Love, Trust, and Camaraderie
Teachers’ Perspectives of Care in an Urban High School
Bibliographic Data
| ID | 9728835 |
|---|---|
| Authors | Julia C Ransom (0009-0008-2083-0833, L&G Research and Evaluation Consulting, Inc., USA, corresponding author) |
| Year | 2020 |
| Volume | 52 |
| Issue | 6 |
| Pages | 904-926 |
| Publication date | 2020-07-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Education and Urban Society (JOURNAL) |
| Journal identifiers | ISSN: 0013-1245 • E-ISSN: 1552-3535 |
| Publisher | SAGE Publications (PUBLISHER • US) |
| DOI | 10.1177/0013124519894973 |
| OpenAlex | W2995910889 |
| Language | EN |
| Citations received | 6 |
| References cited | 50 |
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
Class (philosophy · Mathematics education · Medical education · Pedagogy · Qualitative research · Quality (philosophy · Sociology · Work (physics · Work ethic · Collaborative Teaching and Inclusion · Early Childhood Education and Development · Medicine · Psychology · Teacher Education and Leadership Studies
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Emotional support and expectations from parents, teachers, and peers predict adolescent competence at school.
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Rethinking Care Theory
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Toward a theory of critical care in urban small school reform
Boundary dilemmas in teacher–student relationships
An Ethic of Caring and Its Implications for Instructional Arrangements
The Ties That Bind
Secondary school advisors as mentors and secondary attachment figures
The Role of Social Support in Students’ Perceived Abilities and Attitudes Toward Math and Science
The Pivotal Role of Adolescent Autonomy in Secondary School Classrooms
Teacher–Student Relationship Climate and School Outcomes
The Rhetoric of Care
Culturally Responsive Teaching as an Ethics- and Care-Based Approach to Urban Education
Warm Demander Pedagogy
Bridges and Barriers
Critical Care
Eliciting Engagement in the High School Classroom
Will You Stand for Me? Authentic Cariño and Transformative Rites of Passage in an Urban High School
The Practice of Qualitative Research
Toward a Theory of Culturally Relevant Pedagogy
| Unique citing works | 6 |
|---|---|
| Citations per year | 1,2 |
| Citation span | 2021 - 2025 (5) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 5 |