Advisor

Harding, Jennifer

Committee Member

Lawrence, Jody

Committee Member

Rose, Brian

Committee Member

Bergstrom, Cassendra

Department

College of Education and Behavioral Sciences; School of Teacher Education, Educational Studies

Institution

University of Northern Colorado

Type of Resources

Text

Place of Publication

Greeley (Colo.)

Publisher

University of Northern Colorado

Date Created

5-2020

Extent

165 pages

Digital Origin

Born digital

Abstract

An exploration of caring relationships among students and teachers, what the relationships look like, and how the relationships impact teachers, students, and classroom culture is the focus of this portrayed case study. A constructivist epistemology and an interpretivist paradigm form the conceptual framework, both of which align with the theoretical frameworks of Attachment Theory, Care Theory, and Self-Determination Theory. The research questions focus on how care is enacted within the classroom setting, with a focus on one teacher and seven students within an alternative high school setting. Research questions guiding this research are: (a) What is the nature of caring student-teacher relationships? (b) How do teachers perceive caring student-teacher relationships to impact themselves and their students? and (c) How do students perceive caring from their teachers? Triangulation, the use of multiple cases, and member checking were used to ensure trustworthiness of this research. Findings suggested that Understanding, Communicating, Helping, Listening, Being Present, Being Fair, and Showing Respect were central to caring practice. This research offers important implications for teacher preparation programs, professional development opportunities offered to school leaders and teachers, school administrators, and teachers.

Degree type

PhD

Degree Name

Doctoral

Local Identifiers

Schnell_unco_0161D_10830.pdf

Rights Statement

Copyright is held by the author.

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