Abstract

This article documents a collaborative, teacher inquiry process to uncover a diverse sample of 271 students from an urban high school reflect on teachers they admire and classes in which they feel the most comfortable. The findings indicate that the students described teachers in terms of who the teacher is as a person, the role that he or she plays in creating positive learning environments, and in reference to the learner. Major themes that emerged across these dimensions were related to student-teacher connections, teaching all students, and balancing extremes. Implications for teacher education, induction, and school reform are made.

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Additional Information

ISSN
1534-5157
Print ISSN
0018-1498
Pages
pp. 29-39
Launched on MUSE
2005-12-20
Open Access
No
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