Examining the Relational Processes of a Highly Successful Teacher of African American Children

Autor/inn/en	Cholewa, Blaire; Amatea, Ellen; West-Olatunji, Cirecie A.; Wright, Ashley
Titel	Examining the Relational Processes of a Highly Successful Teacher of African American Children
Quelle	In: Urban Education, 47 (2012) 1, S.250-279 (30 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0042-0859
DOI	10.1177/0042085911429581
Schlagwörter	Grounded Theory; African American Students; Educational Practices; Grade 5; Classroom Communication; Classroom Environment; Affective Behavior; Elementary School Teachers; African American Teachers; Low Income Groups; Video Technology; Urban Teaching; Urban Schools; Observation; Teacher Effectiveness; Teacher Student Relationship; Teacher Characteristics; Culturally Relevant Education; Student Diversity; Protocol Materials; Florida + Suchen Sie Ihr Suchwort? African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Bildungspraxis; School year 05; 5. Schuljahr; Schuljahr 05; Klassengespräch; Klassenklima; Unterrichtsklima; Affective disturbance; Active behaviour; Affektive Störung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Urban education; Stadtteilbezogenes Lernen; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Beobachtung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Teacher student relationships; Lehrer-Schüler-Beziehung; Unterrichtsprotokoll
Abstract	Culturally responsive educational practices have arisen as effective means of increasing culturally diverse students' academic achievement and psychological well-being; however, the relational processes involved are not well understood. Using grounded theory, this study examines the relational processes of one culturally responsive teacher and her fifth grade African American students. A dimension that emerged from the data was "emotional connectedness". It includes the connective interactions between the teacher and student, the connective interactions between the teacher and the whole class, and teacher transparency and joining. Rich descriptions of each theme are provided as well as implications for teacher practice and preparation. (Contains 1 table.) (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	2017/4/10