TY - JOUR
T1 - What Does a Culturally Sustaining Learning Climate Look Like?
AU - Doucet, Fabienne
N1 - Publisher Copyright:
Copyright © The College of Education and Human Ecology, The Ohio State University.
Copyright:
Copyright 2017 Elsevier B.V., All rights reserved.
PY - 2017/7/3
Y1 - 2017/7/3
N2 - A solid base of research evidence exists to show that teachers’ assessments of children are impacted by their perceptions of those children. From the Pygmalion in the Classroom experiment which powerfully showed that teacher expectations of students impacted those students’ performance, to more recent research on teachers’ underrating of children based on low SES, race, and language learner status, it is clear that what educators believe about their students has real implications for their educational outcomes. This article examines the learning climate for young children at the intersection of children's immigration status, disproportionality, and teacher perceptions, making an argument for classrooms that are humanizing and culturally sustaining. Given the large and ever growing population of young immigrant students, teachers need tools to develop positive climates within which all students can thrive. This article presents a framework of such tools that can be built into teacher preparation curricula to support the development of early childhood educators.
AB - A solid base of research evidence exists to show that teachers’ assessments of children are impacted by their perceptions of those children. From the Pygmalion in the Classroom experiment which powerfully showed that teacher expectations of students impacted those students’ performance, to more recent research on teachers’ underrating of children based on low SES, race, and language learner status, it is clear that what educators believe about their students has real implications for their educational outcomes. This article examines the learning climate for young children at the intersection of children's immigration status, disproportionality, and teacher perceptions, making an argument for classrooms that are humanizing and culturally sustaining. Given the large and ever growing population of young immigrant students, teachers need tools to develop positive climates within which all students can thrive. This article presents a framework of such tools that can be built into teacher preparation curricula to support the development of early childhood educators.
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U2 - 10.1080/00405841.2017.1354618
DO - 10.1080/00405841.2017.1354618
M3 - Article
AN - SCOPUS:85029925522
SN - 0040-5841
VL - 56
SP - 195
EP - 204
JO - Theory Into Practice
JF - Theory Into Practice
IS - 3
ER -