Latino Cognitive Apprenticeship: Creating a Meaningful Learning Environment for Latino Students through Authentic Teacher Care

Autor/in	Valadez-Nieto, Veronica
Titel	Latino Cognitive Apprenticeship: Creating a Meaningful Learning Environment for Latino Students through Authentic Teacher Care
Quelle	(2016), (188 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, University of Southern California
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Hochschulschrift; Dissertation; Hispanic American Students; At Risk Students; Low Achievement; Caring; Teacher Student Relationship; Kindergarten; Grade 1; Grade 2; Grade 3; Primary Education; Elementary School Teachers; Classroom Environment; Teacher Attitudes + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Unterdurchschnittliche Leistung; Care; Pflege; Sorge; Betreuung; Teacher student relationships; Lehrer-Schüler-Beziehung; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; Primarbereich; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Klassenklima; Unterrichtsklima; Lehrerverhalten
Abstract	Research indicates that Latinos demonstrate low achievement and while there are many factors that contribute to this, other research suggests that a caring teacher-student relationship can improve the student's academic achievement. There is extensive research on the theory of teacher care. However, most of the existing research examines how teacher care translates within the middle school and high school contexts. This qualitative study provides insight into how early elementary (K-3) teachers foster meaningful learning environment for Latino students through authentic care. Drawing from the literature on authentic teacher care, facets of sociocultural theory, and constructivist theory, I examined how two early elementary teachers fostered a meaningful learning environment for Latino students at the K-3 level. I conducted a multi-case qualitative study gathering data from two interviews of each teacher utilizing semi-structured interview protocols, conducted 6 hours of classroom observations in each classroom, and collected documents and artifacts. Teacher beliefs and practices examining the teacher-student relationship and the instructional decisions they made to foster meaningful learning were examined. [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