Education, , 2000. This chapter summarizes these issues and offers some recommendations to alleviate the problems. The chapter is divided into four major sections. The first section focuses on the educational status of Hispanic students in the United States. The second section discusses factors associated with the underachievement of Hispanic students, including a lack of qualified teachers, inappropriate teaching practices,

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“…Classroom instruction for at-risk students, however, is typically the direct instructional model, where teachers teach to the whole class at the same time and control classroom discussion and decision making (Waxman, Padrón, & Arnold, 2001). This teacher-directed instructional model emphasizes lecture, drill-and-practice, remediation, and student seatwork that consists mainly of worksheets (Stephen, Varble, & Taitt, 1993). Haberman (1991) argued that this overreliance on direct instruction in schools serving minority students constitutes a "pedagogy of poverty" (p. 290).…”

Section: Implications For Practicementioning

confidence: 99%

Resiliency among Students at Risk of Academic Failure

Gray

Teachers College Record: The Voice of Scholarship in Education

2002