Thematische Bibliographien / Teacher-student relationships

Auswahl der wissenschaftlichen Literatur zum Thema „Teacher-student relationships“

Autor: Grafiati
Veröffentlicht am 4. Juni 2021
Zuletzt aktualisiert am 3. März 2023

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Inhaltsverzeichnis

  1. Zeitschriftenartikel
  2. Dissertationen
  3. Bücher
  4. Buchteile
  5. Konferenzberichte
  6. Berichte der Organisationen

Zeitschriftenartikel zum Thema "Teacher-student relationships":

1

Davis, Kathryn S., und David R. Dupper. „Student-Teacher Relationships“. Journal of Human Behavior in the Social Environment 9, Nr. 1-2 (07.07.2004): 179–93. http://dx.doi.org/10.1300/j137v09n01_12.

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2

Toste, Jessica R., Nancy L. Heath, Carol McDonald Connor und Peng Peng. „Reconceptualizing Teacher-Student Relationships“. Elementary School Journal 116, Nr. 1 (September 2015): 30–48. http://dx.doi.org/10.1086/683110.

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Prewett, Sara L., David A. Bergin und Francis L. Huang. „Student and teacher perceptions on student-teacher relationship quality: A middle school perspective“. School Psychology International 40, Nr. 1 (15.11.2018): 66–87. http://dx.doi.org/10.1177/0143034318807743.

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This study investigated 336 fifth- and sixth-grade middle school students' relationships with their ten mathematics teachers. Authors used a five-step hierarchical multiple linear regression to examine teacher and student factors related to students' quality of relationships with their teachers. Analyses revealed that teachers' student relationship perceptions positively predicted their students' perceptions and the students' reports of their mathematics interest and self-efficacy positively predicted teacher relationships. Teachers' prosocial classroom behavior and social-emotional support behaviors were the strongest predictors of students' views of high quality relationships with their teachers; both prosocial classroom behaviors and social-emotional support are malleable, and authors discuss implications for how teachers' behaviors shape students' positive views of their student-teacher relationships.
4

Levering, Bas. „Disappointment in teacher-student relationships“. Journal of Curriculum Studies 32, Nr. 1 (Januar 2000): 65–74. http://dx.doi.org/10.1080/002202700182853.

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Gehlbach, Hunter, Maureen E. Brinkworth und Anna D. Harris. „Changes in teacher-student relationships“. British Journal of Educational Psychology 82, Nr. 4 (22.12.2011): 690–704. http://dx.doi.org/10.1111/j.2044-8279.2011.02058.x.

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McFarland, Laura, Elizabeth Murray und Sivanes Phillipson. „Student–teacher relationships and student self-concept: Relations with teacher and student gender“. Australian Journal of Education 60, Nr. 1 (04.02.2016): 5–25. http://dx.doi.org/10.1177/0004944115626426.

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7

Koenen, Anne-Katrien, Eleonora Vervoort, Karine Verschueren und Jantine L. Spilt. „Teacher–Student Relationships in Special Education: The Value of the Teacher Relationship Interview“. Journal of Psychoeducational Assessment 37, Nr. 7 (28.09.2018): 874–86. http://dx.doi.org/10.1177/0734282918803033.

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Research on teacher–student relationships is mainly based on questionnaires investigating teachers’ explicit cognitions. However, it is also important to investigate implicit processes in social interactions, such as internalized feelings. The Teacher Relationship Interview (TRI) is a narrative method aimed at assessing teachers’ (implicit) mental representations of dyadic teacher–student relationships. The TRI may provide—for researchers as well as practitioners—a deeper understanding of teachers’ implicit cognitive and emotional processes elicited in teacher–student relationships, which can be useful for psychodiagnostic assessment and relationship-focused consultation with teachers. This study investigated the psychometric properties of the TRI in a special education sample of students with symptoms of attachment disorders ( N = 80). Expected interrelations of the TRI scales were found with a widely used questionnaire of teacher–student relationships, independent observations of teacher–student interactions, and teacher perceptions of student behavior.
8

Losh, Ainsley, Yasamin Bolourian, Geovanna Rodriguez, Abbey Eisenhower und Jan Blacher. „Early student-teacher relationships and autism: Student perspectives and teacher concordance“. Journal of Applied Developmental Psychology 79 (März 2022): 101394. http://dx.doi.org/10.1016/j.appdev.2022.101394.

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Hirschkorn, Mark. „Student–teacher relationships and teacher induction: Ben's story“. Teacher Development 13, Nr. 3 (August 2009): 205–17. http://dx.doi.org/10.1080/13664530903335566.

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Spilt, Jantine L., Helma M. Y. Koomen und Jochem T. Thijs. „Teacher Wellbeing: The Importance of Teacher–Student Relationships“. Educational Psychology Review 23, Nr. 4 (12.07.2011): 457–77. http://dx.doi.org/10.1007/s10648-011-9170-y.

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Zeitschriftenartikel Dissertationen Bücher

Dissertationen zum Thema "Teacher-student relationships":

1

Huggins, Lynda Rose. „Ninth Grade Student and Teacher Perceptions of Teacher-Student Relationship“. ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2289.

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The challenge of transitioning into high school is associated with social anxiety, decreased grades, increased absences, and overall motivation to learn. Based on anecdotal evidence from 9th grade teachers in the Ohio School District, teachers had poor rapport with some of their students, and 9th graders were being retained more often than were students in any other grade. Grounded in Noddings's care theory, the purpose of this mixed methods sequential case study was to explore perceptions of rapport between 9th graders and their teachers. Guiding research questions were used to discover student and teacher perceptions about their relationship as it relates to care, respect, and communication. Archived data from Gallop Poll surveys given to 9th grade students at 3 schools (n = 163) demonstrated student perceptions of their relationships with teachers. Additionally, 15 teachers were randomly selected for a focus group interview about rapport with students. The interview transcripts were coded for emergent themes related to the guiding questions. The analysis of the Gallup Poll data included calculation of the mean, standard deviation, median, item score range, mode, and raw-data frequencies/percent for responses to answer the respective research questions. Responses on the survey showed that students perceived a moderate level of bonding with teachers, while the interview data showed that there were issues related to communication with students, administrative support of teachers, and sincerity of teacher care for students. The project outcome is a professional development about communication amongst teacher and students, teachers and teachers, and teachers and administration to improve rapport and reduce the prevalence and impact of adverse events such as dropout and other forms of disengagement.
2

Chandler, Jack L. „Conflict in student teacher-cooperating teacher relationships“. Online full text .pdf document, available to Fuller patrons only, 2003. http://www.tren.com.

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Blackmore, Jacqueline Hilary. „Teacher-Student Relationships and Student Writing Achievement“. Thesis, Walden University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3604330.

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Past research has shown that learner-centered environments can improve students' self-esteem and increase their academic skills. The purpose of this study was to determine whether teaching the core curriculum within a caring classroom environment increases students ability to communicate effectively and perform at higher achievement levels in writing. The study addressed the experiences of teachers in implementing a new writing program with a strong emphasis on social skill development as a precursor to good writing. Guided by the social learning theories of Dewey, Rogers, and Vygotsky, who contended that social interaction is vital to the development of cognition, a qualitative case study was undertaken consisting of individual interviews with 15 teachers at 6 elementary schools in southwestern Connecticut. Data were collected to address the extent to which a caring community of students can foster positive academic outcomes. Data were analyzed and coded to discover common themes. Results showed that teachers perceived that the social skills taught through the program did increase students writing skills. In addition, students had better listening skills and were more comfortable taking academic risks. This finding supports past social learning theories. Based on these findings, 3 days of professional learning workshops were created with the goals of building student-teacher relationships, creating learner-centered environments, and curtailing bullying. Equipping teachers with this resource will help to create social change by helping students become better communicators in a diverse society, increasing their graduation rates, and preparing them to enter the global workforce of the 21st century.

4

Blackmore, Jacqueline Hilary. „Teacher-Student Relationships and Student Writing Achievement“. ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/1102.

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Past research has shown that learner-centered environments can improve students' self-esteem and increase their academic skills. The purpose of this study was to determine whether teaching the core curriculum within a caring classroom environment increases students ability to communicate effectively and perform at higher achievement levels in writing. The study addressed the experiences of teachers in implementing a new writing program with a strong emphasis on social skill development as a precursor to good writing. Guided by the social learning theories of Dewey, Rogers, and Vygotsky, who contended that social interaction is vital to the development of cognition, a qualitative case study was undertaken consisting of individual interviews with 15 teachers at 6 elementary schools in southwestern Connecticut. Data were collected to address the extent to which a caring community of students can foster positive academic outcomes. Data were analyzed and coded to discover common themes. Results showed that teachers perceived that the social skills taught through the program did increase students writing skills. In addition, students had better listening skills and were more comfortable taking academic risks. This finding supports past social learning theories. Based on these findings, 3 days of professional learning workshops were created with the goals of building student-teacher relationships, creating learner-centered environments, and curtailing bullying. Equipping teachers with this resource will help to create social change by helping students become better communicators in a diverse society, increasing their graduation rates, and preparing them to enter the global workforce of the 21st century.
5

Arteaga, Michael Anthony. „HANDBOOK ON TEACHER-STUDENT RELATIONSHIPS“. CSUSB ScholarWorks, 2017. https://scholarworks.lib.csusb.edu/etd/574.

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This project aims to help teachers learn how to connect with their students of different cultural backgrounds. It is written to help teachers understand how cultural differences can have an unseen effect on student learning and immediacy. In turn, these effects can lead to a lack of motivation and lower levels of success in college obtainment. This project will also have a handbook to help teachers learn about their students’ backgrounds and understand how culture plays a role in the learning process. The handbook will review understanding the demographics of the school, cultural mismatch, cultural communication, and instructional communication. These topics are geared to help teachers gain an understanding of the challenges their students face. When teachers are engaging in the handbook sections and working to overcome educational obstacles, their students may have greater academic success.
6

Bussone, Krista Ann D'Albenzio. „Making Friends: Teacher Influence on Students' Peer Relationships“. Diss., Temple University Libraries, 2011. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/122942.

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School Psychology
Ph.D.
A total of 236 kindergarten to eighth grade students and 15 teachers from an elementary school in a northeastern U.S. city provided information about their perceptions of teacher involvement in students' peer relationships. Students provided additional information about classroom social networks. Both students and teachers indicated that they perceive teachers to be important in student peer relationships. None of the teacher characteristics (including teacher education, years of teaching, or ethnicity) were related to teacher perceptions of involvement in students' peer relationships. In lower grade groups (kindergarten to second grade), there were significant sex differences, with boys rating their teachers as more involved than girls; sex differences were not significant in either the middle (third to fifth grade) or upper (sixth to eighth grade) grade groups. As hypothesized, there were significant differences between grade groups, with students in the lower grades rating their teacher as more involved than students in either the middle or upper grade groups, and middle grade groups rating their teachers as more involved than the upper grade groups. Teacher and student perceptions of teacher involvement in students' peer relationships were then analyzed to determine whether these perceptions were related to classroom cohesiveness, as measured by social networks. The results were not significant, indicating that teacher and student perceptions of teacher involvement in students' peer relationships were not related to classroom social networks. This research provides a first look into both teacher and student perceptions into teacher involvement in classroom peer relationships, which school psychologists can use to help teachers construct supportive classroom environments. This research is a case study of one school, and therefore generalization from this sample is difficult. Future research should examine this element in schools of varying climate and region.
Temple University--Theses
7

Calhoun, Adam A. „Teacher-Student Relationships, Classroom Environment, and Student Intrinsic Motivation“. University of Findlay / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=findlay1565098233906771.

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Edgar, Don Wayne. „Structured communication: effects on teaching efficacy of student teachers and student teacher - cooperating teacher relationships“. Diss., Texas A&M University, 2003. http://hdl.handle.net/1969.1/5975.

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Teaching efficacy beliefs of agricultural science student teachers, and their relationship with their cooperating teachers during field experiences, are variables that may affect the number of student teachers entering the profession. The purpose of this study was to examine the effects implementing structured communication between student teachers and cooperating teachers would have on student teachers’ self-perceived teaching efficacy, and the relationship between the student teacher and cooperating teacher during the student teaching experience. The learning environment of these field experiences must be more fully understood to explain why some student teachers enter the profession of agriculture science teaching, and others do not. A conceptual model guiding this study, based upon a thorough review of the literature, explains the role of constructivism, teaching efficacy, and communication theory. This study employed a quasi-experimental design with a non-random sample in a multiple time-series design. The average respondent in this study was a 23 year old white undergraduate female placed at a multiple placement cooperating center. Respondents in an environment where the amount and type of communication between student teachers and cooperating teachers was structured were less efficacious when compared to those respondents who were not in a structured communication setting. In addition, student teachers in a structured communication environment declined in their teaching efficacy measurements overall, whereas student teachers who were not involved in structured communication increased in their self-perceived teaching efficacy levels. Through contrast analysis, the age and academic standing of student teachers significantly affected their perception of the value cooperating teachers placed upon student teacher – cooperating teacher relationships. Structured communication influences student teachers’ beliefs regarding their ability to teach and their perception of their relationship with the cooperating teacher. In order to better understand the perceptions of student teachers regarding their teaching efficacy levels, and the student teacher – cooperating teacher relationship, additional research should be conducted in these identified areas. In addition, further research should be conducted on these variables at other institutions of higher education with teacher preparation programs in agricultural education.
9

Nugent, Tisome. „THE IMPACT OF TEACHER-STUDENT INTERACTION ON STUDENT MOTIVATION AND ACHIEVEMENT“. Doctoral diss., University of Central Florida, 2009. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3770.

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The goal of this research was to determine the value and impact of student-teacher interactions in relation to student motivation and achievement. It was further intended that the results of this study would add to the body of knowledge and resources available to enhance the learning experience and influence student success. In order for this to happen, student and teacher perceptions of their interactions were analyzed, as well whether or not this interaction significantly impacted motivation and achievement. The results of this study provided strong arguments in favor of equipping teachers with the appropriate resources and assistance to appropriately meet the needs of their students beyond academic instruction. The slightly negative relationship between motivation and achievement isolated the issue at hand: finding ways to capitalize on these relationships, which will act as catalysts for student achievement The literature review and results of this study found that teacher-student relationships are crucial to student success. Pearson Correlation analysis proved positive correlations between teacher-student interaction and motivation, as well as positive teacher-student interaction and achievement. It however, illustrated a negative relationship between motivation and achievement. Suggested uses for the study included the development of workshops for educators and administrators that may have a positive effect on the proven significance of the teacher-student relationship problem. The results suggest the need for teachers to be provided with appropriate resources and assistance to meet the needs of their students beyond academic instruction. It also suggests providing students and teachers with measurable and attainable goals to create experiences with and exposure to success. Further, there needs to a balance where all students are challenged and where the students who need additional assistance are provided with the appropriate scaffolds.
Ed.D.
Department of Educational Research, Technology and Leadership
Education
Education EdD
10

Cayanus, Jacob L. „The relationships between teacher self-disclosure, student motives, student affect, relational certainty, and student participation“. Morgantown, W. Va. : [West Virginia University Libraries], 2002. http://etd.wvu.edu/templates/showETD.cfm?recnum=2428.

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Bücher zum Thema "Teacher-student relationships":

1

Yamashiro, Beth Bernstein. Teacher-student relationships: Toward personalized education. Hoboken, NJ: Jossey-Bass, 2013.

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Ghose, Subhas Chandra. Teacher-student relationship and its impact on student unrest. New Delhi: Northern Book Centre, 1989.

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Arias, Dana. Dear parents: From your child's loving teacher. New York: Aviva Publishing, 2013.

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García-Moya, Irene. The Importance of Connectedness in Student-Teacher Relationships. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-43446-5.

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Martin, Ann M. Karen's new teacher. New York: Scholastic, 1991.

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Bowen, Chris. Our kids: Building relationships in the classroom. Denver, Colo: Outskirts Press, 2008.

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Chessex-Viguet, Christiane. L' école est un roman: Essai sur la relation pédagogique dans la littérature européenne. Lausanne: Éditions d'en bas, 1990.

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Miśra, Phūlakānta. Guru-śishya-sambandha: Prācīna evaṃ arvācīna kāla meṃ. Dillī: Nāga Prakāśana, 1996.

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Shao, Xiaofeng. Bai nian lai Zhongguo shi sheng guan xi si xiang shi yan jiu. 8. Aufl. Chengdu Shi: Sichuan da xue chu ban she, 2009.

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Chatchawān, Somnưk. Rāingān kānwičhai rư̄ang botbāt kap panhā læ ʻuppasak khō̜ng khrū nai khēt ʻAmphœ̄ Mư̄ang Chīang Mai nai kānkǣkhai phrưttikam thī penpanhā khō̜ng dek nakrīan wairun. [Chiang Mai: Sathāban Wičhai Sangkhom, Mahāwitthayālai Chīang Mai, 1988.

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Buchteile zum Thema "Teacher-student relationships":

1

Chalfant, Andromache, Marsha Ginsberg und Regina García. „Teacher / Student Relationships“. In Sceneshift, 53–63. New York: Focal Press, 2022. http://dx.doi.org/10.4324/9781003148197-8.

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Bear, George G. „Promoting Positive Teacher-Student Relationships“. In Improving School Climate, 21–33. New York : Routledge, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9781351170482-2.

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Platz, Monika. „Trust in the Teacher-Student Relationship“. In Good Relationships in Schools, 65–81. Berlin, Heidelberg: Springer Berlin Heidelberg, 2021. http://dx.doi.org/10.1007/978-3-662-64137-8_5.

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Platz, Monika. „Care in the Teacher-Student Relationship“. In Good Relationships in Schools, 45–63. Berlin, Heidelberg: Springer Berlin Heidelberg, 2021. http://dx.doi.org/10.1007/978-3-662-64137-8_4.

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Maulana, Ridwan, und Marie-Christine Opdenakker. „Do Teacher-Student Relationships Deteriorate Over Time?“ In Interpersonal Relationships in Education, 133–57. Rotterdam: SensePublishers, 2014. http://dx.doi.org/10.1007/978-94-6209-701-8_9.

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Thijs, Jochem. „Student-Teacher Relationships and Interethnic Relations“. In The Wiley Handbook of Group Processes in Children and Adolescents, 416–34. Chichester, UK: John Wiley & Sons, Ltd, 2017. http://dx.doi.org/10.1002/9781118773123.ch20.

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Morris, David. „Relationships Between Pupils and Teachers“. In Student Voice and Teacher Professional Development, 73–92. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-23467-6_4.

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Wentzel, Kathryn R. „Teacher-Student Relationships and Adolescent Competence at School“. In Interpersonal Relationships in Education, 19–35. Rotterdam: SensePublishers, 2012. http://dx.doi.org/10.1007/978-94-6091-939-8_2.

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Platz, Monika. „Central Characteristics of a Good Teacher-Student Relationship“. In Good Relationships in Schools, 27–43. Berlin, Heidelberg: Springer Berlin Heidelberg, 2021. http://dx.doi.org/10.1007/978-3-662-64137-8_3.

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Hofkens, Tara L., und Robert C. Pianta. „Teacher–Student Relationships, Engagement in School, and Student Outcomes“. In Handbook of Research on Student Engagement, 431–49. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-07853-8_20.

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Konferenzberichte zum Thema "Teacher-student relationships":

1

Yak, Hasida, und Dalit Levy. „TEACHER-STUDENT RELATIONSHIPS IN ONLINE COURSES“. In International Conference on Education and New Learning Technologies. IATED, 2017. http://dx.doi.org/10.21125/edulearn.2017.2176.

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Amorim Neto, Roque do Carmo. „The Impact of Curiosity on Teacher-Student Relationships“. In 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1428576.

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Galletta Horner, Christy. „Teacher Candidates Wonder: Can Emotional Labor and Authentic Student-Teacher Relationships Coexist?“ In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1587168.

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Kang, Donghyun. „Gender Differences in Teacher-Student Relationships and School Engagement“. In AERA 2022. USA: AERA, 2022. http://dx.doi.org/10.3102/ip.22.1886343.

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Kang, Donghyun. „Gender Differences in Teacher-Student Relationships and School Engagement“. In 2022 AERA Annual Meeting. Washington DC: AERA, 2022. http://dx.doi.org/10.3102/1886343.

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Paisilazarescu, Mihaela, und Maria magdalena Stan. „DIMENSIONS OF INTERPERSONAL RELATIONS IN E-LEARNING“. In eLSE 2013. Carol I National Defence University Publishing House, 2013. http://dx.doi.org/10.12753/2066-026x-13-009.

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Making use of activities of e-learning type has an effect on not only learning activities, but it also has positive and negative implications upon the personalities of the participants at this activity. The fact that the teachers and the students do not meet face to face leads to the apparition of a series of particularities of the traditional teacher-student relationship. The learning systems in electronic format based on interactivity represent one of the ways of diversifying and multiplying of interpersonal relationships. The interpersonal relationships among which we can mention the teacher-student relationships manifest as interactions between individuals that lead to information, material and affective exchange. This paper starts from the idea that in the context of using the computer in the learning activity, the traditional interpersonal relationships, including the teacher-student relationships gain new dimensions, and it focuses on a comparative analysis of this relationship. The analysis has been made from the perspective of the identification of the characteristics of the teacher-student relationships in e-learning at different ages in different educational environments, both from the teacher's perspective and from the students'. Implicating the computer in education does not diminish or exclude the role of the teacher and the relationship with other students. The teacher has a remarkable contribution, but not in the traditional way. The independence granted to the one that is learning does not exclude the role of the teacher and the communication with the others. The lack of the face-to-face human contact, considered essential for human socializing is compensated by major positive effects of colaboration and cooperation which enlarge the area of human contacts. The psychosocial perspective in e-learning stimulates the process of socializing and learning through cooperation and diversifies the nature of relationships of interpersonal communication. The cooperation through e-learning favours not only individual responsibility, but also the development of social abilities.
7

Liu, Xiaobin, und Shiliang Zhang. „Graph Consistency Based Mean-Teaching for Unsupervised Domain Adaptive Person Re-Identification“. In Thirtieth International Joint Conference on Artificial Intelligence {IJCAI-21}. California: International Joint Conferences on Artificial Intelligence Organization, 2021. http://dx.doi.org/10.24963/ijcai.2021/121.

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Recent works show that mean-teaching is an effective framework for unsupervised domain adaptive person re-identification. However, existing methods perform contrastive learning on selected samples between teacher and student networks, which is sensitive to noises in pseudo labels and neglects the relationship among most samples. Moreover, these methods are not effective in cooperation of different teacher networks. To handle these issues, this paper proposes a Graph Consistency based Mean-Teaching (GCMT) method with constructing the Graph Consistency Constraint (GCC) between teacher and student networks. Specifically, given unlabeled training images, we apply teacher networks to extract corresponding features and further construct a teacher graph for each teacher network to describe the similarity relationships among training images. To boost the representation learning, different teacher graphs are fused to provide the supervise signal for optimizing student networks. GCMT fuses similarity relationships predicted by different teacher networks as supervision and effectively optimizes student networks with more sample relationships involved. Experiments on three datasets, i.e., Market-1501, DukeMTMCreID, and MSMT17, show that proposed GCMT outperforms state-of-the-art methods by clear margin. Specially, GCMT even outperforms the previous method that uses a deeper backbone. Experimental results also show that GCMT can effectively boost the performance with multiple teacher and student networks. Our code is available at https://github.com/liu-xb/GCMT .
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Huang, Haigen. „Linking Student Survey Results With Learning Outcomes: Teacher-Student Relationships and Student End-of-Grade Achievement“. In 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1429231.

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Desmet, Ophélie. „The Effect of Student-Teacher Relationships on Students' Attitudes Toward Mathematics“. In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1574388.

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10

Gannon, Colleen. „Building Student-Teacher Relationships That Affirm the Capacity of Black Males“. In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1585948.

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Berichte der Organisationen zum Thema "Teacher-student relationships":

1

McKnight, Katherine, Nitya Venkateswaran, Jennifer Laird, Rita Dilig, Jessica Robles und Talia Shalev. Parent Teacher Home Visits: An Approach to Addressing Biased Mindsets and Practices to Support Student Success. RTI Press, September 2022. http://dx.doi.org/10.3768/rtipress.2022.op.0077.2209.

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Research has shown educators’ implicit biases to be a key factor in creating and perpetuating disparities in students’ experiences of schooling, learning, and longer-term outcomes, including job opportunities, wealth, and health. Current school reform and transformation efforts are aimed at addressing institutionalized racism in school policies, practices, and cultural systems by implementing implicit bias training for teachers and staff. In this paper, we explain how a school home visits program, Parent Teacher Home Visits (PTHV), is a promising intervention for counteracting implicit biases and improving outcomes for families and students. The PTHV “relational” home visit model focuses on promoting mutually supportive and accountable relationships between educators and families. We present data from a study examining the experiences of 107 educators and 68 family members who participated in PTHV, showing how educators shifted their deficit assumptions about families and students. Although the PTHV model was not created to address implicit biases, we found that the key components of these home visits align with strategies that psychological research has demonstrated effectively counteracting implicit biases and reducing discriminatory behaviors.
2

Filmer, Deon, Vatsal Nahata und Shwetlena Sabarwal. Preparation, Practice, and Beliefs: A Machine Learning Approach to Understanding Teacher Effectiveness. Research on Improving Systems of Education (RISE), Dezember 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/084.

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This paper uses machine learning methods to identify key predictors of teacher effectiveness, proxied by student learning gains linked to a teacher over an academic year. Conditional inference forests and the least absolute shrinkage and selection operator are applied to matched student-teacher data for Math and Kiswahili from Grades 2 and 3 in 392 schools across Tanzania. These two machine learning methods produce consistent results and outperform standard ordinary least squares in out-of-sample prediction by 14-24 percent. As in previous research, commonly used teacher covariates like teacher gender, education, experience, and so forth are not good predictors of teacher effectiveness. Instead, teacher practice (what teachers do, measured through classroom observations and student surveys) and teacher beliefs (measured through teacher surveys) emerge as much more important. Overall, teacher covariates are stronger predictors of teacher effectiveness in Math than in Kiswahili. Teacher beliefs that they can help disadvantaged and struggling students learn (for Math) and they have good relationships within schools (for Kiswahili), teacher practice of providing written feedback and reviewing key concepts at the end of class (for Math), and spending extra time with struggling students (for Kiswahili) are highly predictive of teacher effectiveness, as is teacher preparation on how to teach foundational topics (for both Math and Kiswahili). These results demonstrate the need to pay more systematic attention to teacher preparation, practice, and beliefs in teacher research and policy.
3

Boyd, Sally, und Nicola Bright. Manaakitia ngā tamariki kia ora ai Supporting children’s wellbeing. NZCER, Oktober 2021. http://dx.doi.org/10.18296/rep.0016.

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This research uses strengths-based kaupapa Māori and qualitative approaches. Wellbeing@School student survey data was used to select six primary schools where we were likely to see examples of effective practices. The students at these schools reported higher than average levels of wellbeing and teacher relationships, and lower levels of aggressive behaviour.
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Hwa, Yue-Yi, Sharon Kanthy Lumbanraja, Usha Adelina Riyanto und Dewi Susanti. The Role of Coherence in Strengthening CommunityAccountability for Remote Schools in Indonesia. Research on Improving Systems of Education (RISE), Februar 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/090.

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Incoherence in accountability relationships can hamper the quality of education. Such incoherence can be a particular challenge in resource-constrained, remote villages where teachers tend to have higher educational capital and social status than the parents and communities that they serve. We analyze quantitative and qualitative data from a randomized controlled trial of a social accountability mechanism (SAM) for schools in remote Indonesian villages. The intervention had three treatment arms, all of which included the SAM, which engaged village-level stakeholders in a consensus-building process that led to joint service agreements for supporting the learning process. Prior analyses have found that all three treatment arms significantly improved student learning, but the treatment arm combining the SAM with performance pay based on camera-monitored teacher attendance led to much larger gains than the SAM-only treatment or the treatment arm combining the SAM with teacher performance pay based on a community-evaluated scorecard. Drawing on a range of quantitative data sources across all treatment schools (process monitoring, survey, and service agreement indicators) and qualitative data from nine case study schools (interviews and focus group discussions), we show firstly that the student learning gains across all three treatment arms were accompanied by increases in the coherence of the accountability relationships between village-level stakeholders, and in the degree to which these relationships were oriented toward the purpose of cultivating learning. We further show that the treatment combining SAM with camera-monitored teacher performance pay led to greater improvements in the coherence of accountability relationships than the other treatment arms, because the cameras improved both the technical capacity and the social legitimacy of community members to hold teachers accountable. This coherence-focused, relational explanation for the relative effectiveness of the treatment arms has more explanatory power than alternative explanations that focus narrowly on information quality or incentive structure. Our analysis reinforces arguments for ensuring that accountability structures are coherent with the local context, including local social structures and power dynamics.
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McElhaney, Kevin, Anthony Baker, Carly Chillmon, Zareen Kasad, Babe Liberman und Jeremy Roschelle. An Initial Logic Model to Guide OpenSciEd Research: Updated Version. Digital Promise, März 2022. http://dx.doi.org/10.51388/20.500.12265/152.

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This white paper supports an ongoing effort to define a research agenda and catalyze a research community around the OpenSciEd curriculum materials. Rigorous research on these materials is needed in order to answer questions about the equitable design of instructional materials, impacts on student learning, effective and equitable classroom teaching practices, teacher professional development approaches, and models for school adoption that address the diverse needs of historically marginalized students in STEM. Research findings have the potential to advance the knowledge, skills, and practices that will promote key student, teacher, and system outcomes. The research agenda stands to accelerate the research timeline and stimulate a broad range of research projects addressing these critical needs. To support the collaborative development and activation of the research agenda, we outline an initial logic model for OpenSciEd. The logic model can shape research efforts by clarifying intended relationships among (1) the principles, commitments, and key affordances of OpenSciEd; (2) the components of OpenSciEd and how they are implemented and supported in classrooms, schools, districts, and states; and (3) the desired outcomes of OpenSciEd.
6

Hillman, Kylie, und Sue Thomson. 2018 Australian TALIS-PISA Link Report. Australian Council for Educational Research, August 2021. http://dx.doi.org/10.37517/978-1-74286-598-0.

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Australia was one of nine countries and economies to participate in the 2018 TALIS-PISA link study, together with Cuidad Autónoma de Buenos Aires (Argentina), Colombia, the Czech Republic, Denmark, Georgia, Malta, Turkey and Viet Nam. This study involved coordinating the samples of schools that participated in the Program of International Student Assessment (PISA, a study of the performance of 15-year-old students) and the Teaching and Learning International Survey (TALIS, a study that surveys teachers and principals in lower secondary schools) in 2018. A sample of teachers from schools that were selected to participate in PISA were invited to respond to the TALIS survey. TALIS data provides information regarding the background, beliefs and practices of lower secondary teachers and principals, and PISA data delivers insights into the background characteristics and cognitive and non-cognitive skills of 15-year-old students. Linking these data offers an internationally comparable dataset combining information on key education stakeholders. This report presents results of analyses of the relationships between teacher and school factors and student outcomes, such as performance on the PISA assessment, expectations for further study and experiences of school life. Results for Australia are presented alongside those of the average (mean) across all countries and economies that participated in the TALIS-PISA link study for comparison, but the focus remains on what relationships were significant among Australian students.
7

Hillman, Kylie, und Sue Thomson. 2018 Australian TALIS-PISA Link Report. Australian Council for Educational Research, August 2021. http://dx.doi.org/10.37517/978-1-74286-628-4.

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Australia was one of nine countries and economies to participate in the 2018 TALIS-PISA link study, together with Cuidad Autónoma de Buenos Aires (Argentina), Colombia, the Czech Republic, Denmark, Georgia, Malta, Turkey and Viet Nam. This study involved coordinating the samples of schools that participated in the Program of International Student Assessment (PISA, a study of the performance of 15-year-old students) and the Teaching and Learning International Survey (TALIS, a study that surveys teachers and principals in lower secondary schools) in 2018. A sample of teachers from schools that were selected to participate in PISA were invited to respond to the TALIS survey. TALIS data provides information regarding the background, beliefs and practices of lower secondary teachers and principals, and PISA data delivers insights into the background characteristics and cognitive and non-cognitive skills of 15-year-old students. Linking these data offers an internationally comparable dataset combining information on key education stakeholders. This report presents results of analyses of the relationships between teacher and school factors and student outcomes, such as performance on the PISA assessment, expectations for further study and experiences of school life. Results for Australia are presented alongside those of the average (mean) across all countries and economies that participated in the TALIS-PISA link study for comparison, but the focus remains on what relationships were significant among Australian students.
8

Guo, Qi, und Shamsulariffin Samsudin. The Relationship between Perceived Teacher Support and Student Engagement in Physical Education: A Systematic Review. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, Mai 2022. http://dx.doi.org/10.37766/inplasy2022.5.0143.

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9

Drouet Arias, Marcelo, Gregory Elacqua, Luana Marotta und Leonardo Rosa. Does an Education Major Matter for Teaching?: The Relationship between Teachers Degree and Student Achievement. Inter-American Development Bank, Januar 2023. http://dx.doi.org/10.18235/0004685.

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It is unclear whether teachers with a degree in education are more effective than those who are not trained in an education-related field. To further examine this issue, we analyze the rela- tionship between teachers college major and student achievement by using unique data from Ecuador, which, for a period of time, allowed any graduate, regardless of their major, to apply for a teaching position in the countrys centralized selection process. Results from all specifi- cations indicate a non-significant relationship between degree type and student achievement, suggesting that teachers with and without an education degree are equally effective. We also found that teachers content-related and pedagogical knowledge do not seem to mediate the relationship between having an education degree and student learning. Finally, we observe no heterogeneous effects across different student demographic and socioeconomic characteristics. Examining these claims empirically is crucial for ensuring that greater flexibility in teacher re- cruitment does not have negative effects on the quality of the education workforce.
10

Barjum, Daniel. PDIA for Systems Change: Tackling the Learning Crisis in Indonesia. Research on Improving Systems of Education (RISE), September 2022. http://dx.doi.org/10.35489/bsg-rise-ri_2022/046.

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Indonesia is facing a learning crisis. While schooling has increased dramatically in the last 30 years, the quality of education has remained mediocre (Rosser et al., 2022). Teacher capability is an often cited weakness of the system, along with policies and system governance. Approaches focused primarily on adding resources to education have not yielded expected outcomes of increased quality. “It is a tragedy that in the second decade of the twenty-first century, some children in Indonesia are not completing primary school and are turned out into the workforce as functional illiterates.” (Suryadarma and Jones, 2013; Nihayah et al., 2020). In the early 2000s, Indonesia began a process of decentralising service delivery, including education, to the district level. Many responsibilities were transferred from the central government to districts, but some key authorities, such as hiring of civil service teachers, remained with the central government. The Indonesian system is complex and challenging to manage, with more than 300 ethnic groups and networks of authority spread over more than 500 administrative districts (Suryadarma and Jones, 2013). Niken Rarasati and Daniel Suryadarma researchers at SMERU, an Indonesian think tank and NGO, understood this context well. Their prior experience working in the education sector had shown them that improving the quality of education within the classroom required addressing issues at the systems level (Kleden, 2020). Rarasati noted the difference in knowledge between in-classroom teaching and the systems of education: “There are known-technologies, pedagogical theories, practices, etc. for teaching in the classroom. The context [for systems of education] is different for teacher development, recruitment, and student enrollment. Here, there is less known in the public and education sector.” Looking for ways to bring changes to policy implementation and develop capabilities at the district level, SMERU researchers began to apply a new approach they had learned in a free online course offered by the Building State Capability programme at the Center for International Development at Harvard University titled, “The Practice of PDIA: Building Capability by Delivering Results”. The course offered insights on how to implement public policy in complex settings, focused on using Problem Driven Iterative Adaptation (PDIA). The researchers were interested in putting PDIA into practice and seeing if it could be an effective approach for their colleagues in government. This case study reviews Rarasati and Suryadarma’s journey and showcases how they used PDIA to foster relationships between local government and stakeholders, and bring positive changes to the education sector.

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