Abstract
This qualitative case study explores the affective domain of teacher-student relationships in a digitally print-rich, diverse, urban middle-grade classroom in the Northeast of the United States using a single case study design. Interviews, observations, focus groups, and reflective written artifacts were gathered as empirical evidence for what guides a classroom teacher in the development and maintenance of her caring relationships with her students. The resulting analysis used Nel Nodding’s ethic of care and a constructivist lens to interpret and describe major themes that developed regarding strong teacher-student relationships, as well as specific components of the interactions considered essential for the student’s learning environment and social, emotional, and academic growth. This study informs future staff development, whereby faculty reflect on and create more inclusive classroom environments by meeting the needs of their students, which includes the presentation of data in regards to which behaviors students and teachers feel are caring and whether care is reciprocated between teachers and their early adolescent students.
Presenters
Kathleen O’farrellPh.D. Student, Education - Curriculum and Teaching, St. John's University, New York, United States
Details
Presentation Type
Theme
KEYWORDS
Care; Inclusive learning; Middle-grades, Teacher-student relationships; Affective domain; Nel Noddings
