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Classroom Communities through Relationship Building
1
Building Classroom Communities through Relationships
Created by: Michelle Whipple
November 13, 2018
Problem
Statement
TOPIC 1
"Between fall 2003 and fall 2013, the percentage of students enrolled in public elementary and secondary schools decreased for students who were White (from 59 to 50 percent) and Black (from 17 to 16 percent). In contrast, the percentage increased for students who were Hispanic (from 19 to 25 percent) and Asian/Pacific Islander (from 4 to 5 percent) during the same time period," (NCES, 2017).
Diverse Classrooms
TIMELINE
May -June
As cultural diversity grows within American classrooms, the need to foster culturally responsive classrooms is imperative. Enabling gifted learners who underachieve to feel like a contributing member of a group and respected for their uniqueness and individuality has the potential of establishing a connection between teachers and students, leading to increased student motivation and enhanced learning.
Building Community in the Classroom
Research Question
TOPIC 2
The primary focus of this collective case study will be to explore teacher perspectives of how teacher-student relationships are developed and sustained in order to build a community classroom culture. Research question: How do teachers develop and sustain teacher-student relationships in order to build a community within the classroom?
Why a Case Study?
TOPIC 3
A collective case study research design will allow exploration of real-life experiences of individuals over a period of time through detailed in-depth data collection, (Creswell, 2013).
Qualitative Approach, Preferred
TOPIC 4
I tend to align myself with the qualitative approach to research. The characteristics of qualitative studies lend themselves to authentic everyday experiences the reader can relate to from his or her prior experiences. Field Focus, the ability to research the schools and classroom, and the ability to use oneself as an instrument allow for a "naturalistic" feeling to qualitative inquiry. Eisner (2017) believes this ability for the researcher to connect the participants of the study to the problem at hand, brings about an environment of change.