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Title:Relational knowing and responsive instruction
Author(s):Jones, Alexis Leah
Director of Research:Moller, Karla
Doctoral Committee Chair(s):Moller, Karla
Doctoral Committee Member(s):Parsons, Marilyn; McCarthey, Sarah; Higgins, Christopher
Department / Program:Curriculum and Instruction
Discipline:Curriculum and Instruction
Degree Granting Institution:University of Illinois at Urbana-Champaign
Degree:Ph.D.
Genre:Dissertation
Subject(s):Relationships
Responsive instruction
Abstract:Teachers make innumerable decisions in their classrooms, taking into account students’ readiness for a particular topic, their cultural background, and their learning profile. However, the teacher’s role—taking care of high numbers of individual students along with the classroom as a whole—can be stressful and discouraging. The current educational conversation leads teachers toward seeing students as test scores as opposed to individual human beings. I would argue that excellent teachers know their students—knowing that goes beyond grades from the previous year. I also argue for high quality, responsive teaching—teaching that acknowledges the needs of individuals and requires teachers to respond in some effective way. This project was a qualitative case study (Dyson & Genishi, 2005) of one fifth-grade classroom teacher as she strove to be responsive to her students. It documented how the relationships she built with her students affected and were affected by her responsive teaching.
Issue Date:2017-04-17
Type:Thesis
URI:http://hdl.handle.net/2142/97680
Rights Information:Copyright 2017 Alexis Jones
Date Available in IDEALS:2017-08-10
Date Deposited:2017-05


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