Dispositions and Practices of Effective Teachers: Meeting the Needs of At-Risk Minority Students in China

• In Event: 43.078 - MTCC Roundtable Session 16
  In Roundtable Session: 43.078-7 - Inclusive Education

Abstract

This study examines the beliefs and practices of 22 award-winning teachers in Yunnan Province, China, who work with students facing significant academic and social challenges and, in many cases, are at the extreme of an at risk continuum that reflects students who are ethnic minority, culturally diverse, and high-poverty. Specifically, this paper shares findings about how these teachers address three domains of needs of their students – academic, affective, and technical needs. Descriptive data from classroom observation are analyzed and shared. Themes regarding teachers’ beliefs and practices also are explored based on the data from teacher interviews.

Authors

• Xianxuan Xu, Stronge & Associates Educational Consulting, LLC

• Leslie W. Grant, College of William and Mary

• James H. Stronge, College of William and Mary