Practice Transcending Theory
Edited By Mary Poplin and Claudia Bermudez
Highly Effective Teachers of Vulnerable Students contains the quintessential details of highly effective teachers working with students who live in poverty inside our public schools and community colleges. This book features the words and actions of the teachers that can inspire and direct any current or future teacher who wants to be great and be a part of inspiring young people to fulfill their potential. This is the grist we need to spark a reinvigorated critical national conversation about what it takes to really have highly effective teachers in low-income public schools and whether we have the moral courage to work as hard as they do to make educational equity a reality in our nation.
4. “The sky is the limit”: The Essential Teaching Practices of Successful Teachers of Latino English Learners (Wendy Moore)
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4. “The sky is the limit”: The Essential Teaching Practices of Successful Teachers of Latino English Learners
Introduction: A Double-Barreled Dilemma
Demographic studies show that the Latino population in the United States is steadily increasing. It is predicted that Latino school-aged children will outnumber non-Latino white students in public schools by 2050 (Wolf, Herman, Dietel, & National Center for Research on Evaluation, Standards, and Student Testing, 2010). While the number of Latino English learners (ELs) continues to grow, their educational achievement remains problematic. Data reveal that EL dropout, mobility, and poverty rates are among the highest, while their achievement is among the lowest (Wolf et al., 2010; Xu & Drame, 2008). Continuing current trends will potentially result in an eventual majority population dominated by underachievement, which will ultimately distress schools, communities, and our nation as a whole.
While the debate initiated by Coleman et al. (1966) found that family background and socioeconomic status outweigh all other factors correlated with student achievement, recent research supports the tremendous impact that classroom teachers can have on student achievement (Calderon, Slavin, & Sanchez, 2011; Chetty, Friedman, & Rockoff, 2011; DuFour, DuFour, Eaker, & Karhanek, 2010; Kent, 2004; Master, Loeb, Whitney, Wyckoff, & Urban Institute, National Center for Analysis of Longitudinal Data in Education Research, 2012;). Existing empirical evidence supports teacher impact, regardless of student background. This reality becomes a quandary however, due to the amount of variation...
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