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Why Students Resist Learning: A Practical Model for Understanding and Helping Students


reviewed by Miriam B. Raider-Roth & Amy Rector-Aranda June 21, 2017

coverTitle: Why Students Resist Learning: A Practical Model for Understanding and Helping Students
Author(s): Anton O. Tolman & Janine Kremling (Eds.)
Publisher: Stylus, Sterling, VA
ISBN: 1620363445, Pages: 296, Year: 2016
Search for book at Amazon.com


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Cite This Article as: Teachers College Record, Date Published: June 21, 2017
http://www.tcrecord.org ID Number: 22057, Date Accessed: 12/14/2017 12:11:27 PM

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About the Author
  • Miriam Raider-Roth
    University of Cincinnati
    E-mail Author
    MIRIAM RAIDER-ROTH, Ph.D., is Professor of Educational Studies and Educational & Community-Based Action Research at the University of Cincinnati. She is also the director of the Mandel Teacher Educator Institute. Her research focuses on the relational context of teaching and learning; children's and teachers' conceptions of their relationships in school, practitioner action research and feminist qualitative research methodologies. She is author of Professional Development in Relational Learning Communities: Teachers in Connection (2017, Teachers College Press).
  • Amy Rector-Aranda
    Texas A&M University
    E-mail Author
    AMY RECTOR-ARANDA is a visiting assistant professor at Texas A&M University in the Department of Teaching, Learning, and Culture, who studies matters of educational equity, care, and critical consciousness. Her recent practitioner and participatory action research inquiry examines the use of the Critically Compassionate Intellectualism framework in her pre-service teacher education classes, and is the basis of several publications in progress. A forthcoming article proposes relational-cultural theory as a conceptual tool for understanding the role of care and compassion in social justice teacher education.
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