Promoting Academic Engagement through Insistence: Being a Warm Demander

Ross, Dorene D.; Bondy, Elizabeth; Hambacher, Elyse

doi:10.1080/00094056.2008.10522992

Cited by 28 publications

(20 citation statements)

References 10 publications

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“…Communicating and establishing classroom rules and procedures and describing the consequences of non-compliance. In addition, culturally responsive teachers enforce rules consistently and equitably (Brown, 2002;Ross, Bondy, Gallingane, & Hambacher, 2008;Sheets, 2005); 7. Assessing which behaviors are truly unacceptable in the classroom, while also remaining cognizant that some classroom behaviors that the school culture deems inappropriate may actually be quite appropriate in another culture (Klingner et al, 2005); 8.…”

Section: Conceptual Frameworkmentioning

confidence: 99%

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The Culturally Responsive Classroom Management Self-Efficacy Scale: Development and Initial Validation

et al. 2015

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This article reports on the development and initial validation of the Culturally Responsive Classroom Management Self-Efficacy Scale. Data from 380 preservice and inservice teachers were used to examine the psychometric properties of the instrument. Exploratory factor analysis results suggested a one-factor structure consisting of 35 items and the scores on the measure were highly reliable. Evidence of construct validity was obtained with two existing teacher self-efficacy measures. The results of the correlational analysis lend credence that the instrument developed by the research team was indeed measuring self-efficacy beliefs. The implications for teacher education and research are discussed. Keywords classroom management, culturally responsive teaching, culturally responsive classroom management, teacher self-efficacy The national discourse on the academic achievement gap between African American, Hispanic, and Native American students, and their White and Asian American counterparts represents only one aspect of K-12 education in

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Section: Conceptual Frameworkmentioning

confidence: 99%

Section: Conceptual Frameworkmentioning

confidence: 99%

The Culturally Responsive Classroom Management Self-Efficacy Scale: Development and Initial Validation

et al. 2015

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“…Research on effective pedagogy for African American children provides some insights into the nature of Black educator urgency through a focus on teacher insistence. Ross et al (2008) theorized insistence as an interpretive framework to help teachers understand and develop positive psychological classroom environments and engage African American, low-income students in learning. The researchers reported that insistence is student-centered and focused on scaffolding students toward meeting the high expectations for academics and behavior set for them.…”

Section: Review Of Related Literaturementioning

confidence: 99%

“…Within both literature bases, teachers’ insistence is a major contributing factor to educator effectiveness. Ross, Bondy, Gallingane, and Hambacher (2008) define insistence as a strategy effective teachers of African American children use to engage students in learning. Since then, the term insistence has been used interchangeably with words and phrases such as authority, tough, no-nonsense, and demanding to signify a teacher’s unwavering commitment to student educational success.…”

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confidence: 99%

“No Time for Messin’ Around!” Understanding Black Educator Urgency: Implications for the Preparation of Urban Educators

Acosta

2015

Urban Education

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Studies of effective Black educators describe the teacher's sense of urgency as the guiding perspective that manifests in their authoritative, insistent manner. Although the bulk of this work offers snapshots of insistence in practice, less is known about the perspectives that undergird Black educator urgency. Using collaborative inquiry methodology framed within an emancipatory theoretical perspective, this article describes the sociocultural factors that give rise to the sense of urgency perceived by Black educators. Findings revealed that the factors that contributed to Black educator urgency were rooted in the educators' culture-specific perspectives. Discussion and implications for teacher educators conclude the article.

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“…If the achievement gap facing economically disadvantaged and minority youth is to be bridged, students need a positive environment characterized by a clear delineation of academic and behavioral expectations (Ross, Bondy, Gallingane, & Hambacher, 2008). Once that is established, successful content area teachers send a consistent message that all students will meet the literacy and learning expectations of the classroom.…”

Section: Engaging Through Insistencementioning

confidence: 99%

It's All About the Teacher

Flynt¹,

Brozo²

2009

The Reading Teacher

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The most important element in the content literacy classroom is the teacher. Effective content literacy teachers engage their students through insistence, make connections across content areas, adapt instruction and are keenly aware of their students' out of class literacy interests. They are successful because they view themselves as learners too. إن أهم عنصر في صف محتوى معرفة القراءة والكتابة هو المعلم. إذ أن معلمي محتوى معرفة القراءة والكتابة الفعالين يتصلون بطلابهم من خلال إصرارهم ويجعلون روابط بين مجالات المحتوى ويكيفون التعليم ويدرون باهتمام طلابهم الأدبي خارج الصف حق الدراية. وإنهم ناجحون لأنهم يعتبرون أنفسهم طلاب العلم أيضاً. 在学科读写文化的课堂教学中，教师是最重要的元素。高效能的学科读写文化教师，会透过他们坚持的指导，建立跨学科读写文化的连接，采用切合学生需要的教学，以及他们对学生在课堂外的读写文化兴趣的敏锐觉察，帮助学生投入学习。这些教师之所以成功是因为他们都认为自己也是学习者。 L'élément le plus important dans une classe où l'on enseigne une discipline est le professeur. Les professeurs efficaces dans une discipline donnée impliquent leurs élèves du fait de leur insistance, font des liens d'une discipline à l'autre, adaptent leur enseignement et ont une conscience aigüe de ce qui intéresse les élèves en dehors de la classe. Ils réussissent parce qu'ils se considèrent eux‐mêmes également comme des apprenants. Важнейшей составляющей при обучении предметной грамотности является сам учитель. Хорошие специалисты работают с учащимися системно и настойчиво, предлагают им сравнивать различные предметные области, адаптируют учебные методы к конкретной ситуации и хорошо представляют, какие виды грамотности привлекают учеников вне стен школы. Эти учителя успешны, потому что никогда не устают учиться. El elemento más importante en el aula de materia de contenido es el maestro. Tales maestros logran sus metas porque ocupan la atención de sus estudiantes por medio de la insistencia, hacen conexiones entre las materias de contenidos, adaptan su instrucción y están muy conscientes de los intereses de los estudiantes fuera del salón de clase. Tienen éxito porque se ven a sí mismos como aprendices también.

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Promoting Academic Engagement through Insistence: Being a Warm Demander

Cited by 28 publications

References 10 publications

The Culturally Responsive Classroom Management Self-Efficacy Scale: Development and Initial Validation

The Culturally Responsive Classroom Management Self-Efficacy Scale: Development and Initial Validation

“No Time for Messin’ Around!” Understanding Black Educator Urgency: Implications for the Preparation of Urban Educators

It's All About the Teacher

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