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Teaching with immediacy: A relationa...

New York University.

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Teaching with immediacy: A relational study of African American male high school students and their white female language arts teachers engaged in a journal dialogue.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Teaching with immediacy: A relational study of African American male high school students and their white female language arts teachers engaged in a journal dialogue./
Author:	Tinley, Stephanie Gentry.
Description:	281 p.
Notes:	Adviser: Gordon M. Pradl.
Contained By:	Dissertation Abstracts International69-03A.
Subject:	Black Studies. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3308293
ISBN:	9780549548591

Teaching with immediacy: A relational study of African American male high school students and their white female language arts teachers engaged in a journal dialogue.
Tinley, Stephanie Gentry.

Teaching with immediacy: A relational study of African American male high school students and their white female language arts teachers engaged in a journal dialogue. - 281 p.

Adviser: Gordon M. Pradl.

Thesis (Ph.D.)--New York University, 2008.

Given the rise in minority enrollment and the continued dominance of white female teachers, this study examined perceptions of teacher immediacy in the cross--cultural context of white female teachers teaching African American male high school students. Participating teachers and students engaged in a journal writing dialogue over the course of a semester. Additionally, the Rating of Alter Competence Scale was administered to students to evaluate their perceptions of their teachers' immediacy. Journal data was analyzed to identify seven descriptors of teacher immediacy: flexibility, empathy, comfortableness, supportiveness, respectfulness, trustworthiness and likeability. The study concluded that immediate teachers not only demonstrate the above characteristics in their written communication with students, but that they enact narratives that value process over product and the construction of knowledge above transmission.

ISBN: 9780549548591Subjects--Topical Terms:

1017673
Black Studies.

Teaching with immediacy: A relational study of African American male high school students and their white female language arts teachers engaged in a journal dialogue.
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100 1 $a Tinley, Stephanie Gentry. $3 1064440
245 1 0 $a Teaching with immediacy: A relational study of African American male high school students and their white female language arts teachers engaged in a journal dialogue.
300 $a 281 p.
500 $a Adviser: Gordon M. Pradl.
500 $a Source: Dissertation Abstracts International, Volume: 69-03, Section: A, page: 0912.
502 $a Thesis (Ph.D.)--New York University, 2008.
520 $a Given the rise in minority enrollment and the continued dominance of white female teachers, this study examined perceptions of teacher immediacy in the cross--cultural context of white female teachers teaching African American male high school students. Participating teachers and students engaged in a journal writing dialogue over the course of a semester. Additionally, the Rating of Alter Competence Scale was administered to students to evaluate their perceptions of their teachers' immediacy. Journal data was analyzed to identify seven descriptors of teacher immediacy: flexibility, empathy, comfortableness, supportiveness, respectfulness, trustworthiness and likeability. The study concluded that immediate teachers not only demonstrate the above characteristics in their written communication with students, but that they enact narratives that value process over product and the construction of knowledge above transmission.
590 $a School code: 0146.
650 4 $a Black Studies. $3 1017673
650 4 $a Education, Curriculum and Instruction. $3 576301
650 4 $a Education, Language and Literature. $3 1018115
650 4 $a Education, Secondary. $3 539262
650 4 $a Language, Rhetoric and Composition. $3 1019205
650 4 $a Sociology, Ethnic and Racial Studies. $3 1017474
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710 2 0 $a New York University. $3 515735
773 0 $t Dissertation Abstracts International $g 69-03A.
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790 1 0 $a Pradl, Gordon M., $e advisor
791 $a Ph.D.
792 $a 2008
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3308293