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Why Students Resist Learning: A Practical Model for Understanding and Helping Studentsreviewed by Miriam B. Raider-Roth & Amy Rector-Aranda — June 21, 2017 Title: 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.comTo view the full-text for this article you must be signed-in with the appropriate membership. Please review your options below:
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- 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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