Describing an Elementary Teacher-Student Relationship and Student Attainment Using a Culturally Sensitive Research Approach

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Material Information

Title:
Describing an Elementary Teacher-Student Relationship and Student Attainment Using a Culturally Sensitive Research Approach
Physical Description:
1 online resource (84 p.)
Language:
english
Creator:
Kinsey, Terri M
Publisher:
University of Florida
Place of Publication:
Gainesville, Fla.
Publication Date:

Thesis/Dissertation Information

Degree:
Doctorate ( Ed.D.)
Degree Grantor:
University of Florida
Degree Disciplines:
Educational Leadership, Human Development and Organizational Studies in Education
Committee Chair:
BEHAR-HORENSTEIN,LINDA SUSAN
Committee Co-Chair:
ELDRIDGE,LINDA BURNEY
Committee Members:
OLIVER,BERNARD
PENA,MILAGROS

Subjects

Subjects / Keywords:
collaborative -- culture -- engagement -- minority -- relationship -- student -- teacher
Human Development and Organizational Studies in Education -- Dissertations, Academic -- UF
Genre:
Educational Leadership thesis, Ed.D.
bibliography   ( marcgt )
theses   ( marcgt )
government publication (state, provincial, terriorial, dependent)   ( marcgt )
born-digital   ( sobekcm )
Electronic Thesis or Dissertation

Notes

Abstract:
The purpose of this single case study was to explore the culture-centered instructional practices that were implemented to actively engage African-American and Hispanic students during class. The setting for the study was an elementary school that has been successful in increasing the achievement of its minority students. Using a culturally sensitive research framework, the interactions between a highly effective teacher and her African-American and Hispanic students were examined to discover instructional strategies that engage these students. This study also explored teacher and student descriptions of how the teacher engaged with the students during instruction. The constant comparison method was employed to discover consistencies and variations within the text of multiple data sources. Five major themes emerged across data: individual student focus, student-teacher connection, cooperative/small group, social and emotional skills, and schematized learning environment. Findings from this study contribute to the extensive research that supports positive teacher relationships with and among their students in order to create an enriching learning environment. The findings suggest that teacher-student relationships are built through understanding human emotional needs, student culture, shared values, and a familial approach to classroom social relations. The findings also revealed that a collaborative approach must be reflected in teacher instructional strategies, an approach that encourages students to become knowledge experts and to share their knowledge cooperatively with the aim of raising achievement.
General Note:
In the series University of Florida Digital Collections.
General Note:
Includes vita.
Bibliography:
Includes bibliographical references.
Source of Description:
Description based on online resource; title from PDF title page.
Source of Description:
This bibliographic record is available under the Creative Commons CC0 public domain dedication. The University of Florida Libraries, as creator of this bibliographic record, has waived all rights to it worldwide under copyright law, including all related and neighboring rights, to the extent allowed by law.
Statement of Responsibility:
by Terri M Kinsey.
Thesis:
Thesis (Ed.D.)--University of Florida, 2014.
Local:
Adviser: BEHAR-HORENSTEIN,LINDA SUSAN.
Local:
Co-adviser: ELDRIDGE,LINDA BURNEY.
Electronic Access:
RESTRICTED TO UF STUDENTS, STAFF, FACULTY, AND ON-CAMPUS USE UNTIL 2016-05-31

Record Information

Source Institution:
UFRGP
Rights Management:
Applicable rights reserved.
Classification:
lcc - LD1780 2014
System ID:
UFE0046595:00001