Accountable for Care: Cultivating Caring School Communities in Urban High Schools

Tichnor-Wagner, Ariel; Allen, Danielle

doi:10.1080/15700763.2016.1181185

Cited by 26 publications

(20 citation statements)

References 40 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Preparing teachers through providing them with the appropriate pedagogical, theoretical, and practical knowledge regarding care is important, but providing teachers with support, leadership, and an environment to provide care in-service is integral (Louis et al, 2016). Tichnor-Wagner and Allen (2016) examined two high-performing urban schools and two low-performing urban schools and found that the schools with the highest performance have caring communities. In these schools teachers received support from leadership, and taught in schools where caring was a core value.…”

Section: Discussionmentioning

confidence: 99%

Love, Trust, and Camaraderie: Teachers’ Perspectives of Care in an Urban High School

Ransom¹

2019

Education and Urban Society

View full text Add to dashboard Cite

Many scholars have found that student–teacher relationships are an integral part to student success in schools. The quality of relationships has implications for student engagement and performance. The most successful student–teacher relationships have characteristics of the ethic of care. The purpose of this qualitative study was to examine the perspectives of care of two teachers within a peer learning structured STEM (science, technology, engineering, and mathematics) classroom in an urban high school. In the Peer Enabled Restructured Class (PERC), student facilitators work with teachers to lead instruction. The findings indicated that teachers saw themselves as caring, but their articulations of care varied from authentic care to aesthetic care. The study has implications for teacher preparation and practice as teachers who are prepared and knowledgeable about the importance of relationships and care have the potential for better success with their students.

show abstract

Section: Discussionmentioning

confidence: 99%

Love, Trust, and Camaraderie: Teachers’ Perspectives of Care in an Urban High School

Ransom¹

2019

Education and Urban Society

View full text Add to dashboard Cite

show abstract

“…. This teacher appeared to care for her students: she was approachable and available for support, and took time to make the curriculum relevant to their interests and experiences (Krane et al 2017;Tichnor-Wagner and Allen 2016). Faheem notes that this behaviour should have been 'normal' but because most teachers adhered to a narrow curriculum geared towards examination success (Vainker and Bailey 2018) it felt unusually personal and relevant.…”

Section: Teacher-student Relationshipsmentioning

confidence: 99%

High attaining students, marketisation and the absence of care: everyday experiences in an urban academy

Lewis¹,

Pearce²

2020

Pedagogy, Culture & Society

View full text Add to dashboard Cite

This article draws on the work of Nel Noddings to suggest that the current neoliberal, marketised system of education is eroding caring relationships in schools. Data are drawn from a small-scale qualitative study of an ethnically diverse group of high attaining sixth form students from a successful urban academy. Based on this data, we argue that two fundamental aspects of care, students' relationships with their teachers and an attention to their personal and social concerns, were neglected because of the overriding focus on examination success to maintain the school's position in the education marketplace. The article offers detailed evidence from the students' perspective to support the claim that the marketisation of the education system leads to students being valued only in as far as they bring value to the school. It also suggests that care is one of the main casualties in such a system.

show abstract

“…Education researchers have established a strong positive correlation between teacher caring and improved student retention and academic success [3][4][5][6][7][8][9][10][11]. In the literature, and in my own operationalization, teacher caring includes getting to know students personally, providing them socio-emotional support, fostering a sense of belonging, attending to students' physiological needs, and cultivating a sense of mutuality, connection, and desire to understand and help each other [3,4,10,[12][13][14][15][16][17][18].…”

Section: Care Poor Students Of Color and Cultural Capital: A Reviewmentioning

confidence: 99%

“College Material” Structural Care at a New York City Transfer School

Borck

2018

Societies

View full text Add to dashboard Cite

Based on ethnographic research at Brooklyn Community High School (BCHS), a transfer high school in New York City I demonstrate that students narrate their educational histories in terms of their experience of care, or lack of care, from teachers. Contributing to research on student-teacher relationships, care, resilience and retention, I develop the concept structural care, arguing that teachers' ability to demonstrate care for their students, and students' ability to perceive that care, is enabled or constrained by larger, socio-structural forces such as the national educational policy landscape, widespread cultural beliefs about schools and students, and processes of racialization, criminalization, and marginalization.

show abstract

Accountable for Care: Cultivating Caring School Communities in Urban High Schools

Cited by 26 publications

References 40 publications

Love, Trust, and Camaraderie: Teachers’ Perspectives of Care in an Urban High School

Love, Trust, and Camaraderie: Teachers’ Perspectives of Care in an Urban High School

High attaining students, marketisation and the absence of care: everyday experiences in an urban academy

“College Material” Structural Care at a New York City Transfer School

Contact Info

Product

Resources

About