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The caring teacher: A multiple case ...

Thompson, Sarah Whitney.

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The caring teacher: A multiple case study that looks at what teachers do and believe about their work with at-risk students.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	The caring teacher: A multiple case study that looks at what teachers do and believe about their work with at-risk students./
Author:	Thompson, Sarah Whitney.
Description:	178 p.
Notes:	Source: Dissertation Abstracts International, Volume: 71-09, Section: B, page: 5822.
Contained By:	Dissertation Abstracts International71-09B.
Subject:	Education, Pedagogy. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3412928
ISBN:	9781124124933

The caring teacher: A multiple case study that looks at what teachers do and believe about their work with at-risk students.
Thompson, Sarah Whitney.

The caring teacher: A multiple case study that looks at what teachers do and believe about their work with at-risk students. - 178 p.

Source: Dissertation Abstracts International, Volume: 71-09, Section: B, page: 5822.

Thesis (Ph.D.)--The University of Nebraska - Lincoln, 2010.

Caring teachers have been identified as a critical component of successful interventions with at-risk students, however just what constitutes a caring teacher is less well understood. Specifically, what are the behaviors, characteristics, and beliefs of caring teachers, and how are they impacted by the contexts within which they work? The purpose of this multiple case study was to understand more about caring teachers who work with at-risk students in secondary schools located in a Midwestern city and thereby to add complexity to the literature. Two middle school teachers and two high school teachers were recruited to participate. They were observed on multiple occasions and interviewed twice. The data from these observations and interviews were initially analyzed case by case; the cross case analysis based on the results from the individual case resulted in 6 themes that were present across the four cases. The following themes were identified: the role of relationships, perspective on at-risk students, providing opportunities for students to develop a positive sense of themselves, the value of a positive classroom experience for both students and teacher, negotiating power, and flexibility. Implications of this research for psychologists, educators, and policy makers, as well as future research are also discussed.

ISBN: 9781124124933Subjects--Topical Terms:

1669025
Education, Pedagogy.

The caring teacher: A multiple case study that looks at what teachers do and believe about their work with at-risk students.
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035 $a (UMI)AAI3412928
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040 $a UMI $c UMI
100 1 $a Thompson, Sarah Whitney. $3 1683110
245 1 4 $a The caring teacher: A multiple case study that looks at what teachers do and believe about their work with at-risk students.
300 $a 178 p.
500 $a Source: Dissertation Abstracts International, Volume: 71-09, Section: B, page: 5822.
500 $a Adviser: Michael Scheel.
502 $a Thesis (Ph.D.)--The University of Nebraska - Lincoln, 2010.
520 $a Caring teachers have been identified as a critical component of successful interventions with at-risk students, however just what constitutes a caring teacher is less well understood. Specifically, what are the behaviors, characteristics, and beliefs of caring teachers, and how are they impacted by the contexts within which they work? The purpose of this multiple case study was to understand more about caring teachers who work with at-risk students in secondary schools located in a Midwestern city and thereby to add complexity to the literature. Two middle school teachers and two high school teachers were recruited to participate. They were observed on multiple occasions and interviewed twice. The data from these observations and interviews were initially analyzed case by case; the cross case analysis based on the results from the individual case resulted in 6 themes that were present across the four cases. The following themes were identified: the role of relationships, perspective on at-risk students, providing opportunities for students to develop a positive sense of themselves, the value of a positive classroom experience for both students and teacher, negotiating power, and flexibility. Implications of this research for psychologists, educators, and policy makers, as well as future research are also discussed.
590 $a School code: 0138.
650 4 $a Education, Pedagogy. $3 1669025
650 4 $a Education, Administration. $3 626645
650 4 $a Psychology, Counseling. $3 1669154
690 $a 0456
690 $a 0514
690 $a 0603
710 2 $a The University of Nebraska - Lincoln. $b Counseling Psychology. $3 1683111
773 0 $t Dissertation Abstracts International $g 71-09B.
790 1 0 $a Scheel, Michael, $e advisor
790 1 0 $a Buhs, Eric $e committee member
790 1 0 $a Stenburg, Shari $e committee member
790 1 0 $a Horn, Christy $e committee member
790 $a 0138
791 $a Ph.D.
792 $a 2010
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3412928