Why Is Classroom Management So Vexing to Urban Teachers?

By L. Weiner. 2003

102 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/ee19259ff61a7c27f7ffd488694f365371777a90

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In Education

Citations in the corpus

Unlearning Deficit Ideology and the Scornful Gaze: Thoughts on Authenticating the Class Discourse in Education (2010, background): “…by drawing on stereotypes already well-established in the mainstream psyche—stereotypes which paint disenfranchised Unlearning Deficit Ideology and the Scornful Gaze 5 © Paul C. Gorski, 2010 communities as intellectually, morally, and culturally deficient or deviant (Villenas, 2001; Weiner, 2003).”
Overrepresentation of African American Students in Exclusionary Discipline The Role of School Policy (2007, background): “The bureaucratic organization of schools in large, urban districts where students of color are more likely to be may be one barrier to creating collaborative discipline processes that involve school personnel and the larger community (Weiner, 2003).”
Student Teaching’s Contribution to Preservice Teacher Development (2013, background): “…to privilege management over instruction and to treat the maintenance of order and control as essential—and often as uniquely essential—in schools serving students of color and students from Student Teaching and Teacher Development lower socioeconomic backgrounds (Valenzuela, 1999; Weiner, 2003).”
What Is Deficit Thinking? An Analysis of Conceptualizations of Deficit Thinking and Implications for Scholarly Research (2019, unknown): “…a blame the victim way of thinking that attribute students’ failures to their individual, family, or community traits, and utilize this definition throughout their analyses (Bruton & Robles-Piña, 2009; McKay & Devlin, 2016; Haggis, 2006; Solórzano & Yosso, 2001; Valencia, 1997, 2010; Weiner, 2003).”
Preservice Teachers’ Learning about Cultural and Racial Diversity (2006, background): “Thus, an urban context can be defined as one that is heavily populated with culturally and racially diverse learners and has a heavy concentration of English language learners, a large number of poorer students—particularly students of color, high attrition of teachers, heavy institutional and syste”