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首页> 外文期刊>Journal of Education for Students Placed at Risk (JESPAR) >Effective Teachers for At-Risk or Highly Mobile Students: What are the Dispositions and Behaviors of Award-Winning Teachers?
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Effective Teachers for At-Risk or Highly Mobile Students: What are the Dispositions and Behaviors of Award-Winning Teachers?

机译：高风险或高流动性学生的有效教师：获奖教师的性格和行为是什么？

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摘要

What distinguishes effective teachers of at-risk or highly mobile students was the essential question addressed in this study. We conducted a cross-case analysis of US national or state award-winning teachers who taught in schools with student populations characterized as highly mobile, homeless, and/or high poverty. Six teachers meeting the criteria were selected as participants. Frameworks of effective teaching characteristics were adapted from prior research and from a review of the literature to gather on-site classroom observational and interview data from participating teachers. The data were examined in light of extant research related to teaching at-risk or highly mobile students and yielded information regarding beliefs and practices. Teachers' interview responses focused on 2 main areas of teacher effectiveness: the importance of student-teacher relationships and instructional delivery. These teachers emphasized affective and academic needs in their planning, instruction, and assessment. They had high expectations of students and were committed to ensuring that students had what they needed to succeed. Teachers maintained high student engagement and used a variety of instructional activities and a wide range of cognitive levels in the questions asked during their instruction which was primarily teacher-directed. Additional research into effective teaching and working with at-risk or highly mobile students is recommended.View full textDownload full textRelated var addthis_config = { ui_cobrand: "Taylor & Francis Online", services_compact: "citeulike,netvibes,twitter,technorati,delicious,linkedin,facebook,stumbleupon,digg,google,more", pubid: "ra-4dff56cd6bb1830b" }; Add to shortlist Link Permalink http://dx.doi.org/10.1080/10824669.2011.610236
机译：区分高风险或高流动性学生的有效老师的是本研究中要解决的基本问题。我们对在国家人口众多，流动性强，无家可归和/或高度贫困的学生中任教的美国国家或州获奖教师进行了跨案例分析。选择了六名符合标准的教师作为参与者。有效的教学特征的框架是从先前的研究和文献回顾中改编而来的，以收集参与教师的现场课堂观察和访谈数据。我们根据与高风险或高流动性学生教学相关的现有研究对数据进行了检查，得出了有关信仰和实践的信息。老师的访谈回答主要集中在两个方面，即老师与老师之间的关系：师生关系和教学交付的重要性。这些老师在计划，指导和评估中强调情感和学术需求。他们对学生寄予厚望，并致力于确保学生拥有成功所需要的东西。老师保持了很高的学生参与度，并在教学过程中提出的问题中使用了多种教学活动和广泛的认知水平，这些问题主要是由老师指导的。建议对有效的教学和与处于危险中或流动性较高的学生合作的其他研究。查看全文下载全文相关的var addthis_config = {ui_cobrand：“泰勒和弗朗西斯在线”，servicescompact：“ citeulike，netvibes，twitter，technorati，delicious，linkedin ，facebook，stumbleupon，digg，google，更多”，发布号：“ ra-4dff56cd6bb1830b”};添加到候选列表链接永久链接http://dx.doi.org/10.1080/10824669.2011.610236

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