Book contents
- Cultural Learning in Urban Schools and Minority Serving Institutions
- The Progressive Psychology Book Series
- Cultural Learning in Urban Schools and Minority Serving Institutions
- Copyright page
- Contents
- Figures and Tables
- Introduction
- Chapter 1 An Action Science Approach to Cultural Learning in Urban Schools and Minority Serving Institutions (MSIs)
- Chapter 2 Directly Observable Data on K-12 Teachers in Urban Schools
- Chapter 3 Culturally Accepted Meanings and Understandings Shared by K-12 Urban Teachers
- Chapter 4 Individual Action Strategies K-12 Urban Teachers Use at Work
- Chapter 5 Collective Action Strategies K-12 Urban Teachers Use at Work
- Chapter 6 Single-Loop Learning and Double-Loop Learning Conditions in Urban Schools
- Chapter 7 Implications from the Systematic Review for Four Types of Cultural Learning K-12 Urban Teachers Engage in at Work
- Chapter 8 Empirical Research on College Faculty Thinking and Action in a Minority Serving Institution
- Chapter 9 Faculty Value Orientations for Single-Loop Learning and Double-Loop Learning at Work with Students from LIMCCs
- Chapter 10 Consequences of Model I and Model II Values for Learning across Student–Teacher Cultural Differences in MSIs
- Chapter 11 Faculty Variance in Use of Traditional and Culturally Responsive Classroom Management Strategies
- Chapter 12 Consequences of Variance in Use of Traditional and Culturally Responsive Classroom Management Strategies for Learning across Student–Teacher Differences in MSIs
- Chapter 13 Implications from the Empirical Data for Instructor Learning across Cultures in MSIs
- Conclusion
- Appendices
- References
- Subject Index
Chapter 6 - Single-Loop Learning and Double-Loop Learning Conditions in Urban Schools
Published online by Cambridge University Press: 20 March 2025
Book contents
- Cultural Learning in Urban Schools and Minority Serving Institutions
- The Progressive Psychology Book Series
- Cultural Learning in Urban Schools and Minority Serving Institutions
- Copyright page
- Contents
- Figures and Tables
- Introduction
- Chapter 1 An Action Science Approach to Cultural Learning in Urban Schools and Minority Serving Institutions (MSIs)
- Chapter 2 Directly Observable Data on K-12 Teachers in Urban Schools
- Chapter 3 Culturally Accepted Meanings and Understandings Shared by K-12 Urban Teachers
- Chapter 4 Individual Action Strategies K-12 Urban Teachers Use at Work
- Chapter 5 Collective Action Strategies K-12 Urban Teachers Use at Work
- Chapter 6 Single-Loop Learning and Double-Loop Learning Conditions in Urban Schools
- Chapter 7 Implications from the Systematic Review for Four Types of Cultural Learning K-12 Urban Teachers Engage in at Work
- Chapter 8 Empirical Research on College Faculty Thinking and Action in a Minority Serving Institution
- Chapter 9 Faculty Value Orientations for Single-Loop Learning and Double-Loop Learning at Work with Students from LIMCCs
- Chapter 10 Consequences of Model I and Model II Values for Learning across Student–Teacher Cultural Differences in MSIs
- Chapter 11 Faculty Variance in Use of Traditional and Culturally Responsive Classroom Management Strategies
- Chapter 12 Consequences of Variance in Use of Traditional and Culturally Responsive Classroom Management Strategies for Learning across Student–Teacher Differences in MSIs
- Chapter 13 Implications from the Empirical Data for Instructor Learning across Cultures in MSIs
- Conclusion
- Appendices
- References
- Subject Index
Summary
This chapter summarizes evidence from Chapters 2 through 5 that organizational conditions in urban schools facilitate both single- and double-loop learning amongst K-12 teachers about their students’ lived experiences as racial and cultural minorities in American society. It builds the argument that even where urban teachers may take the initiative to engage in double-loop learning, prevailing cultural and organizational norms in urban schools make doing so nearly impossible.
Keywords
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- Cultural Learning in Urban Schools and Minority Serving InstitutionsA Guide for Educators, pp. 72 - 79Publisher: Cambridge University PressPrint publication year: 2025