“Raw Intelligence Does Not Help You”: Exploring Teachers’ Conceptualizations of Success at One “No-Excuses” Charter School

Marsh, L. Trenton S.

doi:10.1177/0042085920979677

Cited by 13 publications

(10 citation statements)

References 56 publications

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“…Finally, teacher growth in self-efficacy may improve teachers’ motivation and confidence in helping students who present challenges in their class. In a recent publication on bullying in school, Marsh (2018) has summarized the principles of effective intervention for bullying, including positive teacher involvement, positive school climate, close relationships and belonging, and a state of safety. It appears that all these principles may be achieved through affective teaching.…”

Section: Discussionmentioning

confidence: 99%

Affective Teaching: A Method to Reduce Negative Classroom Behavior and Improve Relationships

Abu-Yaman¹,

Shechtman

2022

Journal of Prevention and Health Promotion

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The established connection between disruptive and aggressive behavior, classroom climate, and classroom relationships led to an increase in suggested prevention programs. In the current study, we suggest a teaching modality (rather a program) named affective teaching and assess its effect on students’ behavior, motivation, achievement, and classroom climate, as well as on teacher self-efficacy. Participants were 92 teachers of 2893 fifth and sixth graders from 19 Arab schools in Israel. A hierarchical model of analysis (Mixed Models) was used to assess children’s gains in two randomized teaching conditions: affective teaching and conventional teaching. Results indicated more favorable outcomes on all measures in the affective teaching condition compared to control. Relationships, behavior, and teacher efficacy were significantly associated with children’s gains in motivation and content knowledge. The discussion focuses on the potential effect of this unique teaching modality on children’s psychological growth and adjusting behavior.

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Section: Discussionmentioning

confidence: 99%

Affective Teaching: A Method to Reduce Negative Classroom Behavior and Improve Relationships

Abu-Yaman¹,

Shechtman

2022

Journal of Prevention and Health Promotion

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“…Data for this study were drawn from a 14-month ethnography study conducted at a predominantly Black and Latinx public charter school with a no-excuses orientation, which we refer to as Metropolitan City Charter Academy (MCCA; Marsh, 2017). Schools with a no-excuses orientation can be described as having a culture of high expectations, a goal of 100% college acceptance, increased instructional time, selective hiring of teachers, extensive professional development and teacher feedback, and a deep focus on student discipline (Dobbie & Fryer, 2013).…”

Section: Methodsmentioning

confidence: 99%

Deficit-Oriented Beliefs, Anti-Black Policies, Punitive Practices, and Labeling: Exploring the Mechanisms of Disproportionality and Its Impact on Black Boys in One Urban “No-Excuses” Charter School

Marsh

Walker

2022

Teachers College Record

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Background/Context: Embedded in “common sense” and state-mandated reforms to close “the achievement gap,” the urban school, especially those sites with a no-excuses orientation to learning, can produce and reproduce the carceral state in students’ lives. The seemingly innocuous policies and processes limit access to educational opportunities and create disproportionate out-of-class time, which can emerge as the connective tissue for criminalization and the school-to-prison nexus that disproportionately affects Black males in the United States. Purpose/Objective/Research Question/Focus of Study: The objective of the study was to illuminate the more unspoken mechanisms of disproportionality in school while concurrently raising awareness of how everyday practices, like school-imposed mis/labeling, contribute to the symbolic violence and dehumanization of Black and Latinx boys in school. Research Design: The article includes purposeful observations and semi-structured interview data with school personnel and students drawn from a 14-month ethnographic study. Findings/Results: The findings from this study revealed that the mechanisms of disproportionality ranged from explicit anti-Black policies to more tacit systems and processes, but all reflected how the no-excuses environment contributes to the connective tissue of criminalization and the school-to-prison nexus for boys of Color. The finding centers on three systems and policies that are influenced by carceral logic and the enforcement of student alienation. Conclusion/Recommendations: The findings from the study reveal the need for a radical transformation of no-excuses public charter schools, one that is community-based and rooted in an Afrocentric education. If educators and other school personnel are working in tandem with community members, they can reassess their negative misperceptions of minoritized communities that begin to shape infractions rooted in anti-Blackness. A community-based approach can begin to dismantle the school-to-prison nexus. Furthermore, an Afrocentric education approach requires school personnel to understand the history and culture of people of African descent and to see students’ full humanity. Here, students’ lived experiences would be centered within the diaspora, while sociocultural norms that may have been criminalized in the past would be valued and accepted.

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“…Moreover, bullying is another term used in the same context as discourteous, which can be intentional disrespect and rudeness; likewise, the American Nurse Association defines repetitive, annoying, and destructive activities intended to bother, insult, and distress the recipient, including many forms of injury, undermining and demeaning others, verbal attacks, threats, insults, intimidation, and withdrawal of assistance [7]. Additionally, bullying is a widespread behavior that affects kids generally and students specifically, and it is more prevalent in schools that are perceived as unpleasant, unfair, and unwelcoming behaviors [8]. Geleta defines school climate as the learning environment produced by the combination of interpersonal connections, physical surroundings, and psychological atmosphere.…”

Section: Introductionmentioning

confidence: 99%

Discourteous Behaviour among Students in High School of Duhok City

2023

JPTCP

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Background and objectives: According to this definition, disrespect can have a variety of conceptually conceivable meanings when used in diverse circumstances and situations; so, the Latin term rudus, which means "broken stone," and the ancient French word rude and discourteous, both come from the same sources. The current study aims to identify discourteous behavior among high school students in Duhok City in order to ascertain its prevalence. Subject and methods: Cross-sectional research was carried out at 31 of 57 preparatory schools of both public and private sectors. A multistage of the random selection method was used to select 504 High school students who attended classes 10, 11, and 12, aged 15 to 22 years in both vocational and non-vocational studies. The assessment of students' discourteous behavior was through using a threeresponse scale form questionnaire as never, sometimes, and always and they scored one to three respectively. The data were analyzed after being interred to SPSS IBM version 23 using frequency, percentage, fisher exact test, and chi-square analysis, and the significance was determined at P. Value ≤ 0.05. Results: The present study indicates that about one-third of high school students show discourteous behavior ranging between mild (32.3%) and absolute (1.4%) disrespectful, and nearly one-half present physically discourteous ranging between mercurial (39.5%) and hostile (7.3%) discourteous, also, verbal discourteous stand for about 15% distributed as abusive and very abusive (14.1%), (0.6%) respectively. Conclusions:The study concluded that the prevalence of the students' behavioral discourteous which presented from mild to highly disrespectful behavior had the first level among the aspects of discourteous behaviors, followed by verbal discourteous ranging between abusive to very abusive as the second level, and physical discourteous stand for the third one.

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“Raw Intelligence Does Not Help You”: Exploring Teachers’ Conceptualizations of Success at One “No-Excuses” Charter School

Cited by 13 publications

References 56 publications

Affective Teaching: A Method to Reduce Negative Classroom Behavior and Improve Relationships

Affective Teaching: A Method to Reduce Negative Classroom Behavior and Improve Relationships

Deficit-Oriented Beliefs, Anti-Black Policies, Punitive Practices, and Labeling: Exploring the Mechanisms of Disproportionality and Its Impact on Black Boys in One Urban “No-Excuses” Charter School

Discourteous Behaviour among Students in High School of Duhok City

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