Abstract

In the literature on culturally responsive pedagogy warm demanders are teachers who embrace values and enact practices that are central to their students’ success. Few scholars have examined the experience of novice teachers who attempt to enact this stance. In this study of two first-year, female, European American teachers who attempted to be warm demanders for their predominantly African American elementary school students, the authors answer the question, “How do the teachers think about and enact warm demanding?” The teachers’ contrasting experiences have implications for administrators and teacher educators.

Publication Date

8-22-2012

Journal Title

Urban Education

Publisher

SAGE

Digital Object Identifier (DOI)

10.1177/0042085912456846

Document Type

Article

Rights

Copyright 2012 SAGE. Reprinted by permission of SAGE Publications.

Comments

This is an Author’s Original Manuscript/Accepted Manuscript. The final publication is available at Springer via http://journals.sagepub.com/doi/abs/10.1177/0042085912456846

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