Journal articles on the topic 'Teacher-student relationships – United States – Periodicals'

Students' misbehavior has been consistently linked to teachers' reports of stress. The purpose of this study was to investigate whether or not teacher stress, negative affect, and self-efficacy predict the quality of student-teacher relationships. Participants included 113 elementary (K-5th) teachers in a metropolitan area in the United States. A survey method was used to measure teacher perceptions in working with difficult students and their relationships with students. Negative teacher-student relationships were predicted by teacher stress. Significant correlations were found among negative affect, teacher stress and negative relationships. Implications for teacher support and continuing education issues are discussed.

[Purpose]This study examines the relationship between teacher leadership (TL) and student achievement in the US and Korea. TL is defined by two primary practices: (a) supporting professional learning of peers (i.e., collaboration, coordination) and (b) influencing school decisions (i.e., distributed leadership, decision-making responsibility). [Methods]Using the 2015 PISA data, this study utilized hierarchical linear modeling (HLM) to analyze the TL practices by comparing the two countries. [Results]The present study found that the two TL practices (i.e., peer learning and decision-making) were weakly correlated to each other in both countries. HLM analysis indicated that only decision-making responsibility was statistically related to higher student achievement in the US. In Korea, collaboration was negatively related to student achievement, while coordination was positively associated with student achievement. [Conclusion]The implications for theory and policy were discussed, including the concept of TL and the complex natures of the relationships between TL and student achievement in different countries.

Teacher-student Relationships: The Meaning of Teachers' Experience Working with Underachieving Students This paper is based on phenomenological interviews with teachers who worked with underachieving students in South Africa, Russia, and the United States. It focuses on the analysis of meanings that teachers constructed while describing their relationship with underachieving students and how metaphors worked to construct such meanings. The researchers also used Buber's "I-Thou" concept as an interpretive lens to further understand the meanings of teacher-student relationships. The study concludes that the teacher-student relationship is one of the fundamental themes of the teaching experience and is common for teachers from different countries.

One of the greatest challenges faced by school leaders across the United States is the recruitment of high-quality educators, and many programs have been developed to address this problem. This study evaluates one such program. We evaluate the Arkansas Teacher Corps (ATC), an alternative teacher certification program that places teachers in high-needs schools in Arkansas. We measure teacher effectiveness through classroom observations and student surveys. We form our comparison group by matching ATC Fellows with 1–2 similar teachers in the same school who were not certified through ATC. We use multivariate regression to examine differences between ATC Fellows and comparison teachers on multiple dimensions of teaching. Students rate ATC teachers as significantly more effective on teacher-student relationships in class, teacher-student relationships out of class, and class engagement. Third-party observers detect no significant differences.

<p class="apa">This study intends to compare and contrast student and school factors that are associated with students’ mathematics self-efficacy in the United States and China. Using hierarchical linear regressions to analyze the Programme for International Student Assessment (PISA) 2012 data, this study compares math self-efficacy, achievement, and variables such as math teacher support and socioeconomic status (SES) between 15-year-old students in the U.S. and in Shanghai, China. The findings suggest that on average, students from Shanghai showed higher math self-efficacy and better achievement than those of American students. However, at the student level, similar positive relationships between math teacher support and math self-efficacy and between SES and math self-efficacy were found in both locations. That is, in the U.S. and Shanghai, an increase in math teacher support predicts an increase in math self-efficacy, also higher SES is significantly associated with higher math self-efficacy. In addition, at the school level, the smaller difference in American students’ math self-efficacy between higher SES school and lower SES school indicates that the U.S. is more equitable between schools than Shanghai, China in terms of students’ math self-efficacy. Implications from this study indicate that improving teacher support in math class and narrowing the gap in students’ self-efficacy related to school-level SES is a significant issue for the U.S. and Shanghai, China respectively.</p>

In an education system marred by inequity, urban schools in the United States are faced with the challenge of helping students from marginalized groups succeed. While many strategies have been tried, most are built on deficit-based models that blame students and teachers for a lack of achievement and ignore the role of power within the school setting. Building on the body of research on school climate, critical pedagogy, and empowering settings, the present study developed a model of student empowerment using a case study of an ethnically diverse urban high school in the midwestern United States. Participant observation, focus groups, and interviews were utilized to identify classroom and school characteristics related to student empowerment. Students reported equitable teacher–student relationships, integrated student leadership, and shared decision making. Similarly, school staff reported high staff empowerment and sense of community. The Student Empowerment Model is a useful framework for school improvement, adding “power” to the broader literature on school climate and extending the work on empowering settings to schools.

Teacher quality and student achievement have shown positive relationships in prior studies of elementary and secondary grade levels in the United States. However, postsecondary career and technical education (CTE) teacher quality and student achievement is an understudied topic. According to the literature, teacher quality is measured by pedagogical knowledge, level of education, and professional development. For postsecondary CTE teachers, occupational experience is a hiring requirement for teacher quality. Student achievement is measured by test scores and graduation rates. Postsecondary career certificate programs usually have a summative evaluation with an industry-specific certification test, which assesses the student's employability in the program's field of study by industry standards. The purpose of this retrospective causal-comparative study was to examine the relationship between postsecondary CTE teacher quality and student achievement in Florida's career certificate programs. An online survey was conducted with 203 postsecondary CTE teachers in Florida. Findings revealed a statistically significant positive relationship between the level of pedagogical knowledge and educational degree attainment of postsecondary CTE teachers and students' passing an industry certification test. This finding is consistent with prior studies in K-12 grade levels. Recommendations include increasing the pedagogical knowledge and educational degree attainment of postsecondary CTE teachers to improve student learning outcomes.

Written critical incidents were collected from students (n = 236) to investigate their perceptions of physical education at the United States Military Academy. Fourteen students were interviewed to provide perceptions beyond the confines of a specific incident. The data were classified into three themes: (a) teacher and teacher behaviors; (b) curriculum, program features, and subject matter; and (c) social interaction and behaviors of students. Within the first theme, encouragement, additional instruction, and demonstrations were the most frequently perceived positive influences. Inappropriate grading, public embarrassment, and adversarial relationships between teachers and students were the most frequently perceived negative influences. The positive influences within the curriculum theme were overcoming fear, relevance, and challenge. The negative influences were unfair grading standards, irrelevant content, and injury. Support and encouragement, acceptance, and effective leadership were the top ranked positive perceptions within the third theme. Poor leadership and lack of sportsmanship were associated with negative perceptions.

This study examined relations between patterns of dating aggression and victimization and school environment factors among 4,114 early adolescents attending 37 middle schools in four sites in the United States (51% Black, non-Hispanic, 21% Hispanic, and 17% White). Latent class analyses revealed a five-class solution that differentiated among youth classified as uninvolved (54%), psychologically aggressive victims (18%), aggressors (11%), victims (11%), and aggressive victims (5%). These groups differed in their perceptions of school environment factors, including the quality of student–student and student–teacher relationships, awareness/reporting of violence, school safety problems, and school norms for aggression and nonviolence. Our findings underscore the need for dating violence prevention efforts in early adolescence and the relevance of school environment and more selective interventions.

Background Many students enter into postsecondary education without the preparation to face the demands of postsecondary coursework in science. Increasingly, policymakers and educational researchers are responding to calls for reforming secondary education to provide more opportunity for all students to receive high-quality education and to become career and college ready. Purpose This study attempts to identify levers to increase student learning in secondary education. In particular, it examines relationships between school, teaching, teacher, and teacher professional development characteristics and student scores on high-stakes Advanced Placement (AP) examinations in the sciences. Setting This study is situated in the context of the large-scale, top-down, nationwide AP curriculum and examination reform in the sciences (biology, chemistry, physics) in the United States. This is an unprecedented opportunity to analyze changing educational landscapes in the United States with large-scale national student-, teacher-, school-, and district-level datasets across multiple science disciplines and different stages of the curriculum reform implementation connected to a standardized and high-stakes student outcome measure. Population This study analyzes nationwide data samples of the AP Biology, AP Chemistry, and AP Physics population during the first, second, and third year of the curriculum reform implementation. Across disciplines and years, the analytical samples include a total of 113,603 students and 6,046 teachers. Research Design This empirical quantitative study uses data from web-based surveys sent to all AP science teachers. Additionally, the College Board provided student- and school-level data for all students taking AP examinations. Data preparation methods included exploratory and confirmatory factor analysis. Associations with student achievement were analyzed through a multilevel ordered logistic regression analysis, separately by science discipline and year of the curriculum reform implementation. Afterwards, results were aggregated through a meta-analysis. Findings Even after controlling for student background variables, roughly 60% of the AP score variance could be explained at the teacher and school levels. In particular, teachers’ perceived administrative support, self-efficacy, teaching experience, and elements of classroom instruction were related to student performance. Notably, teachers’ professional development participation—which has been a major focus of interventions—has a small, mixed impact on student achievement. Conclusion The identified levers for improving student achievement provide a strong rationale for the continued efforts of policymakers to improve school environments and to support science teachers, with the ultimate goal of improving student learning to help all students to be prepared for college and ready for their future careers.

Across the United States, the number of classrooms welcoming young students who are new English language learners (ELL) is rapidly growing. Motivated by a dramatic increase in the number of Myanmar- and Burma-originating immigrants now attending English-speaking schools in the rural, upper midwestern United States, this study systematically considers how the presence of Karen immigrant students impacts the instructional decisions that K-12 classroom teachers make using an exploratory case study method. Several recurrent themes emerged, and findings can be used to help better prepare both pre-service and in-service teachers to meet the needs of their ELL students, as well as policy makers. These emergent themes include the following: (a) authentic teacher–family relationships are key; (b) visual/hands-on learning and the use of technology enhance student achievement; (c) student work must be completed during the school day in classrooms; (d) teachers’ purposeful use of parallel language is critical for learning; (e) rigor can be maintained, although quantity is often adjusted; and (f) targeted ESL/cultural training for pre-service and newly hired teachers is positively influential. Such informed training often seems to help teachers learn key cultural distinctions and become better able to identify the most effective ways to meet the needs of students.

The school sites and national coalitions are projected as major players in this decade's restructuring efforts to help transform our society from a goods to a knowledge-work economy. As school sites are provided both autonomy and accountability for school improvement and as the need for student self-directed learning becomes more imperative, principal-teacher and teacher-student relationships will be transformed. Due to political, economic, and school-related pressures, principals and teachers will become collegial problem-solvers as school sites function largely as self-administrated units. As information technology makes knowledge more accessible and less controllable through textbooks, teachers and students will form classroom learning communities. The United States is entering a nationalizing of education era as national coalitions become major players on the school reform stage. These coalitions will provide student assessment systems and new workplace designs for schooling. Within this national framework, school-site personnel will craft personalized learning environments. After 100 years of standard design, schools will become different. Implications are then made for principal training and for the principal associations.

In this interview, Arthur B. Powell and Marilyn Frankenstein elicit a perspective on the importance of teacher-student relationships for academic, social, and political learning through the voice of mathematician and Massachusetts Institute of Technology Professor Emeritus Dirk Jan Struik, who was 103 years old at the time of the interview. Through his words, we gain insights into European schooling from the end of the 1800s to the present, and into the intellectual and political life in the early part of this century. We learn about the impact of McCarthyism on intellectual freedom in the United States and about the importance of ethnomathematics from a man who not only lived through these times, but who also became an active political intellectual during this period of history. In this context, Struik discusses his intellectual, academic, and political trajectories, relating stories of his life as a student, teacher, mentor, colleague, professor, political activist, and Marxist intellectual.

United States federal mandates and reforms to address the needs of at-risk students have resulted in many states being required to implement evidence-based practices (EBP) and tiered systems of support (TSS). We examined the relationships between successful implementation of EBP and tiered frameworks, specifically Positive Behavior Interventions and Support (PBIS) and the constructs of teacher self-efficacy, collective efficacy, and teacher attributions. Data were collected using the School-wide Evaluation Tool (SET), Teacher Self-Efficacy Scale (TSES), the Collective Efficacy Scale (CES), and Teachers’ Attributions for Student Behavior Measure (TASBM). Significant correlations were found between PBIS implementation level and 1) Instructional Strategies subscale of the TSES; 2) Collective Efficacy Scale and both of its subscales; and 3) TASBM and its Stable and Blame subscales. Significant differences in mean ratings were found between high implementing schools and low implementing schools on the Instructional Strategies subscale of the TSES, on the CES, and both of its subscale. Results showed a decrease in mean ratings on the Blame subscale of the TASBM in schools that had higher implementation scores on the SET.

Co-teaching is becoming prevalent in meeting the needs of students with disabilities in the general education classroom. Co-teachers face more challenges in collaboration, relationships, and defining roles. Collective teacher efficacy is the shared belief that a team of co-teachers can make a positive difference in student achievement and school culture. This quantitative study aims to assess the teachers' self-efficacy and the collective efficacy of the co-teaching team to develop cohesive and working relationships to benefit students in inclusive middle classrooms in a suburban school district in the United States. Bandura’s (1977) social cognitive theory and efficacy as a set of proximal determining factors of teachers’ affect and actions theoretically framed the study. The research questions used focused on understanding the kinds of things that create challenges for teachers. Also, they considered the combination of the current ability, resources, and opportunities for teachers and the co-teaching team. The data from the instruments were collected, categorized, and tabulated for interpretation and analysis. The findings show correlated efficacy factors in student engagement, instructional practices, and classroom management. The results recommended for same planning time, collaboration, and understanding of shared roles of the co-teaching team.

The article is devoted to the analysis of the possibilities and the description of the methodological map, which is the Russian analogue of the “individual cell” of the student and has proven itself well in the United States. The methodological map reflects the static profile of the trainee’s abilities and, when periodically filled in, represents a dynamically developing trajectory of a professional orientation, regardless of the profile.At present, the general need of the economy for high-quality specialists based on the selection of students capable of mastering complex, high-tech technologies that have a clear potential for professional growth and personal development. At the same time, we can state the absence of a developed relationship between the education system and the vocational guidance system, which strategically can lead to problems in providing the most technologically advanced segments of the economy with professional staff. At the same time, thereis a positive international experience in solving this problem, the elements of which can be adapted to the existing Russian system.The article presents the content and describes the capabilities of the methodological map developed by the staff of the M.V. Lomonosov, and is an analogue of the “individual cell” developed in the United States. The methodological map is information about the level of several types of competence of any student. To work with such a card, the teacher needs to expand his competence and become an expert testologist with a sufficient level of test competence. An obvious advantage of the methodological map is the ease of its digital processing, the accumulation of information about the student in centralized databases. The methodological map, after appropriate modernization, can be the basic option for training highly qualified specialists who have chosen the path of a scientist. The development of such a diagnostic system has significant positive features, the most obvious of which is the ability to ensure the connection between the content of education and the personnel needs of society and the state, and, as a result, to ensure their sustainable socio-economic development.

Background/Context This article builds on U.S.-based research on undocumented status and schooling to examine how an elementary school teacher in Mexico successfully integrates transnational students’ experiences related to unauthorized (im)migration into the classroom. Purpose/Objective/Research Question/Focus of Study Drawing on a politicized funds of knowledge framework, we focus on an exceptional fifth-grade teacher's curricular, pedagogical, and relational decisions to provide concrete examples of how educators on both sides of the border can carefully integrate students’ politicized experiences into their classrooms. Setting This research took place in a semirural fifth-grade classroom in Central Mexico during the 2016–2017 academic year, when Donald Trump was elected president of the United States. Population/Participants/Subjects This article focuses on the routine educational practices within a single fifth-grade classroom in a highly transnational Central Mexican town. Participants included a binational student who had recently relocated to Mexico because of U.S.-based immigration policies, her peers from transnational families with ties to the United States, and their fifth-grade teacher. Research Design This school-based ethnographic study involved weekly participant observation and video recording of routine activities in Profe Julio's fifth-grade classroom during the 2016–2017 academic year. Observations were triangulated with additional data sources such as interviews (with educators, binational students, and binational caregivers) and artifacts (such as homework assignments and student writing). Findings/Results Through a close examination of a fifth-grade classroom in Mexico, we illustrate how the teacher brought students’ (im)migration experiences into school by leveraging openings in the curriculum, developing interpersonal relationships of care, and engaging in a range of pedagogical moves. Conclusions/Recommendations We discuss how this teacher's educational practices could be carefully tailored to U.S. classrooms within the current anti-immigrant context. These practices include building relationships of care, looking for openings in the curriculum, providing academic distance, prioritizing teachers as learners, and working with school leadership for guidance on navigating politicized topics under the current U.S. administration.

This article is a report of a study of relationships between intended, implemented, and tested curricula of 84 classes of United States eighth-grade mathematics students in 1981–82. It is based on data from the Second International Mathematics Study (SIMS, Population A) and the SIMS test: 180 multiple-choice questions covering topics in arithmetic, algebra, geometry, measurement, and statistics. The study focused on three areas: (a) coverage of the SIMS test items in six nonalgebra textbooks, (b) teacher reports of whether students had the opportunity to learn the SIMS items, and (c) teacher expectations for student success on the SIMS items. Of special concern was the challenge presented to students as measured by textbook and teacher coverage of new, versus reviewed, mathematics topics.The analysis indicated that the SIMS test for eighth graders was not representative of the curriculum defined by students' texts. The books were heavily biased toward a review of arithmetic and away from algebra or geometry items. Items new to texts were among the least covered. Teacher expectations for student success mirrored the textbook coverage of SIMS items and indicated a high degree of reliance on textbooks for topic sequencing. Teachers using nonbasal texts had higher expectations than teachers of basal texts. Teachers reported that they taught more old items than new items and more arithmetic and algebra items than geometry, measurement, or statistics items.

Although school climate has been identified as a protective factor for youth development in the United States, few longitudinal studies have examined the relationship between school climate and student outcomes in China. This study explored the relationship between school climate, victimization, covitality, internalizing symptoms, and academic achievement, and whether school climate moderated the relationship between victimization and mental health outcomes using longitudinal data. Survey data were collected from 1150 Chinese 3rd to 6th grade students ( Mage = 10.27 years, SD = 1.03 years, 55% boys) from five elementary schools at two time points. Regression results showed that school climate factors, including student-teacher relationships, clear expectations, respect for diversity and fairness of rules, predicted victimization, mental health (both internalizing symptoms and covitality), and academic grades six months later. School climate did not moderate the relationship between victimization and mental health. Our results suggest that it is important to foster positive school climate in order to prevent bullying and promote positive youth development among elementary students in China.

<p>Teacher instructional and curricular choices should be informed by student level assessment<br />data; however, there is a dearth of empirical research documenting teachers’ perceptions, uses,<br />and preparation to use assessment data. To address this gap in understanding, we surveyed<br />teachers working in two public school districts in the western United States, resulting in a<br />sample consisting of 52 K-12 teachers. Our results revealed a number of relationships between<br />engaging in professional development, uses of assessment data, and perceptions of the value of<br />the data. We found a number of anticipated relationships, including that teachers who are more<br />comfortable using assessment data in their practice tend to feel less overwhelmed with using<br />assessment data. We also found several paradoxical relationships such as the more teachers<br />engage in professional learning communities the less they create and use common assessments.<br />Our research has a number of important implications for structuring teacher professional<br />development in ways that enhance effective use of assessment data by educators to inform their<br />practice. Our findings also provide a foundation for a deeper examination of teacher<br />perceptions of, uses of, and preparation to use assessment data.</p>

This research paper examines the impact of Chinese and American teaching methods and teacher-student relationships on student employment adaptability. The aim of the study is to examine the differences between the educational methods used in China and the United States, including differences in teaching objectives, teaching methods, and teaching styles. A comprehensive literature review is conducted to analyze previous studies and identify key findings in this area. Interviews were carried out with four participants to demonstrate the characteristics of the teaching method and the teacher-student relationship to assess how it affected their employment adaptability. The results suggest that the program-based learning and soft skills-building practices adopted in U.S. high schools are more amenable to the current societal demand for talent. In other words, companies would ideally prefer people with those skills to perform better tasks. In addition, this finding contributes to some new ideas about the strengths and weaknesses of Chinese higher education and discusses the potential room for improvement in Chinese higher education. Further research is needed to explore more aspects of workplace skills that can be incorporated into the higher education duration of undergraduates and graduates to prepare them for the workplace. Overall, this essay highlights the significance of comparing other educational systems and encourages future scholars to investigate the strategies used in various educational systems.

Student attrition rates in K-12 and college Spanish programs in the United States continue to follow a disconcerting trend. While motivational and pedagogical interventions have been investigated, the student–teacher dynamic has not been sufficiently explored as a solution to the problem. A recent study (Pratt, 2023) on Spanish teachers’ perceptions revealed that the indicators of their positive impact on their students to maintain their interest in the language are students’ interest, motivations, feedback, teacher–student relationships, and engagement in classroom activities and academic success. This follow-up study ascertained what the students themselves believe they do to demonstrate their teachers’ positive impact on them to maintain their interest. An online survey was administered to one hundred and one middle school, high school, and lower-level college Spanish students, and the findings revealed that the indicators are: (1) participate in class, do their work, ask more questions, and smile; (2) tell teachers when they are doing a good job; (3) show teachers respect and listen to them; (4) work beyond the requirements; (5) thank teachers and give them gifts; (6) do nothing; (7) talk to teachers often; (8) take more classes with teachers; and (9) rate teachers high in course evaluations. The role of these findings in the execution of effective counteractions to the problem cannot be underestimated.

School motivation as a construct is increasingly surfacing in classrooms across the United States. The research on achievement and intrinsic motivation has become more complex, given contemporary inquiries on trauma-informed practices, special education-related services. With the absence of culturally empathic practices, each of these factors can potentially add another barrier and impact those involved in the learning process. The need for schools to develop dynamic multi-disciplinary teams that capitalize on relational energy to provide support and increase student motivation remains necessary. Schools explore creative ways to prioritize relationships before rigor to see improvements in student motivation and the attainment of student learning outcomes. Low self-worth, falling short of expectations, or completely missing the mark magnifies the differences between self-perception and one&rsquo;s identity as perceived by others. To combat deficit-based models of engagement, the researchers analyzed culturally empathic motivation in diverse students. Teacher expectations, modeling, and enthusiasm need to be apparent to students, and teachers&rsquo; efficacy needs to embrace the idea that all students can learn. Teacher quality, learning climate, and powerful instruction are vital to designing a productive learning environment that motivates students to learn. In a positive learning climate, the teacher and the students work together as a community of learners to help everyone achieve. Motivation plays a significant role in the creation of experiences that enhance the development of empathic awareness. Taking a deeper look at motivation interventions through a holistic ecological lens that is both culturally intelligent and trauma-informed will create a strength-based collaborative learning perspective.

Untuk dapat bersaing dalam era globalisasi diperlukan penguasaan second language, seperti bahasa Mandarin. Bahasa Mandarin merupakan bekal kompetensi untuk berkomunikasi dengan mitra dagang dari Negara Tiongkok di abad ke-21 ini. Pada era globalisasi saat ini, Negara Tiongkok memiliki kekuatan di bidang ekonomi dan telah menguasai pasar, baik dalam skala kecil maupun skala besar (Yudono, 2012). Penelitian menunjukkan adanya peningkatan Bahasa mandarin sebagai kurikulum di beberapa sekolah di Amerika Serikat (Dillon, 2010). Demikian pula di Indonesia, baik sekolah nasional maupun internasional telah mengujicobakan Bahasa mandarin (Yudono, 2012). Beberapa faktor yang mempengaruhi motivasi belajar Bahasa mandarin adalah self-efficacy, parental involvelment, dan teacher-student relationship. Tujuan penelitian ini adalah untuk mengetahui peran self-efficacy, parental involvement, dan teacher-student relationship dalam motivasi belajar Bahasa mandarin pada siswa SMP X. Penelitian ini menggunakan desain kuantitatif non-experimental dengan menggunakan teknik analisis regresi linier ganda. Partisipan penelitian adalah siswa SMP X sebanyak 174 orang. Teknik pengambilan sampel adalah convenience sampling. Instrumen penelitian berupa kuesioner self-efficacy, parental involvement, teacher-student relationship, dan motivation dengan skala likert. Hasil penelitian menunjukkan bahwa self-efficacy, parental involvement, dan teacher-student relationship berperan dalam motivasi belajar Bahasa mandarin remaja awal (R=0,76; R2=0,577; F=67,33; p < 0,05). Peran seluruh variabel Self Efficacy, Parental Involvement, dan Teacher Student Relationship ke Motivation adalah sebesar 57,7%. Peranan terbesar diberikan oleh variabel Self Efficacy (55,02%), berikutnya Parental Involvement (1,95%), dan terakhir Teacher Student Relationship (0,74%). To be able to compete in the globalization era, mastery of second languages is needed, such as Mandarin. Mandarin is a provision of competence to communicate with trading partners from China in the 21st century. In the current era of globalization, the State of China has power in the economic field and has controlled the market, both on a small scale and large scale (Yudono, 2012). Research shows an increase in Mandarin as a curriculum in several schools in the United States (Dillon, 2010). Likewise in Indonesia, both national and international schools have tried Mandarin Language (Yudono, 2012). Some factors that influence motivation to learn Mandarin are self-efficacy, parental involvelment, and teacher-student relationship. The purpose of this study was to determine the role of self-efficacy, parental involvement, and teacher-student relationship in motivation to learn Mandarin in X students of junior high school. This study uses a non-experimental quantitative design using multiple linear regression analysis techniques. The research participants were 174 students of SMP X. The sampling technique is convenience sampling. Research instruments in the form of self-efficacy questionnaires, parental involvement, teacher-student relationships, and motivation with a Likert scale. The results showed that self-efficacy, parental involvement, and teacher-student relationship play a role in motivation to learn early Mandarin Mandarin language (R = 0.76; R2 = 0.577; F = 67.33; p <0.05). The role of all variables of Self Efficacy, Parental Involvement, and Teacher Student Relationship to Motivation is 57.7%. The biggest role was given by the variable Self Efficacy (55.02%), followed by Parental Involvement (1.95%), and finally Teacher Student Relationship (0.74%).

This essay arose as a response to teaching the final post-graduate course in the taught master's programme of the Faculty of Education at Brock University (St. Catharine’s Ontario Canada) in the spring and autumn of 2020, just after the onset of the COVID-19 pandemic triggered the complete closures of schools and universities. Three students wrote about their relationships with teaching in the time of COVID. An experienced middle-school teacher discusses how the transition to suddenly homeschooling her five-year-old focused her attention on distinctions between curriculum-driven education and maternal teaching. A newly graduated teacher, concerned about the complete cancellation of extra-curricular sport programmes researches their histories. She discovers the ways in which intercollegiate sport, especially in the United States, transformed what had been healthy competition between undergraduate teams of students into multi-million-dollar businesses driving university revenue streams, eclipsing academic life and exploiting student athletes. In the United States, with academic institutions limiting or prohibiting in-person instruction in 2020-201, basketball and football teams competed. COVID spiked and people died. A nurse-educator, faced with the sudden requirement to remove of all nursing students from their required clinical placements at the onset of the pandemic writes about recalibrating the relationships between virtual experience (including simulations) and practical experience in nursing instruction. Given the vulnerability of clinical placements to sudden closures (SARS in 2003 had been a warning), the nurse-educator explains why it is time to determine which programme components could best be moved online. The contributions by the three students are framed by the professor's own adaptation to an online environment, including her development of asynchronous iMovie instruction combined with short synchronous seminars (with no more than five students at a time) and one-on-one tutorials.

Background/Context Positive teacher-student relationships are critical for Black boys’ learning across single-sex and coeducational environments. Limited attention to these relationships by school professionals is rooted in deficit-oriented conceptions of boyhood and Black masculinity. The popular message of deficiency and pathology is clear: Black boys and men are either dangerous or at-risk and need to be saved. Such narrow conceptions are destructive, operate unconsciously, skew teachers’ perceptions of who boys are, and distort teachers’ efforts to meet boys’ distinct learning needs. A “boy crisis” in U.S. education has been characterized by a set of distressing school outcomes in specific learning categories. Racial marginalization and poverty only serve to exacerbate these negative academic outcomes, whereby low-income Black boys remain in the bottom quartile across all achievement measures. Scholars have recently begun to partly attribute boys’ underachievement to a lack of emphasis on the relational dimension of schools. Purpose/Focus of the Study (1) Illustrate how a set of relational teaching strategies supported Black boys’ engagement and learning, and (2) further contribute boys’ “voice” to a counternarrative, which strives to complicate and dispel negative race and gender stereotypes associated with Black males in the United States. Setting/Population/Participants This study employs a relational teaching framework to examine the learning relationships among teachers and a full cohort of eighth-grade Black boys (N = 27) at a single-sex middle school for boys of color in New York City. Research Design/Data Collection In-depth interviews from a critical ethnography conducted at the school-site (2011–2012) culled boys’ narratives of their teacher-student relationships. Findings/Discussion Boys particularly expressed how teachers must foremost convey mastery of course content, with a lucid set of humane behavioral expectations. Narratives from the boys revealed how relationally effective teachers consistently enacted the following gestures: reaching out and go beyond; personal advocacy; establishing common ground; and accommodating opposition. Teachers demonstrated the capacity to acquire and refine relational gestures, but relationship struggles among the boys and their teachers were commonplace. Core findings include: (a) Boys illuminated how specific aspects of the school context facilitated successful enactment of the relational teaching strategies by teachers; (b) teachers’ use of the relational strategies was also facilitated by the social categories of race, gender, and class the boys embodied; (c) boys’ engagement and learning benefitted from positive teacher–student relationships, which ensued after effective use of the relational teaching strategies; and (d) relational teaching with Black boys is not limited to either single-sex or coeducational learning environments.

Although youth violence rates continue to decrease in the United States, it remains the second leading cause of death for adolescents. Furthermore, school violence remains a sociocultural concern, especially due to increasing media attention. Research consistently indicates that preventing school violence involves measures that go beyond formal protocols. One factor that has emerged from this research is that the quality of relationships between students and teachers, commonly referred to as school connectedness, may have a significant role in preventing school violence. However, there is very little literature that addresses how mental health professionals, such as school counselors, can assist teachers in fostering school connectedness with their students. This article provides a theoretical conceptualization of teacher–student relationship and communication skills that contribute to eventual school violence prevention through the development of school connectedness. The ultimate goal of this theoretical model is to provide conceptual and applied guidance in bridging the gap between research and practice.

Introduction: The shortage of teachers of students with visual impairments is well documented, yet little research exists exploring the motivations of why individuals join the profession. This study evaluated why alumni of a Southeastern teacher preparation program became teachers of students with visual impairments and how they chose which program to attend. Methods: A mixed methods survey was distributed to program alumni who graduated between 2000 and 2020 with a bachelor’s or master's degree in Visual Disabilities Special Education. Quantitative and qualitative data about participant demographics, motivation to become a teacher of students with visual impairments, the decision to choose the program, and experiences in the program were collected. Multiple measures were used for reliability and credibility in data analysis. Results: Forty-seven responses were received. Most respondents held at least one teaching license ( n = 32) before entering the program and were drawn to the field after working with a student with visual impairment or a teacher of students with visual impairments. Participants reported hands-on and practical experiences in the community and the relationships with professors, mentors, and peers as the most impactful components of their training. Discussion: Most participants had prior teaching experiences before entering the program. Personnel preparation programs may focus program recruitment on current teachers who may be interested in becoming a teacher of students with visual impairments. Expanding the current survey to a national audience could allow for a better understanding of the motivations of the individuals who enter the profession. This information may be used to improve the recruitment of future teachers of students with visual impairments throughout the United States, and, particularly, in areas that are most affected by a shortage of these teachers. Implications for Practitioners: Relationships between school districts, teachers, teachers of students with visual impairments, and preparation programs are discussed, as well as implications for recruiting future teachers of students with visual impairments who will be motivated to stay in the field long-term.

PurposeWe surveyed educational leaders in a large, urban school district in the southeastern United States, examining: (1) the factor structure of scores from a new measure of administrators' preferred teacher applicant characteristics, and (2) the relationships between administrator demographics and their preferences.Design/methodology/approachWe implemented a non-experimental, cross-sectional survey design using the Preferred Teacher Applicant Characteristics Survey (PTACS). We undertook descriptive and exploratory factor analyses in order to examine dimensions and underlying patterns among the 31 survey items. The retained factors served as the dependent variables in our multiple regression analyses.FindingsWe identified a four-factor structure: (1) personal, (2) professional, (3) student outcomes, and (4) demographics. Our analyses suggest that there was not meaningful variability in administrators' preferred characteristics of applicants across racial and gender variables, but revealed a significant difference between principals and assistant principals for applicant demographics.Research limitations/implicationsOur findings are limited in their generalizability to the respondents from a single urban district who completed our survey in spring 2018. Although we cannot establish causation, the significant difference between principals and assistant principals for demographics may result from principals feeling greater pressure from district targets to hire diverse staff than their assistant principal counterparts. It is important to note that preferences for teacher applicant characteristics are different from actual hiring decisions and the availability of preferred characteristics.Originality/valueOur study is the first large-scale use of the instrument in a large US urban school district, a context, which poses significant challenges to the education of youth as well as the hiring and retention of educators.

Purpose: The purpose of this study is to build a broader framework for Chinese principal leadership and to determine what aspects of principal leadership correlate most highly with school outcomes from the perspectives of both principals and teachers. Method: The data come from a 2013 national student achievement assessment in China comprising 37,749 students in Grade 8 and 9,165 teachers in 613 secondary schools. Adopting Grissom and Loeb’s measurement framework, we use both exploratory and confirmatory factor analyses to examine the structure of principal leadership. Then, a hierarchical linear model is employed to analyze the relationship between principal leadership and five school outcomes, controlling for basic student and teacher demographics and certain school context variables. Findings: We identify many differences and some similarities between China and the United States. We obtain five leadership factors from the principals’ self-rating data (Visibility and Direct Participation, Instruction Organization, Internal Environment Organization, Planning and Personnel, and External Relations) and three leadership factors from the teachers’ rating data (Organization and Management, Instruction and Curriculum, and Visibility and Direct Participation). Regarding student reading achievement and learning efficacy, from both the principals’ and teachers’ perspectives, the most highly correlated aspect is Instruction Organization. For teachers’ occupational stress, job burnout, and teaching efficacy, teachers’ ratings of principal leadership exhibit more significant relationships than does principals’ self-rated leadership. Implications: We explore a broader framework of principal leadership in China. We identify the benefits and analyze alternative views of the indirect effects of principal leadership on students.

Over the past decade, there has been a notable surge in the attention directed toward teacher leadership, where it has assumed a pivotal role in initiatives aimed at reforming and enhancing the realm of education. This bibliometrics analysis delves into the scholarly terrain of teacher leadership research available within the Scopus database, spanning the years 2014 to 2023. The primary objective of this study is to discern emerging trends, identify existing research lacunae, and outline potential implications for future inquiry and educational practice in this dynamic field. This comprehensive review consolidates insights derived from a diverse array of studies that scrutinize multiple facets of teacher leadership. It investigates the impact of various leadership styles on teacher morale, student achievement, and overall school improvement. Moreover, this analysis probes into the role of educators in nurturing positive school climates, orchestrating change, and fostering collaborative relationships within the educational community. The data collection process commenced by retrieving 1048 articles using the keyword "teacher leadership." To rigorously analyze this wealth of information, a variety of tools were employed, including Microsoft Excel for frequency analysis, data visualization, and Harzing's Publish or Perish for citation metrics and in-depth analysis. By dissecting the existing body of literature, this paper seeks to enhance our comprehension of the multifaceted dimensions of teacher leadership, offering valuable insights to both researchers and practitioners. The study encompasses an array of bibliometric indicators, encompassing language, subject area, publication year-based research trends, prominent countries of contribution, influential institutions, active source titles, citation patterns, authorship characteristics, and keyword distributions. The results underscore a significant upswing in teacher leadership literature from 2014 to 2023, with the United States emerging as the primary contributor to educational leadership research, closely followed by Turkey. In conclusion, this bibliometrics analysis provides a comprehensive panorama of teacher leadership research spanning the years 2014 to 2023. The discerned trends and identified research gaps present valuable insights for researchers, educators, and policymakers, offering a platform for the continued advancement of teacher leadership as a potent instrument for enhancing educational outcomes and nurturing professional development in the 21st century.

The shortage of foreign language speakers in the United States has reached alarming levels. While Spanish is the most widely spoken and studied foreign language, it has also been experiencing low enrollments and discontinuation after a short term of study, leading to lack of acquisition of communicative competence, which is essential for fluency in the language. To that end, this mixed-method study, which forms part of a large-scale study on foreign language teachers’ perceptions, investigated Spanish teachers’ perceptions about how they determine if they successfully impact their students to maintain their interest in the language and study it long enough to acquire communicative competence. Findings revealed that the teachers believe that the factors that indicate to them that they have a positive impact on their students to maintain their interest in the language are the students’ interest in their classes and the language, their motivation toward the language, the feedback they provide, teacher–student relationships, and the students’ engagement in classroom activities and academic success. Recommended follow-up studies include an investigation of students’ perceptions to ascertain where the teachers’ and the students’ perceptions coincide and where they differ in order to ensure the successful maintenance of students’ interest in the language.

Background/Context Although prior research shows that the nature and extent of private tutoring practices vary significantly from country to country, differences between Eastern and Western countries in terms of their cultural and institutional aspects of private tutoring choice have not been closely examined. We need to bridge the gap by studying the phenomenon of private tutoring more broadly as both an individual and a collective choice, and by accounting for its variations within and between countries. Objective The objective of this study is to describe variations in the prevalence and causes of private tutoring around the world and to understand the differences between Korea and the United States in terms of their unique needs for private tutoring and policy responses. It helps better understand the phenomenon of private tutoring more broadly as both an individual and a collective choice by accounting for its variations within and between countries. Research Design This study draws on secondary analysis of the 1995 Third International Math and Science Study (TIMSS) eighth-grade student and teacher survey databases that provide information on participation in after-school math private tutoring from 41 countries, including Korea and the United States. In addition, data from United Nations Educational, Scientific and Cultural Organization (UNESCO) yearbook are analyzed for information on the status of public education. Independent samples t tests, correlations, multiple regression methods, and logistic regression methods are used to examine the relationships between private tutoring and related factors. Findings Although after-school private mathematics tutoring is prevalent among eighth-grade students across the TIMSS nations, there are significant between-country and within-country variations in tutoring needs and participation rates. After-school private mathematics tutoring is observed more in countries with relatively poor schooling conditions and lower academic achievement. However, a critical difference between Korea and the United States is noted: Tutoring in Korea serves primarily enrichment needs for higher achieving college-bound students, whereas tutoring in the United States is primarily for meeting remediation needs of lower achieving students. Further, the two countries diverge in their policy responses to tutoring needs: Private tutoring in Korea is seen as a threat to public education and has been regulated by the government, whereas private tutoring in the United States is seen as bolstering public education and receives support from the government. Conclusions Private tutoring may function as a double-edged sword. On one hand, private tutoring stems from collective needs for providing supplementary education as compensation for limited schooling opportunities and from individual needs for academic remediation. On the other hand, private tutoring often serves high-achieving students for enrichment or college preparation, which may erode the idea of equal educational opportunities as envisioned by public schooling. The policy challenge is capitalizing on private tutoring as bolstering academic excellence and equity in public education, while counteracting its potential threats to public schools.

Background/Context East Asian schools receive much attention for the comparatively high achievement of their students. To account for this success, scholars and commentators advance broad claims about the rote character of instruction or the complexity of classroom practice, typically generalizing to an entire nation. Yet little is known about the variation in classroom practices within East Asian countries and how classroom organization affects student achievement. Purpose/Objective This study extends the previous literature on East Asian classrooms by considering the heterogeneity of classroom organization within societies. It focuses on four aspects of classroom instructional practice: complex instruction, procedural instruction, teacher-centered instruction, and student-centered instruction. This study asks the following research questions: (1) To what extent do classroom instructional practices in East Asian countries differ in terms of overall prevalence and within-country variation, compared with to practices found in other nations? (2) How are classroom instructional practices associated with student achievement within East Asian countries, controlling for student, classroom, and school background variables? Research Design Drawing from the Trends in International Mathematics and Science Study (TIMSS) 2007 data, I examine how the country means and within-country variation of the four aspects of classroom instructional organization in five East Asian countries—Chinese Taipei, Hong Kong, Japan, Korea, and Singapore—compare with those in the other 45 nations in the sample. Then, I focus on two particular East Asian countries that display vastly different school structures, Japan and Singapore, to examine how classroom practices covary with student achievement within these nations. Findings/Results East Asian classrooms do tend to be more intensely teacher- centered and display less complexity than in other nations on average. But classrooms with more complex and student-centered instruction within East Asian societies display higher achievement; an opposite association is found when comparing between-country relationships worldwide. At the same time, these positive effects observed in East Asia diminish when characteristics of schools and the social- class backgrounds of students are taken into account, similar to patterns long observed in the West. Conclusions/Recommendations While classroom practices prevalent in East Asian countries are often celebrated as predictive of stronger achievement—or criticized for their rigidity and not importable to the West—these findings reveal greater variability than previously understood and suggest that classroom practices interact with social- class backgrounds and student achievement in more complex ways. And East Asian nations face educational challenges similar to those observed in the United States and other developed countries. Once we acknowledge the commonality as well as the differences, cross-national research would allow us not only to better understand perennial educational problems and the assumptions we hold about classroom practices, but also inform valid implications for policy and practice.

Background/Context Although teachers’ core instructional beliefs are difficult to accurately measure, they provide a framework for understanding the thinking that underlies important curricular and pedagogical decisions made in the classroom. Previous research has primarily used self-report to study teacher beliefs, but self-report is better for reporting explicit cognitions rather than implicit ones, such as beliefs. Purpose/Objective/Research Question/Focus of Study The purpose of our study was to investigate teacher talk during shared planning time to provide insight into the rationales behind teachers’ decision making that may be related to their underlying beliefs about subject matter, teaching, learning, and their students. Setting Xavier Middle School is located in a suburban area of a midsized progressive city in Florida and has a teacher-student ratio of about 1:19. It serves sixth- through eighth graders, and 28% of the student population are minority students. Population/Participants/Subjects A team of 4 eighth-grade mathematics teachers at a suburban middle school in the southern part of the United States agreed to participate in this study. Research Design A qualitative case study of eighth-grade mathematics teachers’ discourse was conducted during their weekly shared planning time during the course of one semester. Data Collection and Analysis A tape recorder and field notes were used to record the team's lesson planning discourse. After reviewing the written field notes, scenes of rich dialogue from the audiotapes were selected to be transcribed. Data from the transcripts were coded and assigned to relevant domains based on semantic relationships. Findings/Results We compiled all the domains related to teachers’ rationales or teachers’ thinking about learning and instruction and organized the data in a taxonomy supported by relevant examples from the transcripts. We found that these rationales and cognitions mapped onto six categories consisting of beliefs about pedagogical content, general pedagogy, subject matter, curricular choices, resources/textbooks, and students’ thinking. A consistent theme was found that reflected underlying beliefs in a traditional transmission model of instruction and learning. Conclusions/Recommendations This study supported our hypothesis that teachers’ collaborative planning time discourse provides a unique lens for understanding teachers’ beliefs. Furthermore, teachers’ planning time provided a forum for teachers to display the rationales underlying their decision making, rationales that are usually hidden from view, especially from the view of a researcher. Teachers’ normally hidden planning process was thus rendered visible, and hence open to investigation.

Sexual harassment-related complaints in the workplaces have increased multifold in the recent past. It is unclear whether this is because of more frequent harassment incidents because victims feel more emboldened to report, or only because more media reports happen on these complaints these days. Regardless, employers have improved both preventive and recovery mechanisms in order to minimize the incidents, or if they happen, support the victims in the best possible manner and also to protect themselves from adverse judicial scrutiny. While courts do not necessarily consider the job related and psychological consequences of harassment cases, organizations also need to worry about these – even as they build lawsuit-proof systems. In this paper, we discuss five historically important US Supreme Court lawsuits that would later have major consequences for how sexual harassment complaints are dealt within our contemporary workplaces. The five pioneering cases that would be discussed are Meritor v. Vinson; Faragher v. City of Boca Raton; Burlington Industries v. Ellerth; Gebser et al. v. Lago Vista Independent School District; and, Davis v. Monroe County Board of Education. The paper specifically elaborates on the implications of the court decisions upon these cases for subordinate-supervisor and student-teacher relationships in the US universities. Most harassment cases in the university contexts are not between employees but between employees/faculty and customers/students and this makes straightforward interpretation of court rulings difficult. The resultant ambiguity, along with the interest of universities to protect their reputations by suppressing incidents, make pursuing harassment investigations difficult. While these cases did not succeed in providing a saturated sample for generating a cohesive or comprehensive set of guidelines, they nevertheless guided future court judgements and also organizational policies with respect to managing sexual harassment. In the conclusion section of this paper, the author offers a glimpse into newer forms of sexual harassment, particularly those mediated by social media technologies, and offers ways for organizations to deal with them. Keywords: business ethics, discrimination, sexual harassment, lawsuits, Civil Rights Act of 1964, Universities, Supreme Court, United States.

Background Recent research investigating the conditions under which science teachers can successfully implement science education reforms suggests that focusing only on professional development to improve content knowledge and teaching skills—often referred to as human capital—may not be enough. Increasingly, possessing social capital, defined as capacities acquired through direct and indirect relationships in social networks, has become an important teaching characteristic to develop, however, more empirical research needs to be conducted. Purpose This article details our efforts to examine the relative influence of teachers’ social and human capital on instruction in the science classroom. The following research question guided our analysis: “What is the impact of teachers’ social and human capital on their classroom enactments, and what implications does this have for implementing science reform projects?” Setting This research was conducted in a large urban public school district in the northeast region of the United States. Teachers participated in professional development activities focused on learning about, constructing, and implementing nanoscale content through problem-based and inquiry-based units, integrated with technology applications such as computer simulations. Population The teacher group was comprised of 10 males and 11 females, eight of whom identified as African American and 13 as White. Teaching experience ranged from 1 to 33 years, with a mean of 11.18 years. Data were collected from 545 students in their classes, of whom 52.19% were African American and 65.03% received free or reduced-priced lunch. Students ranged in level between eighth and 12th grade in the subject areas of biology, chemistry, and physical science. Research Design The research design entailed a within group comparison assessing variables that quantified teacher's social and human capital as discreet measures. They were then compared to survey outcomes collected from their students that indicated change in instructional enactments as they were related to the nanoscale units. Data Collection and Analysis A regression analysis was used in the study. Student surveys of perceptions of instructional enactments in two factors—cognitively-rich pedagogies and computer-related technology use–were used as the predicted variables. The social and human capital measures were established from application surveys and year-end interviews of teachers and used as predictor variables. Results With both predictors in the model, only social capital was found to be predictive of teachers’ successful implementation, indicating that social capital was a stronger predictor than human capital. Conclusions The study shows that focusing on the development of a teacher's social capital may be an important feature of professional development activities alongside the development of human capital particularly in urban populations where access to resources is limited.

Background The increase in the number of Black immigrants and other immigrant populations has undoubtedly changed the landscape of educational spaces. In fact, in 2016, 8% of Blacks were second generation Americans. Although Black immigrants may share similar experiences to native born African Americans, there are markedly distinct cultural influences that shape their educational experiences. Both racialized and cultural experiences come to play a major role in how students experience schooling in the U.S. The relationship that Black immigrant families have with schools and teachers can impact immigrant children's well-being and inform teachers. Therefore, it is important that Black immigrant families and schools create lasting relationships grounded in a respect for language, culture, race, and county of origin. Purpose/Objective/Research Question I use the insights from discussions with one Black immigrant family from Senegal who participated in an after-school critical literacy workshop where relationships were built among parents, students, and educators. Although there is an extensive body of literature on Black immigrants in the U.S., this research will contribute to filling the gap concerning how Black immigrant parents can be supported in serving as agents of socialization as their children come to understand the way race functions in the United States and how other parents, teachers, and curricula can be informed through discussions with them. This study is guided by the following question: What can be learned about the role of an after-school critical literacy workshop in creating a space for a Senegalese immigrant family to engage in discussions with their children, other families, and teachers as they react to race and violence in the U.S.? Research Design/Data Collection and Analysis Throughout the course of the project, students’ participation was documented through field notes, research memos, and audio and video recordings of family workshop meetings. Classroom data in the form of children's writing samples, written response journaling, and visual responses (sketch to stretch) were also collected. The study included in-depth interviews with student participants at the conclusion of the workshop. Parents completed a survey to share their experiences. Data were uploaded to Dedoose to identify codes. Findings/Results Three themes refected how the critical literacy workshop enhanced the family's ability to prepare their children for a racialized society and inform other children, families, and teachers: (a) transnational literacies were important in building racial and heritage knowledge for the children, (b) children's literature and film opened spaces for conversation that allowed the family to inform other parents about racial injustices and the importance of African heritage pride and also informed the classroom teacher about the need for discussing colorism in his classroom, and (c) transnational literacies and talk about anti-Blackness occurred within a supportive environment. Conclusions/Implications When the after-school critical literacy workshop affirmed a Black immigrant family in their “Black thinking” and sociopolitical consciousness, they were able to articulate their feelings about racist acts and violence and the need for African heritage pride. Findings corroborate the studies that argue for the value of teaching about contemporary movements such as #BlackLivesMatter and the importance of honoring the voices of Black immigrant youth and families in curricular spaces.

International student mobility has been increasingly subject to turbulences in politics, culture, economics, natural disasters, and public health. The new decade has witnessed an unprecedented disruption to international student flows and welfare as a consequence of the COVID-19 outbreak. COVID-19 has laid bare how fragile the current transactional higher education model is, in Australia and in other major destination countries like the United States, United Kingdom, Canada and New Zealand. This health crisis hitting international education presents a range of challenges for host universities. In such a fallout, the connection between university communities and international students is more critical than ever. This connection is vital not only to university’s operations and recovery but more importantly, to international students’ learning and wellbeing. This in turn will have longer term impacts on host countries’ and universities’ sustainable international recruitment and reputation as a study destination. Therefore, it is timely to reflect on how we view and conceptualize the way we engage and work with international students. This article presents a new frame for conceptualizing the teaching, learning, and engagement for international students, which emphasizes people-to-people empathy and people-to-people connections. Conceptualize Student Connection Through Formal and Informal Curriculum Dis/connection has been argued to play “an important role in shaping international students’ wellbeing, performance and life trajectories” (Tran & Gomes, 2017, p. 1). Therefore, it is important to frame international student connectedness not only within the context of formal teaching and learning on campus, but also in a broader setting, taking into account the dynamic, diverse, and fluid features of transnational mobility. Some of the primary dimensions of international student connection vital to their academic and social experience and wellbeing have been identified as: • Connection with the content and process of teaching and learning• Bonding between host teachers and international students• Engagement with the university communities• Interaction between domestic and international students and among international peers• Integration into relevant social and professional networks, the host community, and the host society• Connection with family and home communities• Online and digital connection Based on interviews with around 400 international students, teachers, and international student support staff across different research projects, I identified four main principles underpinning effective engagement and support for international students. Most participants stressed the importance of understanding international students’ study purposes, needs, expectations, and characteristics in the first place in order to meaningfully and productively engage with and cater for this cohort (Tran, 2013). Second, effective teaching of and engagement with international students is based on understanding not only their academic needs but also other aspects that are interlinked with their academic performance, including pastoral care needs, mental health, employment, accommodation, finance, life plans, and aspirations. Third, a sense of belonging to the content of teaching and learning and the pedagogy used by teachers is essential to international students’ engagement with the classroom community. In this regard, connection is intimately linked to international students being included and valued intellectually and culturally in teaching and learning, and in being treated as partners (Green, 2019; Tran, 2013) rather than ‘others’ in the curriculum. Fourth, to position international students as truly an integral component of campus communities, it is essential to develop explicit approaches to engage them not only academically and interculturally, but also mentally and emotionally, especially during hard-hitting crises in international education such as the 2019–2020 COVID-19 outbreak, the 2003 SARS epidemic, and the 2001 September 11 attacks. Productive Connectedness The lack of engagement between international and domestic students is often identified as a primary area for improvement for universities that host international students, especially in Anglophone countries (Leask, 2009). While international education is supposed to strengthen people-to-people connections and enrich human interactions, ironically it is this lack of connection with the local community, including local students, that international students feel most dissatisfied about in their international education experience. To support and optimize the learning and wellbeing of international students, productive connectedness is essential. Productive connectedness is not simply providing the mere conditions for interaction between domestic and international peers (Tran & Pham, 2016). These conditions alone cannot ensure meaningful and real connectedness but can just lead to artificial or surface engagement between international students and the host communities. Productive connectedness is centered around creating real opportunities for international and local students to not only increase their mutual understandings, but importantly also to reciprocally learn from the encounter of differences and share, negotiate, and contribute to building knowledge, cultural experiences, and skills on a more equal basis. In this regard, productive connectedness is integral to optimizing teaching and learning for international students. Teaching and Learning for International Students Over the past 15 years, I and my colleagues have undertaken various research on conceptualizing the teaching and learning process for international students, an evolving and dynamic field of scholarship (Tran, 2011; Tran, 2013a, 2013b; Tran & Nguyen, 2015; Tran & Gomes, 2017; Tran & Pham, 2016). Figure 1 summarizes the six interrelated dimensions of teaching and learning for international students emerging from our research: connecting, accommodating, reciprocating, integrating, “relationalizing,” and empathy. Connecting It is critical in effective teaching and learning for international students that conditions are provided to engage them intellectually, culturally, socially, and affectively. Curriculum, pedagogies, and assessment activities should aim at supporting international students to make transnational knowledge, skills, experience, and culture, as well as people-to-people connections (Tran, 2013). Accommodating Effective teaching and learning for international students cannot be achieved without an effort to understand their purposes to undertake international education, their cultural and educational backgrounds, their characteristics, their identities, and their aspirations. Good teaching and learning practices in international education are often built on educators’ capacities to tailor their curriculum and pedagogies to cater to international students based on an understanding of their study purposes, backgrounds, and identities. Reciprocating Reciprocal learning and teaching is integral to international education (Tran, 2011). It is centered around positioning international students as co-constructors of knowledge and educators as reciprocal co-learners (Tran, 2013b). It refers to extending beyond mutual understanding and respect for diversity, to validate and reciprocally learn from diverse resources, experiences, and encounters of differences that international classrooms can offer. This is vital to making international students feel included and valued as an integral part of the curriculum and the university community. Integrating Integrating refers to the purposeful incorporation of international examples, case studies, materials, and perspectives into the curriculum. Strategies to diversify the teaching and learning content and pedagogies are closely connected with de- Westernizing the curriculum and moving away from Euro-centric content (Tran, 2013a). Integrating contributes to enriching students’ global awareness, world mindfulness, and intercultural competence, which are central to internationalizing student experience and outcomes. “Relationalizing” “Relationalizing” is crucial in assisting domestic and international students to develop open-minded and ethno-relative perspectives. Engaging students in a comparing–contrasting and reflexive process about professional practices, prior experiences, and cultural norms in different countries represents a critical step in assisting them to develop multiple frames of reference and build capacities to relationally learn from richly varied perspectives and experiences that an international classroom can offer. Empathy International students’ sense of belonging to the classroom and university community significantly depends on the empathy local teachers and students display toward them. Teachers can develop activities that enable students to develop an understanding and empathy toward what it feels like to be an international student in an unfamiliar academic and social environment, studying in a language that is not their mother tongue. One of the teacher-participants in our research shared an activity she used to help all students develop empathy:I asked for volunteers, I’d speak to them in English and they had to answer in their language. The group had to try and figure out from their body language and tone of voice what they were actually saying to me...But what I try and make them understand that part of the reason we’re doing that, not in English, is because it’s like excluding the local students and it’s making them look like foreigners and to understand the challenge. Conclusion Effective practices in engaging, teaching, and learning for international students enrich the international classroom community and optimize learning for all, including international and domestic students and teachers themselves (Carroll & Ryan, 2007; Tran, 2013b; Tran & Le, 2018). Good pedagogical practices in teaching and learning for international students depend on teachers’ commitment to step outside of their comfort zone and take on a new learning curve (Tran, 2013). It is, however, vital that internationalizing teaching and learning and building intercultural interactions among students from diverse backgrounds and—in particular between international and domestic students—should be prioritized at both program and course development levels, making them explicit in course objectives and assessments (Tran & Pham, 2016). It is crucial to have a coherent whole-institution approach toward a purposeful, transformative, and empathetic internationalization of teaching and learning content, pedagogies, and assessment, one that is supported by the broader institution’s core goals about internationalizing the student experience and graduate outcomes. An internationalized program of learning for international and domestic students alike should prioritize enhancing their abilities to learn from global encounters, abilities to connect and empathize, skills to navigate intercultural relationships, and skills to capitalize on opportunities and also to deal with pressures and challenges. Importantly, the teaching and learning for international students needs to be built on an approach emphasizing people-to-people empathy and people-to-people connections.

When children only see their friends in little squares via Google Meet or Zoom, can teachers really address concepts like the importance of teamwork or how to manage conflict? This is a learning phenomenon during the COVID-19 pandemic and the era after it. This study aims to see the role of parents as children's learning companions in terms of mentors and motivators when online education takes place. This research using photovoice within phenomenological methodology and have been doing with thematic analysis and collecting data through interviews and observations. The participants were eight parents and one female teacher as a homeroom teacher. The research findings show that although there are many obstacles in online learning for children, learning during the COVID-19 pandemic can still run by involving the role of parents and teachers as pillars of education for preschool-age children. For further research, it is hoped that the findings will be a way in solving learning problems for children. Keywords: early childhood education, parents’ role, online learning References: Adedoyin, O. B., & Soykan, E. (2020). Covid-19 pandemic and online learning: The challenges and opportunities. In Interactive Learning Environments. https://doi.org/10.1080/10494820.2020.1813180 Aras, S. (2016). Free play in early childhood education: A phenomenological study. Early Child Development and Care, 186(7). https://doi.org/10.1080/03004430.2015.1083558 Arkorful, V. (2021). The role of e-learning, advantages and disadvantages of its adoption in higher The role of e-learning, the advantages and disadvantages of its adoption in Higher Education . International Journal of Education and Research, 2(December 2014). Atiles, J. T., Almodóvar, M., Chavarría Vargas, A., Dias, M. J. A., & Zúñiga León, I. M. (2021). International responses to COVID-19: Challenges faced by early childhood professionals. European Early Childhood Education Research Journal, 29(1). https://doi.org/10.1080/1350293X.2021.1872674 Barnett, W. S., Grafwallner, R., & Weisenfeld, G. G. (2021). Corona pandemic in the United States shapes new normal for young children and their families. In European Early Childhood Education Research Journal (Vol. 29, Issue 1). https://doi.org/10.1080/1350293X.2021.1872670 Basham, J. D., Blackorby, J., & Marino, M. T. (2020). Opportunity in Crisis: The Role of Universal Design for Learning in Educational Redesign. In Learning Disabilities: A Contemporary Journal (Vol. 18, Issue 1). Beatriks Novianti Bunga, R. Pasifikus Christa Wijaya & Indra Yohanes Kiling (2021) Studying at Home: Experience of Parents and Their Young Children in an Underdeveloped Area of Indonesia, Journal of Research in Childhood Education, DOI: 10.1080/02568543.2021.1977436 Buheji, M., Hassani, A., Ebrahim, A., da Costa Cunha, K., Jahrami, H., Baloshi, M., & Hubail, S. (2020). Children and Coping During COVID-19: A Scoping Review of Bio-Psycho-Social Factors. International Journal of Applied Psychology, 10(1). https://doi.org/10.5923/j.ijap.20201001.02 Celik, M. Y. (2021). The dual role of nurses as mothers during the pandemic period: Qualitative study. Early Child Development and Care. https://doi.org/10.1080/03004430.2021.1917561 Coulter, M., Britton, Ú., MacNamara, Á., Manninen, M., McGrane, B., & Belton, S. (2021). PE at Home: Keeping the ‘E’ in PE while home-schooling during a pandemic. Physical Education and Sport Pedagogy. https://doi.org/10.1080/17408989.2021.1963425 Creswell, J. W. (2015). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (Fifth edition). Pearson. Dodd, H. F., Fitzgibbon, L., Watson, B. E., & Nesbit, R. J. (2021). Children’s play and independent mobility in 2020: Results from the british children’s play survey. International Journal of Environmental Research and Public Health, 18(8). https://doi.org/10.3390/ijerph18084334 Duran, A. (2019). A Photovoice Phenomenological Study Exploring Campus Belonging for Queer Students of Color. Journal of Student Affairs Research and Practice, 56(2). https://doi.org/10.1080/19496591.2018.1490308 Ebbeck, M., Yim, H. Y. B., Chan, Y., & Goh, M. (2016). Singaporean Parents’ Views of Their Young Children’s Access and Use of Technological Devices. Early Childhood Education Journal. https://doi.org/10.1007/s10643-015-0695-4 Ekyana, Luluk, Fauziddin Muhammad & Arifiyanti Nurul. (2021). Parents’ Perception: Early Childhood Social Behaviour During Physical Distancing in the Covid-19 Pandemic. JPUD: Jurnal Pendidikan Usia Dini, Volume 15 (2),DOI: https://doi.org/10.21009/JPUD.152.04 Eslava, M., Deaño, M., Alfonso, S., Conde, Á., & García-Señorán, M. (2016). Family context and preschool learning. Journal of Family Studies, 22(2). https://doi.org/10.1080/13229400.2015.1063445 Finn, L., & Vandermaas-Peeler, M. (2013). Young children’s engagement and learning opportunities in a cooking activity with parents and older siblings. Early Childhood Research and Practice, 15(1). Gee, E., Siyahhan, S., & Cirell, A. M. (2017). Video gaming as digital media, play, and family routine: Implications for understanding video gaming and learning in family contexts. Learning, Media, and Technology, 42(4). https://doi.org/10.1080/17439884.2016.1205600 Gelir, I., & Duzen, N. (2021). Children’s changing behaviours and routines, challenges and opportunities for parents during the COVID-19 pandemic. Education 3-13. https://doi.org/10.1080/03004279.2021.1921822 Giannini, S., Jenkins, R., & Saavedra, J. (2021). Mission: Recovering Education 2021. In UNICEF, UNESCO, and World Bank. Goodhart, F. W., Hsu, J., Baek, J. H., Coleman, A. L., Maresca, F. M., & Miller, M. B. (2006). A view through a different lens: Photovoice as a tool for student advocacy. Journal of American College Health, 55(1). https://doi.org/10.3200/JACH.55.1.53-56 Gong, S., Wang, X., Wang, Y., Qu, Y., Tang, C., Yu, Q., & Jiang, L. (2019). A descriptive qualitative study of home care experiences in parents of children with tracheostomies. Journal of Pediatric Nursing, 45. https://doi.org/10.1016/j.pedn.2018.12.005 Hamaidi, D. A., Arouri, Y. M., Noufa, R. K., & Aldrou, I. T. (2021). Parents’ Perceptions of Their Children’s Experiences with Distance Learning During the COVID-19 Pandemic. International Review of Research in Open and Distance Learning, 22(2). https://doi.org/10.19173/irrodl.v22i2.5154 Hammersley, M., & Traianou, A. (2015). Ethics in Qualitative Research: Controversies and Contexts. In Ethics in Qualitative Research: Controversies and Contexts. https://doi.org/10.4135/9781473957619 Harris, K. I. (2021). Parent Cooperative Early Childhood Settings: Empowering Family Strengths and Family Engagement for All Young Children. International Journal of Contemporary Education, 4(1). https://doi.org/10.11114/ijce.v4i1.5143 Hassinger-Das, B., Zosh, J. M., Hansen, N., Talarowski, M., Zmich, K., Golinkoff, R. M., & Hirsh-Pasek, K. (2020). Play-and-learn spaces: Leveraging library spaces to promote caregiver and child interaction. Library and Information Science Research, 42(1). https://doi.org/10.1016/j.lisr.2020.101002 Henter, R., & Nastasa, L. E. (2021). Parents’ Emotion Management for Personal Well-Being When Challenged by Their Online Work and Their Children’s Online School. Frontiers in Psychology, 12. https://doi.org/10.3389/fpsyg.2021.751153 Houston, S. (2017). Towards a critical ecology of child development in social work: Aligning the theories of Bronfenbrenner and Bourdieu. Families, Relationships and Societies, 6(1). https://doi.org/10.1332/204674315X14281321359847 Ihmeideh, F., AlFlasi, M., Al-Maadadi, F., Coughlin, C., & Al-Thani, T. (2020). Perspectives of family–school relationships in Qatar based on Epstein’s model of six types of parent involvement. Early Years, 40(2). https://doi.org/10.1080/09575146.2018.1438374 Iruka, I. U., DeKraai, M., Walther, J., Sheridan, S. M., & Abdel-Monem, T. (2020). Examining how rural ecological contexts influence children’s early learning opportunities. Early Childhood Research Quarterly, 52. https://doi.org/10.1016/j.ecresq.2019.09.005 Jiles, T. (2015). Knock, knock, may I come in? An integrative perspective on professional development concerns for home visits conducted by teachers. Contemporary Issues in Early Childhood, 16(1). https://doi.org/10.1177/1463949114567274 Kartini, K. (2021). Analisis Pembelajaran Online Anak Usia Dini Masa Pandemi COVID -19 Kota dan Perdalaman. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 6(2). https://doi.org/10.31004/obsesi.v6i2.880 Kurniati, E., Nur Alfaeni, D. K., & Andriani, F. (2020). Analisis Peran Orang Tua dalam Mendampingi Anak di Masa Pandemi Covid-19. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 5(1). https://doi.org/10.31004/obsesi.v5i1.541 La Paro, K. M., & Gloeckler, L. (2016). The Context of Child Care for Toddlers: The “Experience Expectable Environment”. Early Childhood Education Journal, 44(2). https://doi.org/10.1007/s10643-015-0699-0 Lau, E. Y. H., & Lee, K. (2021). Parents’ Views on Young Children’s Distance Learning and Screen Time During COVID-19 Class Suspension in Hong Kong. Early Education and Development, 32(6). https://doi.org/10.1080/10409289.2020.1843925 Lau, E. Y. H., Li, J. Bin, & Lee, K. (2021). Online Learning and Parent Satisfaction during COVID-19: Child Competence in Independent Learning as a Moderator. Early Education and Development, 32(6). https://doi.org/10.1080/10409289.2021.1950451 Lilawati, A. (2020). Peran Orang Tua dalam Mendukung Kegiatan Pembelajaran di Rumah pada Masa Pandemi. Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini. https://doi.org/10.31004/obsesi.v5i1.630 Lim, K. F. (2020). Emergency remote teaching and learning in the time of COVID-19. Chemistry in Australia, August. Lin, X., & Li, H. (2018). Parents’ play beliefs and engagement in young children’s play at home. European Early Childhood Education Research Journal, 26(2). https://doi.org/10.1080/1350293X.2018.1441979 Michele L. Stites, Susan Sonneschein & Samantha H. Galczyk (2021) Preschool Parents’ Views of Distance Learning during COVID-19, Early Education and Development, 32:7, 923-939, DOI: 10.1080/10409289.2021.1930936 Muhdi, Nurkolis, & Yuliejantiningsih, Y. (2020). The Implementation of Online Learning in Early Childhood Education During the Covid-19 Pandemic. JPUD - Jurnal Pendidikan Usia Dini, 14(2). https://doi.org/10.21009/jpud.142.04 Ortlipp, M. (2015). Keeping and Using Reflective Journals in the Qualitative Research Process. The Qualitative Report. https://doi.org/10.46743/2160-3715/2008.1579 Paat, Y. F. (2013). Working with Immigrant Children and Their Families: An Application of Bronfenbrenner’s Ecological Systems Theory. Journal of Human Behavior in the Social Environment, 23(8). https://doi.org/10.1080/10911359.2013.800007 Plowman, L., Stephen, C., & McPake, J. (2010). Supporting young children’s learning with technology at home and in preschool. Research Papers in Education, 25(1). https://doi.org/10.1080/02671520802584061 Rona Novick, Suzanne Brooks & Jenny Isaacs (2021) Parental Report of Preschoolers’ Jewish Day School Engagement and Adjustment During the Covid-19 Shutdown, Journal of Jewish Education, 87:4, 301-315, DOI: 10.1080/15244113.2021.1977098 Sandi Ferdiansyah, S. S., & Angin, R. (2020). Pengalaman Mahasiswa Thailand dalam Pembelajaran Daring di Universitas di Indonesia pada Masa Pandemi COVID-19. Journal of International Students, 10(S3). Sonnenschein, S., Stites, M., & Dowling, R. (2021). Learning at home: What preschool children’s parents do and what they want to learn from their children’s teachers. Journal of Early Childhood Research, 19(3). https://doi.org/10.1177/1476718X20971321 Sri Indah Pujiastuti, Sofia Hartati & Jun Wang (2022) Socioemotional Competencies of Indonesian Preschoolers: Comparisons between the Pre-Pandemic and Pandemic Periods and among DKI Jakarta, DI Yogyakarta and West Java Provinces, Early Education and Development, DOI: 10.1080/10409289.2021.2024061 Stone, K., Burgess, C., Daniel, B., Smith, J., & Stephen, C. (2017). Nurture corners in preschool settings: Involving and nurturing children and parents. Emotional and Behavioural Difficulties, 22(4). https://doi.org/10.1080/13632752.2017.1309791 Suzanne M. Egan & Chloé Beatty (2021) To school through the screens: the use of screen devices to support young children's education and learning during the COVID-19 pandemic, Irish Educational Studies, 40:2, 275-283, DOI: 10.1080/03323315.2021.1932551 Thomson, S. (2007). Do’s and don’ts: Children’s experiences of the primary school playground. Environmental Education Research, 13(4). https://doi.org/10.1080/13504620701581588 Vallejo-Ruiz, M., & Torres-Soto, A. (2020). Teachers’ conceptions on the quality of the teaching and learning process in early childhood education. Revista Electronica Educare, 24(3). https://doi.org/10.15359/REE.24-3.13 Widodo, H. P. (2014). Methodological considerations in interview data transcription. International Journal of Innovation in English Language, 3(1). Wijaya, Candra., Dalimunthe, Rasyid Anwar., & Muslim. Parents’ Perspective on The Online Learning Using Zoom Application in Early Childhood Education. JPUD: Jurnal Pendidikan Usia Dini, Volume 15 Number 2. DOI: https://doi.org/10.21009/JPUD.152.06 Winship, M., Standish, H., Trawick-Smith, J., & Perry, C. (2021). Reflections on practice: Providing authentic experiences with families in early childhood teacher education. In Journal of Early Childhood Teacher Education (Vol. 42, Issue 3). https://doi.org/10.1080/10901027.2020.1736695

The Young Grundtvig and NorwayBy Gustav AlbeckThis article is a revised and extended version of the lecture given by Professor Albeck on April 30th 1984 at the annual general meeting of the Grundtvig Society in Oslo. It describes Grundtvig’s close relationship to a number of Norwegian friends he made during his residence at the Walkendorf hostel in Copenhagen in the years 1808-11; this circle of friends lasted and widened to include other Norwegians in his later life.Grundtvig was 67 before he set foot on Norwegian soil, but from his early youth he had familiarised himself with the Norwegian landscape and history through Norwegian literature. His feeling of kinship with the spirit and history of Norway was for a time stronger than his consciousness of being Danish. In his youth Norway and the Norwegians played a major role in opinion-making in Denmark, and in this respect Grundtvig was no different from his contemporary Danes. But the idea of Norway’s future continued to concern him long after his youth was over. The lecture, however, confines itself to the way certain Norwegians regarded Grundtvig between 1808 and 1811.When Grundtvig returned to Copenhagen from Langeland in 1808 he had no friends in the capital. But at the Walkendorf hostel he met first and foremost Svend B. Hersleb, a Norwegian theologian, to whom he addressed a jocular poem in the same year, revealing that Grundtvig now felt himself young again and among young people following his unrequited passion for Constance Leth. Otherwise we have only a few witnesses to this first period of happiness, with Grundtvig gaining a foothold on the Danish parnassus through his first Norse Mythology and Scenes from Heroic Life in the North.The fullest accounts of Grundtvig’s relationship to the Norwegians in the period following his nervous breakdown and religious breakthrough in 1810 come from the journals of the Norwegian-Danish dean and poet, Frederik Schmidt, made during various trips to Denmark. These journals were published in extenso between 1966 and 1985 in three volumes, the last of which includes a commentary by the editors and a postscript by Gustav Albeck. Many of the valuable notes about Grundtvig are repeated in the lecture. Frederik Schmidt was the son of a Norwegian bishop; he became a rural dean and later a member of the first National Assembly at Eids voll in 1814. He was a Norwegian patriot but loyal to the Danes and in fact returned to Denmark in 1820. His descriptions of Grundtvig’s conversations with Niels Treschow, the Norwegian-born Professor of Philosophy at Copenhagen University, give an authentic and concentrated picture of Grundtvig’s reflections on his conversion to a strict Lutheran faith, which for a time threatened to hinder his development as a secular writer. Schmidt found their way of presenting their differing views “very interesting and human”, and Grundtvig’s Christian faith “warm, intense and sincere”. “In the animated features of his dark eyes and pale face there is something passionate yet also gentle”. When Schmidt himself talked to Grundtvig about a current paper which stated that in early Christianity there was a fusion between Greek thought and oriental feeling, Grundtvig exclaimed, “Yet another Christianity without Christ!” A draft of a reply to one of Schmidt’s articles shows that at that point, April 1811, Grundtvig did not believe in the working of “the living word” in its secular meaning. The draft was not printed and Grundtvig does not appear to have discussed it with Schmidt. There is a very precise description of Grundtvig’s appearance: “There is... something confused in his eyes; he sometimes closes them after a tiring conversation, as if he wants to pull his thoughts together again.” Schmidt in no way agrees with Grundtvig’s point of view, which he partly puts down to “disappointed hopes, humbled pride and the persecution... he has been subjected to...” But he does find another important explanation in Grundtvig’s “need for reassuring knowledge” and his conviction “that the misery of the age can only be helped by true religious feeling”.There are also descriptions of Grundtvig in a more jovial mood, for example together with Professor George Sverdrup, where Grundtvig repeated some rather unflattering accounts of the playwright Holberg’s behaviour towards a couple of professors who were colleagues. The same evening he and Schmidt set about attacking Napoleon while Treschow and Sverdrup defended him. Schmidt considered Grundtvig’s little book, New Year’s Eve, “devout to the point of pietist sentiment”, but thought the error lay rather in Grundtvig’s head than his heart. Lovely is the Clear Blue Night (Dejlig er den himmel blaa), published in April 1811 was even read aloud by Schmidt to a woman poet; but he criticised The Anholt-Campaign.After 1814 Schmidt adopted a somewhat cooler tone towards Grundtvig’s books. He was unable to go along with Grundtvig’s talk of a united Denmark- Norway as his fatherland. He criticised the poems Grundtvig published in his periodical, Danevirke, including even The Easter Lily for its “vulgar language”, which Grundtvig appeared to confuse with a true “language of power”. It is impossible to prove any close relationship between Schmidt and Grundtvig, but he was an attentive observer when they met in Copenhagen in 1811.With the opening of the Royal Frederik University in Christiania in 1813 Grundtvig became separated from his Norwegian friends, as Hersleb, Treschow and Sverdrup were all appointed to the new Norwegian university. They were keen for Grundtvig to join them as Professor of History. Sverdrup in particular was captivated by his personality, and in a letter dated April 21st 1812 he informed Grundtvig that he was among the candidates for the post proposed by the commission to the King. But Grundtvig himself hesitated; he felt “calm and quietly happy” in Udby “as minister for simple Christians”. To his friend, the Norwegian-born Poul Dons, he wrote, “... something in me draws me up there, something keeps me down here.” The fact that he never got the job was in many ways his own fault. His World Chronicle (1812) could not but offend scholars of a rationalist approach, in particular the prediction at the end of the book about the new university’s effect. It is linked to Grundtvig’s interpretation (1810) of the letters to the seven churches in Revelation, which are seen as a prediction of the seven great churches in the historical advance of Christianity.“It was an idea,” says Albeck, “which in spite of its obvious irrationality never left Grundtvig, and as late as 1860 it found poetic form in the great poem, The Pleiades of Christendom (Christenhedens Syvstjerne).” Grundtvig “was in no doubt that the sixth church was the Nordic, and that it would grow out of the Norwegian university, the new Wittenberg.” In 1810 Grundtvig felt himself “chosen to be the forerunner of a new reformer, a new Johan Huss before a new Luther.” From a scholarly point of view there is no reason to reproach the Danish selection panel for the negative judgment they reached regarding Grundtvig’s qualifications as a historian. His name was not even mentioned in the appointments for the new professorships. He had caused quite a stir not long before by writing a birthday poem for the King in which he directly expressed his wish that the new university might become a Wittenberg. The poem took the form of a series of accusations against Norway and the Norwegians, and in particular against Nicolai Wergeland, who in a prize-winning essay on the Norwegian university entitled Mnemosyne had stuck a few needles into Denmark and the Danes. Grundtvig accused the Norwegians of ingratitude to Denmark and unchristian pride. Even his good friend Hersleb reacted to such an attack.From the diaries of the Norwegian, Claus Pavels, we know how the Norwegian poet, Jonas Rein, wrote and told Grundtvig that “a greater meekness towards people with a different opinion would be more fitting for a teacher of Christianity.” Grundtvig replied that he had had to speak the truth loud and clear in a degenerate age. The Bishop of Bergen, Nordal Brun, also considered Grundtvig’s views as expressed to the King “misplaced and insulting”. He was particularly hurt that Norway “should have to thank Denmark for its Christianity and protestantism”. When Grundtvig printed the poem in Little Songs (Kv.dlinger) in 1815, Nicolai Wergeland was moved to write Denmark’s Political Crimes against the Kingdom of Norway, published in 1816.For Grundtvig’s Norwegian friends it was a matter of regret that he did not come to Norway, not least for Stener Stenersen, who in 1814 became a lecturer and in 1818 a professor of theology at the Norwegian university. His correspondence with Grundtvig from 1813 is now regarded as a valuable source for Grundtvig’s view of Christianity at that time. In his diary entry for August 27th 1813 Pavels notes that Stenersen had proposed that the Society for the Wellbeing of Norway should use all its influence to get Grundtvig to Norway. In his proposition Stenersen asked who possessed such unity and purity of thought as to be able to understand fully the importance of scholarship; he himself had only one candidate - Grundtvig. From a contemporary standpoint he had won his way to the Christian faith. But the rationalist Pavels, the source of our information, was far from convinced that “no man in the whole of Norway” possessed these abilities in equal measure to Grundtvig”. He therefore had misgivings about “requesting him as Norway’s last and only deliverer”.When Grundtvig heard of Stenersen’s proposition he sought an audience with the King on September 8th at which he clearly expressed his desire to become Professor of History at the Norwegian University. Two Danish professors, Børge Thorlacius and Laurids Engelsto. found it strange, however, that Treschow, Sverdrup and Hersleb could “deify Grundtvig”. And his great wish was never fulfilled. Nonetheless he did not give up. On November 15th he saw that the post of curate was being advertised at Aggers church near Christiania and applied for the job. From his book Roskilde Rhymes (published on February 1st 1814) it is clear that he believed that it was there that his great work was to be accomplished. But in those very days Frederik VI was signing the peace of Kiel which would separate Norway from Denmark, and Grundtvig from his wish.In the preface to Danevirke (dated May 1817) he realised that he had deserved the scorn of the Norwegians, for he had expected too much of them. But he never forgot his Norwegian friends. He named one of his sons after Svend Hersleb, and another son married Stenersen’s daughter. When he himself visited Norway in 1851 he was welcomed like a prince.

The goals of this study were (a) to assess the unique contributions of curiosity and demographics to the teacher–student relationship and (b) to identify the most common barriers teachers experience when attempting to build positive relationships with students. A sample of 518 public school teachers from across the United States completed an online survey. The results show that curiosity and grade level predict teacher–student relationships. Students’ negative behavior, time constraints, large class sizes, family issues, and truancy were among the most common barriers to positive teacher–student relationships. The discussion includes theoretical and practical implications for educators and school leaders.

This study aimed to extend the knowledge of teacher job satisfaction by specifically examining predictors at the teacher level. Several components of job satisfaction were examined for their hypothesized impact, including the focused predictor of teacher-student relations. Based on the United States sample in the Teaching and Learning International Survey (TALIS) 2018 data, the author explored this issue utilizing responses from 2,560 lower secondary school teachers nested within 166 schools. Using the transactional model of stress and coping (Lazarus, & Folkman, 1984) as a framework, the study found that teacher-student relationships are a positive and significant predictor of teacher job satisfaction. After controlling for relevant predictors, teacher relationships with their students were the strongest predictor of their job satisfaction present in the study. Discussions and implications are presented.

This study examined teacher and school-based factors that support teacher-student relationships. This study addresses the problems associated with the development of positive teacher-student relationships in the PK-12 school systems, which is particularly important given the significant role that teacher-student relationships play regarding student engagement and success. Through a mixed methods triangulation design-convergence model, the researchers used Multiple Linear Regression (MLR) and open-ended survey questions and interviews. Ninety PK-12 teachers in the United States completed an emotion regulation and teacher-student relationship survey. Associations were explored between teachers’ grade level taught, years of teaching experience, age, emotion regulation and perceived relationships with students. Four teachers volunteered to engage in an interview. In the final model, teachers’ grade level taught, years of teaching (inverse), emotion regulation expressive suppression, and closeness to students (inverse) accounted for 32.4% variance in their relationship conflict with students. In the final model, teachers’ grade level taught (inverse) and emotion regulation expressive suppression (inverse) accounted for 29.5% variance in their relationship closeness with students. Emotion-focused coping strategies are discussed in line with these results. Additionally, open-ended survey responses and interviews revealed the importance of problem-focused coping strategies. Implications for teacher and school-based practices are discussed.

The current study used thematic analysis to examine school staff perspectives on the impact of the Olweus Bullying Prevention Program (OBPP) on school climate in terms of the quality of student-student and student-teacher relationships in two low-income, urban middle schools in the United States. Data were collected using focus groups and interviews. Participants included teachers ( n = 26), administrators ( n = 8), and Bullying Prevention Coordination Committee members (BPCCs; n = 8). Results indicated that providing explicit instruction about bullying, nurturing student-teacher trust by effectively addressing student concerns, and providing consistent opportunities for informal, collaborative engagement facilitated positive school-based interpersonal relationships and behavioral change. Implications for policy and intervention development are discussed.

AbstractIn public schools in the United States, the work of an ESOL student teacher is characterized by relationships with multiple mentors, including a university supervisor. Through retrospective narrative accounts, this study examines what currently practicing teachers of multilingual learners retained of their supervisors' feedback from their student teaching days, and what nuggets of supervisory wisdom continue to resonate with them throughout their teaching careers. The researchers developed this qualitative study using a social constructivist lens informed by Carless and Winstone's (2023) feedback literacy dimensions. Interviews were conducted with eight current teachers to probe their recollections of supervision and integration of supervisory feedback into their practice. Findings suggest that the participants recalled a sprinkling of memories and continued to draw on a few pieces of supervisory advice in their current practice. Supervisors and student teachers demonstrated design, relational, and pragmatic dimensions of feedback literacy, though the relational (i.e., the quality of the relationship between supervisor and student teacher) was the most enduring, even if the specifics of the supervisory feedback faded. Implications suggest that teacher education programs can hone the purpose, mission, and methods of supervision by targeting the dimensions of feedback literacy to make supervisory feedback more constructive and impactful.

This study explores the motivations for becoming a teacher, teachers’ self-efficacy, and the relationship among motivations and teacher self-efficacy using data from the TALIS 2018. The data included responses from 1933 United States teachers with six or more years of teaching experience. Results indicate that motivations, which were more intrinsic and altruistic, for becoming a teacher are positively correlated to teacher self-efficacy of classroom management, instruction, student engagement, and multicultural classrooms. The largest relationship was between motivation and self-efficacy in multicultural classrooms; the smallest relationship was between motivation and self-efficacy of classroom management. Extrinsic motivations had limited relationships to self-efficacy.

Amidst increasing globalized pressures to raise student achievement, nations are heavily investing in various forms of teacher professional development. In the United States, teachers are increasingly electing to pursue National Board Certification, yet few studies have analyzed the experience within the greater complex system of teaching and learning. Viewed from this approach, findings from this study suggest that numerous dynamic forces—relationships, partnerships, structures, and policies—interact in various patterns that can potentially support effective teacher professional development. Implications suggest a need for broader conceptualization, greater cohesion, and more strategic integration of teacher learning in education policy.

This paper aims to examine the relationship between progressive teaching practice and student academic and non-academic outcomes. The teacher development and leadership(TDL) program is a Qatari teacher development program that is a part of a wider global network(called “Global Network”) that aims to expand educational opportunities through teacher development with its roots in the United States. (Names of organizations have been changed for anonymity). The training model of TDL program is based on six themes: (1) orientation to student vision, (2) ongoing reflection to improve practice, (3) setting high expectations for students, (4) ensuring content rigor and mastery in students, (5) fostering positive culture and learning environment, and (6) building positive relationships with students. We used a dataset that includes aggregate student- and teacher-level data from 136 classrooms (with2,087 students) of 41 teachers between 2015 and 2017 to understand the relationship between teacher effectiveness and student outcomes. We found that establishing a positive rapport with students, practicing ongoing reflection, and internalizing learning are associated with higher academic achievement. We also found that incorporation of student vision for teaching practice is correlated with students having more positive attitude toward learning.