Control as Care: How Teachers in "No Excuses" Charter Schools Position Their Students and Themselves

Autor/inn/en	Lopez Kershen, Julianna; Weiner, Jennie Miles; Torres, Chris
Titel	Control as Care: How Teachers in "No Excuses" Charter Schools Position Their Students and Themselves
Quelle	In: Equity & Excellence in Education, 51 (2018) 3-4, S.265-283 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lopez Kershen, Julianna) ORCID (Weiner, Jennie Miles) ORCID (Torres, Chris)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1066-5684
DOI	10.1080/10665684.2018.1539359
Schlagwörter	Charter Schools; Beginning Teachers; Zero Tolerance Policy; Teacher Student Relationship; Compliance (Psychology); Student Role; Caring; Teacher Attitudes + Suchen Sie Ihr Suchwort? Charter school; Charter-Schule; Junior teacher; Junglehrer; Teacher student relationships; Lehrer-Schüler-Beziehung; Care; Pflege; Sorge; Betreuung; Lehrerverhalten
Abstract	This qualitative study focuses on how early career charter school teachers (n = 20) in schools utilizing a "no excuses" discipline approach describe their interactions with students. Using positioning theory as an analytic tool, we explore how teachers engage the language of no excuses discipline and associated behaviors to position their students as passive beings unaware of "what is best for them" and potential deviants needing oversight. In this way, relationships were largely described as focused on control and compliance. The findings raise questions about how no excuses systems shape teachers' understandings of care for their students as well as how teacher-student relationships develop. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01