Knowing How to Know
Building Meaningful Relationships Through Instruction That Meets the Needs of Students Learning English
Bibliographic Data
| ID | 4307948 |
|---|---|
| Authors | Robert T Jiménez (Vanderbilt University, Nashville, TN, USA,, corresponding author), Brian Christopher Rose (Vanderbilt University) |
| Year | 2010 |
| Volume | 61 |
| Issue | 5 |
| Pages | 403-412 |
| Publication date | 2010-11-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Teacher Education (JOURNAL) |
| Journal identifiers | ISSN: 0022-4871 • E-ISSN: 1552-7816 |
| Publisher | SAGE Publications Inc (PUBLISHER) |
| DOI | 10.1177/0022487110375805 |
| OpenAlex | W2099178284 |
| Language | EN |
| Citations received | 9 |
| References cited | 19 |
A growing body of literature highlights the need for teachers to know their students better, especially students from linguistically diverse backgrounds. The authors argue that teachers need to build healthy relationships with students and find ways to provide them with more effective instruction. Accordingly, they present a synopsis of what scholars know about helping preservice teachers learn about their students and what the literature reveals concerning what teachers need to be able to do to teach these young people more effectively. Finally, the authors provide some specific exercises that they have employed to help preservice teachers move in the direction of learning about and developing more meaningful relationships with students. They conclude with some challenges and directions for future research that targets ways to provide future teachers with the necessary tools, resources, and skills needed to access the cultural and linguistic strengths of their English-learning students
Mathematics education · Need to know · Pedagogy · Teaching method · Computer Science · EFL/ESL Teaching and Learning · Multilingual Education and Policy · Parental Involvement in Education · Psychology
Picturing Culturally Relevant Literacy Practices
How can blended learning English-as-a-second-language courses incorporate with cultural heritage, building, and sense of sustainable development goals
Relationship between negative teacher behaviors and student engagement
Complexity and Transformative Learning
Be(com)ing multilingual listeners
An Analysis of Preservice Teacher Responses to Participation in a Literacy Program for New Immigrant Children
Improving in-service teachers’ effectiveness
You’re Trying to Know Me”
It's Not Really My Job
Secondary Teacher Attitudes Toward Including English-Language Learners in Mainstream Classrooms
A Critical Analysis of the Research on Learning to Teach
Pierre Bourdieu and Literacy Education
Multiple Origins, Uncertain Destinies
EthnicitiesChildren of Immigrants in America
Langage et pouvoir symbolique
Misconceptions About Teaching English‐language Learners
Transnational and Community Literacies for Teachers
Connecting With Latino Children
Language in Development in the United States
Developing Literacy in Second-Language Learners
But that's just good teaching! The case for culturally relevant pedagogy
E Pluribus Unum
Preservice Teachers' Expectations for Schools With Children of Color and Second-Language Learners
How Reading and Writing Literacy Narratives Affect Preservice Teachers' Understandings of Literacy, Pedagogy, and Multiculturalism
Preservice Teachers Integrate Understandings of Diversity Into Literacy Instruction
| Unique citing works | 9 |
|---|---|
| Citations per year | 0,64 |
| Citation span | 2012 - 2023 (12) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 8 |