Humanizing pedagogies and student-centered instruction in a networked improvement community

Abstract

Improved English Language Arts instruction within classrooms and schools that typically serve low-income, English Language Learners, and Students with Special Needs is important for ensuring all students receive rigorous and inclusive instruction. From the case of a Networked Improvement Community focused on improving instructional practices through student-centered routines, this research explores the role of humanizing pedagogies in enabling effective student-centered instructional routines by interviewing 16 teachers who were identified as particularly successful in working with Students of Color. Two major themes and six subthemes were identified from these interviews focused on building relationships as a foundation for humanizing pedagogies and then leveraging those relationships to create a positive classroom culture that fosters increased student engagement and academic risk-taking with challenging student-centered routines. These strong teacher–student relationships and student-centered routines led to improved academic outcomes.