Teacher Care and Students’ Sense of Connectedness in the Urban Mathematics Classroom

2020 ◽  
Vol 51 (4) ◽  
pp. 399-432
Author(s):  
Tanya Maloney ◽  
Jamaal Sharif Matthews
Keyword(s):  
Culturally Relevant Pedagogy ◽  
Emotional Support ◽  
Mathematics Classroom ◽  
Teacher Care ◽  
Teachers Perceptions ◽  
Questionnaire Measure ◽  
Classroom Connectedness ◽  
Care Practices ◽  
Depth Interviews ◽  
Relevant Pedagogy

This multimethod study draws on theories of teacher care, dispositions, and culturally relevant pedagogy to examine how 12 urban mathematics teachers’ perceptions of their own care practices align with their Black and Latinx students’ (n = 321) sense of connectedness in the mathematics classroom. A qualitative analysis of in-depth interviews with the teachers established three typologies of care: empathetic, transactional, and blended. A questionnaire measure of mathematics classroom connectedness revealed that students in classrooms led by teachers who enacted an empathetic caring pedagogy were more likely to agree that their teachers provided emotional support, their classroom felt like a family, and their contributions were valued in class. Furthermore, students’ sense of classroom connectedness mediated the link between teacher care and the students’ perceived value and relevance of mathematics.

scholarly journals Experiences of Adults Abused as Children after Discharge from Inpatient Treatment: Informal Social Support and Self-Care Practices Related to Trauma Recovery

2005 ◽  
Vol 86 (2) ◽  
pp. 217-225 ◽  
Author(s):  
Kim Harper ◽  
Carol A. Stalker ◽  
Sally Palmer ◽  
Sue Gadbois
Keyword(s):  
Mental Health Professionals ◽  
Emotional Support ◽  
Self Care ◽  
Trauma Treatment ◽  
Trauma Recovery ◽  
Community Based ◽  
Care Practices ◽  
Depth Interviews ◽  
Physical And Sexual Abuse

This qualitative study explored adults' perceptions of experiences that were helpful and unhelpful to their recovery from the traumatic effects of childhood physical and sexual abuse. The authors conducted in-depth interviews with 30 participants approximately 6 months after discharge from an inpatient trauma treatment program. Participants reported that barriers to recovery postdischarge were lack of follow-up support immediately after discharge, social isolation, lack of friends, problems with partners, and lack of emotional support from family members. Facilitating factors were concrete support from family and friends; emotional support, particularly from friends; developing a social network unrelated to the abuse history; and continuing self-care strategies learned in the inpatient program. Implications for community-based mental health professionals are discussed.

Consumer value creation through WhatsApp use

2019 ◽  
Vol 32 (4) ◽  
pp. 455-471
Author(s):  
Jorge Cruz-Cárdenas ◽  
Jorge Guadalupe-Lanas ◽  
Ekaterina Zabelina ◽  
Andrés Palacio-Fierro ◽  
Margarita Velín-Fárez ◽  
...  
Keyword(s):  
Latin American ◽  
Value Creation ◽  
Emotional Support ◽  
Design Methodology ◽  
Instant Messaging ◽  
Role Performance ◽  
Content Type ◽  
Consumer Value ◽  
Depth Interviews ◽  
Practical Implications

Purpose The purpose of this paper is to understand in-depth how consumers create value in their lives using WhatsApp, the leading mobile instant messaging (MIM) application. Design/methodology/approach The study adopts the perspective of customer-dominant logic (CDL) and uses a qualitative multimethod design involving 3 focus groups and 25 subsequent in-depth interviews. The research setting was Ecuador, a Latin American country. Findings Analysis and interpretation of the participants’ stories made it possible to identify and understand the creation of four types of value: maintaining and strengthening relationships; improving role performance; emotional support; and entertainment and fun. In addition, the present study proposes a conceptual model of consumer value creation as it applies to MIM. Practical implications Understanding the way consumers create value in their lives using MIM is important not only for organizations that offer MIM applications, but also for those companies that develop other applications for mobile phones or for those who wish to use MIM as an electronic word-of-mouth vehicle. Originality/value The current study is one of the first to address the topic of consumer behavior in the use of technologies from the perspective of CDL; this perspective enables an integrated qualitative vision of value creation in which the consumer is the protagonist.

An exploratory study into organizational repatriates’ emotional support network

2017 ◽  
Vol 24 (4) ◽  
pp. 645-668 ◽  
Author(s):  
Lore Van Gorp ◽  
Smaranda Boroş ◽  
Piet Bracke ◽  
Peter A.J. Stevens
Keyword(s):  
Emotional Support ◽  
Personal Experience ◽  
Well Being ◽  
Support Network ◽  
Support Providers ◽  
Research Attention ◽  
Content Type ◽  
Informative Characteristic ◽  
Depth Interviews ◽  
Practical Implications

Purpose The purpose of this paper is to examine how repatriates’ emotional support network affects their experience of re-entry. Design/methodology/approach This inductive, qualitative study is based on 27 semi-structured, in-depth interviews with Belgian organizational repatriates. Findings The analyses suggest that expatriation empathy is a key attribute of organizational repatriates’ main emotional support providers. In addition, the results show that although partners are a main source of emotional support on re-entry, they are also important potential causes of distress. Lastly, the results suggest that the cultural diversity of a repatriate’s emotional support network is linked with characteristics of the assignment and that it affects the experience of repatriation. Research limitations/implications The results provide empirical evidence that the expatriation empathy of repatriates’ support providers is a more informative characteristic to consider compared with whether they have personal experience of expatriation. In addition, the results suggest that research should also take into account the negative side of social support, and, for example, consider the influence of crossover distress of partners who experience relocation difficulties themselves. Practical implications This study points to the possible benefits of organizing social activities or training for repatriates and their partner and any children, as well as the advantages of encouraging expatriates to invite home-country friends to visit. Originality/value Although most scholars agree on the importance of support for expatriates’ well-being, the sources of relevant emotional support have received little research attention so far, as has how this influences the repatriation experience.

scholarly journals Student teachers’ perceptions of democracy in the mathematics classroom: Freedom, equality and dialogue

Pythagoras ◽  
2012 ◽  
Vol 33 (2) ◽  
Author(s):  
Wajeeh Daher
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Teaching And Learning ◽  
Mathematics Classroom ◽  
Mathematics Teacher Education ◽  
Comparison Method ◽  
Teachers Perceptions ◽  
Teaching And Learning Mathematics ◽  
Learning Mathematics ◽  
Two Stages

This article studies student teachers’ perceptions of the pedagogic and didactic aspects of teaching and learning mathematics in a democratic classroom. It is concerned primarily with issues of democracy in the mathematics classroom, specifically freedom, equality and dialogue. The research was conducted in two mathematics teacher education classes, where students were in their third year of study to major in mathematics. To find these students’ perceptions of democracy in the mathematics classroom the first two stages of the constant comparison method were followed to arrive at categories of democratic and undemocratic acts. The participants in the research emphasised that instructors should refrain from giving some students more time or opportunities to express themselves or act in the mathematics classroom than other students, because this would make them feel unequal and possibly make them unwilling to participate further in the mathematics classroom. The participants also emphasised that instructors should not exert their power to stop the flow of students’ actions in the mathematics classroom, because this would trouble them and make them lose control of their actions. Further, the participants mentioned that instructors would do better to connect to students’ ways of doing mathematics, especially of defining mathematical terms, so that students appreciate the correct ways of doing mathematics and defining its terms.

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