- Browse
Search
On-Site Program Calendar
Browse By Day
Browse By Time
Browse By Person
Browse By Room
Browse By Unit
Browse By Session Type
- Information Menu
Search Tips
- Navigation and Settings Menu
Change Preferences / Time Zone
Sign In
- Social Media Menu
Facebook
Bluesky
Threads
X (Twitter)
LinkedIn
Instagram
YouTube
They Know What They Need: Student Perceptions of “Good Teachers” (Poster 15)
Fri, April 10, 3:45 to 5:15pm PDT (3:45 to 5:15pm PDT), Los Angeles Convention Center, Floor: Level Two, Poster Hall - Exhibit Hall AAbstract
The aim of this study is to consider how students’ definitions of “good teachers” reflect or resists dominant educational theories of effective teaching. Specifically, this study will investigate how “good teachers” influence students’ sense of belonging and academic motivation at school. This study relies on Lisa Delpit’s illustration of “warm demanders” (2013), in which she suggests students should be upheld to high expectations while receiving high levels of support.
Purposive sampling techniques were used to conduct student interviews. Interview transcriptions were analyzed using inductive coding, which identified complex patterns and emergent themes. Data was collected from two broader qualitative research studies. One set of interview data draws from 54 high school students (grades 9–12) who participated in a larger ethnographic study exploring students' experiences in a demographically changing school. The second set of data draws from 27 high school students (grade 12) who participated in a larger qualitative study exploring students’experiences with student-teachers. These methods build upon Fielding’s (2007) work which calls for the expansion of the role of “student voice” in teacher-education research.
Preliminary analysis reveals three significant themes emerging from student data. First, students’ desire to be held to consistent, high academic standards. Secondly, students’ deep appreciation for persistent relational support from teachers. Thirdly, students’ metacognitive differentiation of their teachers' expectations of their success, and those socialized by the broader community. These results indicate a need for further exploration of cultivating educational spaces that fuse academic rigor and relational reflexivity to support student outcomes.