Examining the Relational Processes of a Highly Successful Teacher of African American Children
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 proce...
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Published in | Urban education (Beverly Hills, Calif.) Vol. 47; no. 1; pp. 250 - 279 |
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Main Authors | , , , |
Format | Journal Article |
Language | English |
Published |
Los Angeles, CA
SAGE Publications
01.01.2012
SAGE PUBLICATIONS, INC |
Subjects | |
Online Access | Get full text |
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Summary: | 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. |
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Bibliography: | ObjectType-Article-1 SourceType-Scholarly Journals-1 ObjectType-Feature-2 content type line 23 |
ISSN: | 0042-0859 1552-8340 |
DOI: | 10.1177/0042085911429581 |