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The Interconnectedness Of Relational And Content Dimensions Of Quality Instruction: Supportive Teacher-Student Relationships In Urban Elementary Mathematics Classrooms, Dan Battey, Rebecca A. Neal, Luis Leyva, Karlyn Adams-Wiggins
The Interconnectedness Of Relational And Content Dimensions Of Quality Instruction: Supportive Teacher-Student Relationships In Urban Elementary Mathematics Classrooms, Dan Battey, Rebecca A. Neal, Luis Leyva, Karlyn Adams-Wiggins
Rebecca Neal
Scholars assert that the often-impoverished instructional practices found in urban schools are tied to teachers’ negative relationships with African American and Latiná1 students (Ferguson, 1998; McKown & Weinstein, 2002; McKown & Weinstein, 2008; Morris, 2005; Stiff & Harvey, 1988). However, measures of mathematics instructional quality rarely measure relational elements of instruction. This study responds to such shortcomings by analyzing relational interactions in urban elementary mathematics classrooms in tandem with content instruction of teachers who engage in supportive relationships with African American and Latiná students. This study identified teachers with high quality student performance, content instruction, and supportive …
Opening Classroom Spaces For The Mathematical Success Of African American And Latino/A Students, Rebecca A. Neal, Dan Battey
Opening Classroom Spaces For The Mathematical Success Of African American And Latino/A Students, Rebecca A. Neal, Dan Battey
Rebecca Neal
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