Connecting with Students through a Critical, Participatory Curriculum: An Exploration into a High School History Teacher's Construction of Teacher-Student Relationships

Autor/in	Zaccor, Karla M.
Titel	Connecting with Students through a Critical, Participatory Curriculum: An Exploration into a High School History Teacher's Construction of Teacher-Student Relationships
Quelle	In: Urban Education, 57 (2022) 5, S.871-898 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0042-0859
DOI	10.1177/0042085918794779
Schlagwörter	High School Teachers; History Instruction; Teacher Student Relationship; Public Schools; Grade 10; Teacher Attitudes; Student Attitudes; Caring; Culturally Relevant Education; Teaching Methods; Student Experience; United States History; Illinois (Chicago) + Suchen Sie Ihr Suchwort? High school; High schools; Teacher; Teachers; Oberschule; Lehrer; Lehrerin; Lehrende; History lessons; Geschichtsunterricht; Teacher student relationships; Lehrer-Schüler-Beziehung; Public school; Öffentliche Schule; Lehrerverhalten; Schülerverhalten; Care; Pflege; Sorge; Betreuung; Teaching method; Lehrmethode; Unterrichtsmethode; Studienerfahrung
Abstract	Standardized testing is a top priority in schools, with conversations around teaching and learning reduced to raising student test scores. Often any other conversations about how schools should serve students are eliminated or pushed to the periphery. The central questions raised here are the following: how are student-teacher relationships constructed in the classroom and how important are those relationships to those students and teachers? My focal teacher enacted a curriculum that was critical and relevant to students' lives. He considered the curriculum as his primary way of building relationships with students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01