Love, Trust, and Camaraderie: Teachers' Perspectives of Care in an Urban High School

Autor/in	Ransom, Julia C.
Titel	Love, Trust, and Camaraderie: Teachers' Perspectives of Care in an Urban High School
Quelle	In: Education and Urban Society, 52 (2020) 6, S.904-926 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1245
DOI	10.1177/0013124519894973
Schlagwörter	Caring; Trust (Psychology); Urban Schools; High School Teachers; High School Students; Teacher Student Relationship; STEM Education; Team Teaching; Facilitators (Individuals); Ethics; Public Schools; Peer Teaching; Small Group Instruction; Student Leadership; Teacher Attitudes; Hispanic American Students; Cultural Background; Student Diversity; New York (New York) + Suchen Sie Ihr Suchwort? Care; Pflege; Sorge; Betreuung; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; High school; High schools; Teacher; Teachers; Oberschule; Lehrer; Lehrerin; Lehrende; Student; Students; Schüler; Schülerin; Studentin; Teacher student relationships; Lehrer-Schüler-Beziehung; STEM; Teamteaching; Ethik; Public school; Öffentliche Schule; Peer group teaching; Peer Group Teaching; Studentenwerk; Lehrerverhalten; Hispanic; Hispanic Americans; Hispanoamerikaner
Abstract	Many scholars have found that student--teacher relationships are an integral part to student success in schools. The quality of relationships has implications for student engagement and performance. The most successful student-teacher relationships have characteristics of the ethic of care. The purpose of this qualitative study was to examine the perspectives of care of two teachers within a peer learning structured STEM (science, technology, engineering, and mathematics) classroom in an urban high school. In the Peer Enabled Restructured Class (PERC), student facilitators work with teachers to lead instruction. The findings indicated that teachers saw themselves as caring, but their articulations of care varied from authentic care to aesthetic care. The study has implications for teacher preparation and practice as teachers who are prepared and knowledgeable about the importance of relationships and care have the potential for better success with their students. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01