Strong teacher-student relationships: a more equitable way forward
- WCU Author/Contributor (non-WCU co-authors, if there are any, appear on document)
- Ryan Christopher Cooper (Creator)
- Institution
- Western Carolina University (WCU )
- Web Site: http://library.wcu.edu/
- Advisor
- Jess Weiler
Abstract: This paper utilizes a disquisition model (Lomotey, 2018) wherein a scholar-practitioner examined the process and outcomes of teacher professional learning that engaged culturally responsive teaching (Bondy, 2007; Brown, 2004; Chang & Viesca, 2022; Gay, 2000; Ladson-Billings, 2001; Lambeth & Smith, 2016), implicit bias (Mason et al., 2017; Post et al., 2020; Wright et al., 2022), educator positionality (Ortiz et al., 2018), and the Establish-Maintain-Restore method (Cook et al., 2018) to improve teacher-student relationships The field of education has only recently begun exploring the idea that student performance (academic and social/behavioral) is directly connected to teacher-student relationships (TSRs). To build teacher capacity to cultivate strong TSRs, an improvement team used the Learning Forward standards for professional learning to design learning modules and opportunities. . Learning Forward is a framework for adult learning that is research-based, rooted in equitable outcomes, and provides the opportunity for every student to excel (Learning Forward, 2022). Using improvement science (Crow et al., 2019; Langley et al., 2009) and mixed-methods research, the scholar-practitioner assessed the overall effectiveness of the project using pre- and post-survey data. We sought to answer the question “Did the improvement model build teacher capacity to enact caring relationships through culturally responsive teaching and understanding of implicit bias/positionality?” The data show that we achieved that goal. We also sought to know the efficacy of each professional learning module in the areas of design, facilitation, and content. Results related to the post-surveys after each module showed improvement with each iteration in all three areas. All participants agreed or strongly agreed that the PLC was a good use of their time, was relevant to their practice, contained useful modeling examples, and increased capacity to improve their practice. Team members also noted that the sessions advanced their ability to implement culturally relevant teaching practices.
Strong teacher-student relationships: a more equitable way forward
PDF (Portable Document Format)
2489 KB
Created on 4/1/2023
Views: 203
Additional Information
- Publication
- Other
- Language: English
- Date: 2023
- Keywords
- Care, Equity, Relationships, Student, Teacher
- Subjects
- Teacher-student relationships
- Culturally relevant pedagogy
- Academic achievement