{"title":"Rethinking the Grammar of Student-Teacher Relationships","authors":"Hillary l. Greene Nolan","doi":"10.1086/709546","DOIUrl":null,"url":null,"abstract":"One educational structure with its own grammar is the student-teacher relationship. The conventional relational grammar involves teachers and students connecting to pursue academic learning—a grammar rooted in both historic attempts to define the professional domain of teaching as the transmission of academic knowledge as well as current efforts to “learnify” education. This study describes 154 student-teacher relationships experienced by three high school teachers in a Midwest middle college to depict a revised relational grammar. Encouraged to reimagine teaching as academic and nonacademic support-giving, the Lincoln teachers exhibited a relational grammar based on knowing students as learners and also deeply as people and giving nonacademic support as much as or more than academic support, with implications for equity.","PeriodicalId":47629,"journal":{"name":"American Journal of Education","volume":"40 10","pages":""},"PeriodicalIF":2.0000,"publicationDate":"2020-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"5","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"American Journal of Education","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1086/709546","RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 5
Abstract
One educational structure with its own grammar is the student-teacher relationship. The conventional relational grammar involves teachers and students connecting to pursue academic learning—a grammar rooted in both historic attempts to define the professional domain of teaching as the transmission of academic knowledge as well as current efforts to “learnify” education. This study describes 154 student-teacher relationships experienced by three high school teachers in a Midwest middle college to depict a revised relational grammar. Encouraged to reimagine teaching as academic and nonacademic support-giving, the Lincoln teachers exhibited a relational grammar based on knowing students as learners and also deeply as people and giving nonacademic support as much as or more than academic support, with implications for equity.
期刊介绍：
Founded as School Review in 1893, the American Journal of Education acquired its present name in November 1979. The Journal seeks to bridge and integrate the intellectual, methodological, and substantive diversity of educational scholarship, and to encourage a vigorous dialogue between educational scholars and practitioners. To achieve that goal, papers are published that present research, theoretical statements, philosophical arguments, critical syntheses of a field of educational inquiry, and integrations of educational scholarship, policy, and practice.
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