Citation

Partners in Pedagogy: Urban School Leaders, Teachers, Students and Culturally Relevant Pedagogy

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Abstract:

The topic of this proposal is the urban public school leader’s influence on contextually relevant pedagogy and critical thinking development. Pedagogy is centered in the classroom teacher, but the principal teacher can have significant influence on the overarching pedagogical philosophy used by the teachers and absorbed by the students. When principals, teachers, and students are all equitable partners in pedagogy, the educational outcome is reciprocal, and when any member of the triad advances, all advance. It is hoped that the insights provided by this study will encourage other principals to employ similar techniques and pedagogical philosophies in order to achieve similar results. It is also hoped that the presentation of the preliminary findings from this study at UCEA will inspire other researchers to pursue related pedagogical partnerships and/or emphasize the perspectives of other stakeholder partners.

Most Common Document Word Stems:

school (30), educ (25), student (21), pedagogi (20), urban (17), studi (17), teacher (14), work (13), princip (13), research (13), public (13), leader (13), working-class (12), class (12), texa (10), data (10), success (10), critic (10), find (9), learn (9), inform (8),
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Association:
Name: UCEA Annual Convention
URL:
http://www.ucea.org


Citation:
URL: http://citation.allacademic.com/meta/p377495_index.html
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MLA Citation:

Halx, Mark. "Partners in Pedagogy: Urban School Leaders, Teachers, Students and Culturally Relevant Pedagogy" Paper presented at the annual meeting of the UCEA Annual Convention, Anaheim Marriott, Anaheim, California, Nov 19, 2009 <Not Available>. 2014-11-28 <http://citation.allacademic.com/meta/p377495_index.html>

APA Citation:

Halx, M. D. , 2009-11-19 "Partners in Pedagogy: Urban School Leaders, Teachers, Students and Culturally Relevant Pedagogy" Paper presented at the annual meeting of the UCEA Annual Convention, Anaheim Marriott, Anaheim, California Online <PDF>. 2014-11-28 from http://citation.allacademic.com/meta/p377495_index.html

Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: The topic of this proposal is the urban public school leader’s influence on contextually relevant pedagogy and critical thinking development. Pedagogy is centered in the classroom teacher, but the principal teacher can have significant influence on the overarching pedagogical philosophy used by the teachers and absorbed by the students. When principals, teachers, and students are all equitable partners in pedagogy, the educational outcome is reciprocal, and when any member of the triad advances, all advance. It is hoped that the insights provided by this study will encourage other principals to employ similar techniques and pedagogical philosophies in order to achieve similar results. It is also hoped that the presentation of the preliminary findings from this study at UCEA will inspire other researchers to pursue related pedagogical partnerships and/or emphasize the perspectives of other stakeholder partners.


Similar Titles:
Developing Equity Pedagogy and Multicultural Competence: A Case Study of Successful Teachers in an Urban School System

Educating Political Committed Teachers Working in Urban Multicultural Schools. A Critical Ethnography in Southern California and its Impact in Northern Italy

Providing Best Practices for Urban School Mentors Who Work With Beginning Teachers To Enhance Student Learning in Large Urban Schools

Addressing the Need for Qualified Teachers in Urban Schools: Findings from a Study of Elementary, Secondary, and Special Education Graduates


 
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