Hearing Footsteps in the Dark: African American Students' Descriptions of Effective Teachers

By T. Howard. 2002

144 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/1ac340fb853e41c6d8afe8f05d2ff5adf1e41e35

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In Education

Citations in the corpus

Toward a theory of culturally relevant critical teacher care: African American teachers’ definitions and perceptions of care for African American students (2010, background): “…one of the so-called ‘beneficiaries’ of many US public school restructuring and educational reforms, such as Title I, Headstart and Success for All, African American students and many other students of colour are struggling in the public education system (Irvine 1990, 1999; Gay, 2000; Howard 2002).”
In Search of Cultural Themes and Their Expressions in the Dynamics of Classroom Life (2005, background): “…525 African American students’home culture are not typically incorporated into their daily schooling experiences, and yet when such aspects are evidenced, positive outcomes emerge for both students and teachers (see Howard, 2002; Wortham & Contreas, 2002, for greater discussion of the findings).”
Con Cariño: Teacher Caring, Math Self-Efficacy, and Math Achievement among Hispanic English Learners (2012, background): “Schools that manage to develop a caring ethos also help to create a vital sense of community and belonging for students who are from groups that have historically underachieved (Alder, 2002; Howard, 2002; Swaminathan, 2004).”
From Opposition to Engagement: Lessons from High Achieving African American Students (2008, background): “While the tendency has been for researchers to be the experts and to ignore students voices on issues of school achievement ( Howard, 2002; Wiggan 2007), the study reveals school processes which students identity as positively impacting their performance, namely, teacher practices, engaging pedagog”
Mapping Culturally Relevant Pedagogy into Teacher Education Programs: A Critical Framework (2017, background): “…field placements, and community endeavors (Enyedy & Mukhopadhyay, 2007; Hollins, 2015); (c) promote best instructional practices that are supported by research (Howard, 2002; Orange, 2013); and (d) encompass equity and inquiry within content and methods courses (DarlingHammond & Bransford, 2005).”
Starting with Self: Teaching Autoethnography to Foster Critically Caring Literacies (2010, background): “The student bonding was particularly notable when we consider that, before our class, many of these students did not get along, but, during and after this unit, became more personally, authentically, and culturally caring toward one another (Howard, 2002; Noddings, 1992; Valenzuela, 1999).”