'We work harder for teachers who care': Teachers' caring behaviors as perceived by gifted and challenged students and their teachers.

摘要

This study investigated perceptions concerning which teacher behaviors evince caring for students. Other factors studied were the perceived relationship of caring to achievement, variables that alienate students from teachers' caring, and the recommendations of these participants concerning how to sustain a more caring environment at this site, an urban-suburban J district in New Jersey.;In this qualitative, field-based study, the primary mode of data collection was phenomenological focus group interviewing. The four populations studied were students in top and lowest academic level tracks in science and English classes and their respective content specialist and special education teachers. Between 56% and 92% of the total populations of each of these groups was interviewed. Sixteen interviews were conducted and supplemented by individual interviews, participant observation, and review of written records. Computer coding (described) facilitated domain and discrepancy analyses. Inter-coder reliability was established. Dialogue with other researchers was maintained to reduce researcher bias and enhance content validity. Domain analysis identified recurring themes; discrepancy analysis identified contrasting perceptions.;Thirty-seven categorical descriptions of caring behavior, later sorted and generalized into 7 aspects of caring for students as students and 5 aspects of caring for students as individuals, were identified from the data. Specific non-caring behaviors were distinguished. Ten categories of impediments to students receiving caring from their students were delineated. A clear link to achievement was found in this setting. Distinctly disparate opinions concerning the importance of caring in school, the degree to which it is different from home-caring, and the frequency with which they feel they experience it were reported by the two different student populations.;Recommendations include establishing caring as a formal goal of the school with nine suggested methods of creating and maintaining this new organizational culture. Authentic work practices and student service to the school and/or community are suggested. Adoption of a "Total Quality Schools" approach to secure the endorsement of all staff and students and to foster the caring community is recommended. Focus group interviewing is highly recommended for all educators interested in assessing the caring needs in their own locations.