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An Empirical Exploration of the Who, What, and How of School Care

by Deborah L. Schussler & Angelo Collins - 2006

This study examines how care exists in one alternative high school for students at risk of dropping out. Specifically, this article empirically explores who is involved in caring relationships at the school, what those relationships look like, and how the organization of the school affects the existence of care. Data were collected during the 2000–2001 school year and included observations, faculty interviews, and in-depth interviews with 16 students. From these data, a construct of care was created that includes five caring relationships, pervasive elements that exist throughout these relationships, and specific structural and ideological aspects that enable the existence of care. Suggestions for how schools can organize to create caring communities and directions for further research are also discussed.

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Cite This Article as: Teachers College Record Volume 108 Number 7, 2006, p. 1460-1495
https://www.tcrecord.org ID Number: 12563, Date Accessed: 1/23/2021 11:06:12 PM

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About the Author
  • Deborah Schussler
    Villanova University
    E-mail Author
    DEBORAH L SCHUSSLER is an assistant professor of education at Villanova University. Her research interests include the role of affect in student learning, school organization, and the moral development of prospective teachers. Her most recent publication is “Schools as Learning Communities: Unpacking the Concept” in the Journal of School Leadership (2003).
  • Angelo Collins
    Knowles Science Teaching Foundation
    E-mail Author
    ANGELO COLLINS is the executive director of the Knowles Science Teaching Foundation and is coeditor of the Journal of Research in Science Teaching. Her research interests lie at the intersection of teacher education and performance assessment and policy within the context of high school science. Typical publications include “National Science Education Standards: Looking Backward and Forward” in the Elementary School Journal (1997) and “Portfolios for science education: Issues in purpose, structure and authenticity” in Science Education (1992).
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