This study identified, from the perspective of ethnic minority academically at risk adolescents, teachers who were making a positive difference in their learning. In particular, the study sought to elicit the above students' descriptions of ways in which their named teachers made a contribution to a positive education experience and to explore from the perspectives of the identified teachers their actions and attitudes that contribute to a positive education experience. Narratives were provided by academically at risk students of African American, Hispanic, and American Indian descent, in grades 7 through 9, at a public junior high school in the Midwest. The researcher used a descriptive qualitative research design to elicit and analyze student and teacher narratives.
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