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Creating Classroom Relationships that Allow Students to Feel Known

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dc.contributor.advisorLinda L. Griffin
dc.contributor.advisorKathleen Gagne
dc.contributor.advisorDaniel S. Gerber
dc.contributor.authorDivoll, Kent Alan
dc.contributor.departmentUniversity of Massachusetts Amherst
dc.date2023-09-22T22:19:21.000
dc.date.accessioned2024-04-26T19:47:35Z
dc.date.available2024-04-26T19:47:35Z
dc.date.issued2010-09-01
dc.description.abstractThe purpose of this qualitative study was to use grounded theory and case study methodology to identify and describe the ways that an upper elementary school teacher makes students feel known and respected for who they are by creating a relationship-driven classroom community. Analyzing how a teacher uses a relationship-driven classroom community has the potential to improve upon existing classroom community models. Data were collected from a teacher questionnaire, student questionnaire, samples of student work, document collection, two formal interviews with ten students, two formal interviews the teacher, and descriptive field notes from observations. Results indicated creating teacher-student relationships that make students feel known and important has the potential to offset the issues resulting from the disconnect between teachers and students and could lead to greatly improved student achievement. The results also provide new directions in the following areas: (a) teacher-student relationships, i.e., making students feel known and important; (b) creating classroom communities that are formed around teacher-student relationships; and (c) accounting for the mismatch between teachers and students.
dc.description.degreeDoctor of Education (EdD)
dc.description.departmentEducation (also CAGS)
dc.identifier.doihttps://doi.org/10.7275/1670065
dc.identifier.urihttps://hdl.handle.net/20.500.14394/38712
dc.relation.urlhttps://scholarworks.umass.edu/cgi/viewcontent.cgi?article=1273&context=open_access_dissertations&unstamped=1
dc.source.statuspublished
dc.subjectClassroom Community
dc.subjectClassroom Relationships
dc.subjectTeacher-Student Relationships
dc.subjectEducation
dc.titleCreating Classroom Relationships that Allow Students to Feel Known
dc.typedissertation
dc.typearticle
dc.typedissertation
digcom.contributor.authorisAuthorOfPublication|email:pats_celtsfan@hotmail.com|institution:University of Massachusetts Amherst|Divoll, Kent Alan
digcom.identifieropen_access_dissertations/275
digcom.identifier.contextkey1670065
digcom.identifier.submissionpathopen_access_dissertations/275
dspace.entity.typePublication
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