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100			_aRansom, Julia C. _955709
245			_aLove, Trust, and Camaraderie: _bTeachers’ Perspectives of Care in an Urban High School/
260			_bSage, _c2020
300			_aVol.52, issue 6, 2020: ( 904-926 p.)
520			_aMany scholars have found that student–teacher relationships are an integral part to student success in schools. The quality of relationships has implications for student engagement and performance. The most successful student–teacher relationships have characteristics of the ethic of care. The purpose of this qualitative study was to examine the perspectives of care of two teachers within a peer learning structured STEM (science, technology, engineering, and mathematics) classroom in an urban high school. In the Peer Enabled Restructured Class (PERC), student facilitators work with teachers to lead instruction. The findings indicated that teachers saw themselves as caring, but their articulations of care varied from authentic care to aesthetic care. The study has implications for teacher preparation and practice as teachers who are prepared and knowledgeable about the importance of relationships and care have the potential for better success with their students.
773	0		_010744 _916756 _dSage Publisher, _tEducation and urban society
856			_uhttps://doi.org/10.1177/0013124519894973
942			_2ddc _cEJR
999			_c13714 _d13714