Creating classroom relationships that allow students to feel known
The 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 teache...
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| Language: | ENG |
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ScholarWorks@UMass Amherst
2010
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| Online Access: | https://scholarworks.umass.edu/dissertations/AAI3427518 |