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What caring looks like in the classr...

Bell, Gerald W.

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What caring looks like in the classroom: How a teacher goes about his day to meet the needs of students.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	What caring looks like in the classroom: How a teacher goes about his day to meet the needs of students./
作者:	Bell, Gerald W.
面頁冊數:	193 p.
附註:	Source: Dissertation Abstracts International, Volume: 65-03, Section: A, page: 0811.
Contained By:	Dissertation Abstracts International65-03A.
標題:	Education, Curriculum and Instruction. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3127612

What caring looks like in the classroom: How a teacher goes about his day to meet the needs of students.
Bell, Gerald W.

What caring looks like in the classroom: How a teacher goes about his day to meet the needs of students. - 193 p.

Source: Dissertation Abstracts International, Volume: 65-03, Section: A, page: 0811.

Thesis (Ph.D.)--University of Idaho, 2004.

This case study identified how a caring teacher meets the needs of students in the classroom. The description and interpretation of care in meeting the needs of the students in a middle school classroom were shared by the researcher, the students and the teacher.Subjects--Topical Terms:

576301
Education, Curriculum and Instruction.

What caring looks like in the classroom: How a teacher goes about his day to meet the needs of students.
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245 1 0 $a What caring looks like in the classroom: How a teacher goes about his day to meet the needs of students.
300 $a 193 p.
500 $a Source: Dissertation Abstracts International, Volume: 65-03, Section: A, page: 0811.
500 $a Major Professor: Carolyn M. Keeler.
502 $a Thesis (Ph.D.)--University of Idaho, 2004.
520 $a This case study identified how a caring teacher meets the needs of students in the classroom. The description and interpretation of care in meeting the needs of the students in a middle school classroom were shared by the researcher, the students and the teacher.
520 $a The three-month qualitative study took place in a seventh grade science class. Over this period of time, the researcher observed the 47 minute class period twenty times, videotaped the class once per month in March, in April and in May, conducted two interviews each with eight of the students from the class of 27 students and had four sessions of interviews with the teacher. The researcher's field notes and observations showed congruencies with the students' voices and the teacher's view. The study revealed consistency and conviction from the teacher that communicated clearly that he cared for the kids and the profession. Five personas of care demonstrated by the teacher were even more obvious and consistent on a daily basis.
520 $a The five personas came out in the teacher in his manner of engaging the students for learning. The Pied Piper was revealed by modeling and leading the learner. Big Kid was apparent in the teacher's youthful enthusiasm and an understanding and appreciation of being young. The Lifelong Teacher/Lifelong learner listened and learned as well as sharing knowledge. The Sage/All-Knowing with Flaws showed confidence in the craft of teaching yet had the humility to learn and admit shortcomings. The Taskmaster demonstrated the teacher's tenacity to keep on teaching and working on the lessons. The implications are that the five personas of care exist to some degree in each of us and can be fostered and developed to continued improvement or remain dormant and stagnate. The strong voice of the students, view of the teacher, and the recommendation of the researcher is to spend time on the front end of careers in teaching supporting and fostering these personas of care. Hire the caring teacher and feed and foster growth in the profession to develop this deep caring for kids and the profession.
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