2026-09-20T14:35:47Z https://www.ideals.illinois.edu/oai-pmh

oai:www.ideals.illinois.edu:2142/97680 2023-07-11 col_2142_5131 col_2142_8800 com_2142_5130 com_2142_5132

Möller, Karla Möller, Karla Parsons, Marilyn McCarthey, Sarah Higgins, Christopher Jones, Alexis Leah 2017-08-10T20:32:48Z 2017-08-10T20:32:48Z 2019-08-11T09:15:09Z 2017-04-17 2017-05 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. Submission published under a 24 month embargo labeled 'U of I Access', the embargo will last until 2019-05-01 The student, Alexis Jones, accepted the attached license on 2017-04-09 at 05:29. The student, Alexis Jones, submitted this Dissertation for approval on 2017-04-09 at 05:33. This Dissertation was approved for publication on 2017-04-17 at 10:51. DSpace SAF Submission Ingestion Package generated from Vireo submission #10670 on 2017-08-10 at 15:05:19 Made available in DSpace on 2017-08-10T20:32:48Z (GMT). No. of bitstreams: 2 JONES-DISSERTATION-2017.pdf: 2108707 bytes, checksum: 356e4fa8b2f92b383b34029b48008aae (MD5) LICENSE.txt: 4209 bytes, checksum: 9d387e5ec9c1e1cfd22044bab9605e8a (MD5) Previous issue date: 2017-04-17 Embargo set by: Colleen Fallaw for item 102733 Lift date: 2019-08-10T21:27:21Z Reason: Author requested U of Illinois access only (OA after 2yrs) in Vireo ETD system U of I Only Restriction Lifted for Item 102733 on 2019-08-11T09:15:09Z. application/pdf http://hdl.handle.net/2142/97680 en Copyright 2017 Alexis Jones Relationships Responsive instruction Relational knowing and responsive instruction text text Curriculum and Instruction Curriculum and Instruction University of Illinois at Urbana-Champaign Dissertation Ph.D.