The parallel alienation of students from low-socioeconomic backgrounds and new teachers in the U.S. public school system
Date
2012
Authors
Funkhouser, Earlena, author
Frank, Katherine, advisor
Morales, Juan, committee member
Souder, Donna, committee member
Journal Title
Journal ISSN
Volume Title
Abstract
The shift in focus from process-based to product-based education in United States public schools since the mid-twentieth century has degraded learning and teaching, compromised the student-teacher relationship, and caused parallel alienation from both learning and teaching, especially among students who are from low-socioeconomic backgrounds and new teachers.