Who Cares? Teacher Care and Student Perceptions in High and Low Classes

Autor/in	Volk, Reid
Titel	Who Cares? Teacher Care and Student Perceptions in High and Low Classes
Quelle	(2018), (270 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, California State University, Stanislaus
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-3559-6149-2
Schlagwörter	Hochschulschrift; Dissertation; Track System (Education); Caring; Public Schools; Student Experience; Student Attitudes; Teacher Characteristics; Educational Opportunities + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Leistungsgruppe; Leistungsdifferenzierung; Care; Pflege; Sorge; Betreuung; Public school; Öffentliche Schule; Studienerfahrung; Schülerverhalten; Bildungsangebot; Bildungschance
Abstract	Tracking, or its most modern form, ability grouping (Lucas & Berends, 2002), can cause students to experience different levels of care and to have different opportunities to learn (Moller & Stearns, 2012; Oakes, 2005). Research (Diamond, Randolf, & Spillane, 2004) suggests that teachers' sense of care varies widely between the various academic classes and tracks found today in America's public schooling. This differing sense of responsibility and differential experience of care can cause the academic rigor, instructional quality, and the classroom climate to change dramatically per academic class (Diamond et al., 2004; Donaldson, LeChasseur, & Mayer, 2016; Moller & Stearns, 2012; Oaks, 2005). Thus, students in low and high tracked classes have widely different experiences. The purpose of this study was to understand if and how tracking leads to differences in student experiences related to care, and preparation in school within the academic tracks at the various levels. Also, we sought to understand how teachers understand their sense of care for their students. Results indicate that students do experiences care differently but these differences are intricate and multilayered. Furthermore, these differences are based on several factors such as level in school, track placement, gender of the teacher, years of teaching experience for the teacher. More importantly, differences in care are heavily due to teachers' varied understanding of what care is and how it should be presented to students in and, at times, outside the classroom. Results are further explained with quantitative and qualitative findings pieced together and tied to related literature. Research implications, limitations and conclusions are also discussed. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01