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

• In Event: 52.084 - Roundtable Session 20
  In Roundtable Session: 52.084-17 - Exploring Educational Issues in an International Context

Abstract

As in the United States, the ethic minority students in China tend to be socio-economically disadvantaged and academically at risk of underachievement. The education gap for ethnic minority students in China is a national challenge. Effective teachers are a crucial moderator to help these students beat the odds and succeed in learning. This study examines the beliefs and practices of 16 teachers in China who have been recognized for their positive impact in addressing this challenging student population. Specifically, this paper shares classroom observation data regarding instructional activities and student engagement, along with themes from semi-structured interviews regarding the beliefs and practices of these teachers when addressing students’ needs in three domains – affective, academic, and technical.

Authors

• Leslie W. Grant, College of William and Mary

• James H. Stronge, College of William and Mary

• Yaling Sun, Yunnan Normal University

• Xianxuan Xu, Stronge & Associates Educational Consulting, LLC

• Zheng Fang, South China Normal University