This Article Full Text (PDF) References Alert me when this article is cited Alert me if a correction is posted Services Email this article to a friend Similar articles in this journal Alert me to new issues of the journal Add to Saved Citations Download to citation manager Request Permissions Request Reprints Add to My Marked Citations Citing Articles Citing Articles via Google Scholar Citing Articles via Scopus Google Scholar Articles by Cooper, P. M. Search for Related Content Social Bookmarking                         What's this?

Effective White Teachers of Black Children

Teaching within a Community

New York University, pmc7{at}nyu.edu

This article is a report of a qualitative case study of the beliefs and practices of three White public primary school teachers. The teachers were nominated as effective by key members of the Black community in which they teach. The purpose of the study was to understand effective teaching of Black children by White teachers in light of community preferences. Findings suggest a complex and interwoven relationship between the participant teachers’ beliefs and practices that fostered their Black students’ learning in ways significantly compatible with the beliefs and practices of effective Black teachers described in the literature. Three subthemes from a total of 25 are highlighted by way of example. They focus, respectively, on discipline, view of teaching self, and literacy education. A fourth subtheme, racial consciousness, is also explored. Findings related to this subtheme differed in part from the discussion of effective Black teachers in the literature.

Key Words: White teachers • Black students • teacher education • community norms • critically responsive teaching • cultural synchronization

Journal of Teacher Education, Vol. 54, No. 5, 413-427 (2003)
DOI: 10.1177/0022487103257395


CiteULike    Complore    Connotea    Del.icio.us    Digg    Reddit    Technorati    Twitter    What's this?