Does Teacher Quality Affect Student Achievement? An Empirical Study in Indonesia

ERIC Educational Resources Information Center

Sirait, Swando

2016-01-01

The objective of this study is to examine the relationship between teacher qualities in relation to student achievement in Indonesia. Teacher quality in this study defines as teacher evaluation score, in the areas of professional and pedagogic competency. The result of this study consonant to previous study that teacher quality, in term of teacher…

Do Demographic Factors, School Functioning, and Quality of Student-Teacher Relationships as Rated by Teachers Predict Internalising and Externalising Problems among Norwegian Schoolchildren?

ERIC Educational Resources Information Center

Drugli, May Britt; Klokner, Christian; Larsson, Bo

2011-01-01

The present study explored the association between child internalising and externalising problems in schools and demographic factors (sex and age), school functioning (academic performance and adaptive functioning) and teacher-reported student-teacher relationship quality in a cross-sectional study using structural equation modelling. The study…

Parent-Teacher Partnership and High School Students' Development in Mainland China: The Mediating Role of Teacher-Student Relationship

ERIC Educational Resources Information Center

Deng, Linyuan; Zhou, Nan; Nie, Ruihong; Jin, Peipei; Yang, Mengxi; Fang, Xiaoyi

2018-01-01

Parent-teacher partnership is associated closely with adolescents' development. However, little is known about the association between parent-teacher partnership and Chinese high school students' development. Therefore, this study examines whether and how parent-teacher partnership (objective contacts and subjective relationship quality) relates…

Conflict, Closeness, and Academic Skills: A Longitudinal Examination of the Teacher-Student Relationship

ERIC Educational Resources Information Center

Mason, Benjamin A.; Hajovsky, Daniel B.; McCune, Luke A.; Turek, Joshua J.

2017-01-01

The longitudinal relations between teacher-student relationship quality (TSRQ) and student achievement were examined to determine the directional associations between the quality of teacher-rated closeness and conflict with students, and measured math and reading achievement in a large, multisite sample of U.S. youth at first, third, and fifth…

Exploring Relationships between Teaching Efficacy and Student Teacher-Cooperating Teacher Relationships

ERIC Educational Resources Information Center

Edgar, Don W.; Roberts, T. Grady; Murphy, Tim H.

2011-01-01

Teaching efficacy beliefs of agricultural science student teachers, and their relationship with their cooperating teachers during field experiences, are variables that may affect the number of student teachers entering the profession. The purpose of this study was to examine the effects implementing structured communication between student…

Is Teacher Knowledge Associated with Performance? On the Relationship between Teachers' General Pedagogical Knowledge and Instructional Quality

ERIC Educational Resources Information Center

König, Johannes; Pflanzl, Barbara

2016-01-01

Researchers have identified general pedagogical knowledge (GPK) as a relevant category of teacher knowledge. However, hardly any study has examined the relationship between GPK of teachers and the instructional quality delivered to their students. This article therefore investigates the relationship between teachers' GPK assessed via a…

Student-Teacher Relationships for Young Children with Autism Spectrum Disorder: Risk and Protective Factors

ERIC Educational Resources Information Center

Caplan, Barbara; Feldman, Melanie; Eisenhower, Abbey; Blacher, Jan

2016-01-01

The quality of early student-teacher relationships (STRs) has been shown to predict children's school adjustment, and children with autism spectrum disorder (ASD) are at risk for poor quality STRs. The present study examined 162 children with ASD (ages 4-7) and their teachers to evaluate student, teacher, and classroom characteristics that…

Longitudinal Associations between Externalizing Problems and Student-Teacher Relationship Quality for Young Children with ASD

ERIC Educational Resources Information Center

Eisenhower, Abbey S.; Blacher, Jan; Bush Hurst, Hillary

2015-01-01

The associations between student-teacher relationship (STR) quality and externalizing behavior problems in school were examined among 166 children with ASD (82% boys, ages 4-7 years) across three assessments over a 1.5-year period; IQs in the sample range from 50 to 139 (M = 88.7). Unlike other non-ASD populations, the association between STR…

The Influence of Teacher and Peer Relationships on Students' Classroom Engagement and Everyday Motivational Resilience

ERIC Educational Resources Information Center

Furrer, Carrie J.; Skinner, Ellen A.; Pitzer, Jennifer R.

2014-01-01

The quality of students' relationships with teachers and peers is a fundamental substrate for the development of academic engagement and achievement. This chapter offers teachers and researchers a motivational framework that explains how positive and negative student-teacher and student-peer relationships are sustained in the classroom, and…

Students' views on student-teacher relationship: a questionnaire-based study.

PubMed

Bin Abdulrahman, Khalid A

2007-05-01

The aim of this study is to assess students' views on student-teacher relationship and its effect on academic grades. The present cross-sectional study was conducted in the College of Medicine, King Saud University, Riyadh, in 2005. The questionnaires were distributed to 420 students during the examination period in order to obtain a full response. It consisted of items on different aspects of student-teacher relationship for which the responses were measured on a 4-point scale. The response rate was about 83%. The current relationship between the student and the teacher was evaluated as very good and good by 61% of the study sample. The responses were associated with their grades as (X(2)=6.25, p=0.012). Eighty-four point one percent of students with higher and above average grades felt that expulsion from class was an appropriate means of controlling the class. Also (78.2%) students felt that the teachers treated them with respect, and their responses were significantly associated with their grades (X(2)=11.8, p=0.003). Eight-four percent of the students with higher and above average grades strongly agreed that teacher's performance was affected by students' attendance or absence and the responses were significantly associated with their grades (X(2)=4.35, p=0.037). The responses to most of the items by the students were independent of their grades. This study concludes that student-teacher relationship was good in a medical school and the views of students on this relationship were independent with their academic grades. Further study which includes from 1(st) year to 5th year undergraduate students is required to give a broader view of student-teacher relationship in a medical school.

Immigration and Students' Relationship with Teachers

ERIC Educational Resources Information Center

Peguero, Anthony A.; Bondy, Jennifer M.

2011-01-01

Students' relationship with teachers is a building block toward student progress and success. Little is known, however, about the relationships the children of immigrants have with their teachers, which is particularly relevant today in the midst of the current social, political, and economic debate over the influence of immigration in U.S.…

Relationships with Special Needs Students: Exploring Primary Teachers' Descriptions

ERIC Educational Resources Information Center

Lopez, Chevon; Corcoran, Tim

2014-01-01

Positive teacher-student relationships play an established role in the developmental outcomes of students. Ongoing research suggests that positive teacher-student relationships may be particularly beneficial for students with special educational needs [Baker, J. A. 2006. "Contributions of Teacher-Child Relationships to Positive School…

Changes in Teacher-Student Relationships

ERIC Educational Resources Information Center

Gehlbach, Hunter; Brinkworth, Maureen E.; Harris, Anna D.

2012-01-01

Background: Although teacher-student relationships lie at the heart of students' schooling experience, fundamental questions regarding these relationships remain unanswered. Aims: This study investigates three related questions about these relationships: To what extent do they change from the beginning to the end of a school year? Are any emergent…

Quality of Teacher-Child Relationship and Preschoolers' Pro-Social Behaviour in German Kindergartens

ERIC Educational Resources Information Center

Glüer, Michael; Gregoriadis, Athanasios

2017-01-01

Teacher-child relationships in early childhood are a crucial prerequisite for children's emotional, social and academic development. Therefore, it is important to be able to measure accurately the quality of interactions among them. The Student-Teacher Relationship Scale (STRS) is a widely accepted instrument in measuring the quality of…

The influence of teacher feedback on children's perceptions of student-teacher relationships.

PubMed

Skipper, Yvonne; Douglas, Karen

2015-09-01

Teachers can deliver feedback using person ('you are clever') or process terms ('you worked hard'). Person feedback can lead to negative academic outcomes, but there is little experimental research examining the impact of feedback on children's perceptions of the student-teacher relationship. We examined the effects of person, process, and no feedback on children's perceptions of their relationship with a (fictional) teacher following success and failure. Participants were British children (145 aged 9-11 in experiment 1 and 98 aged 7-11 in experiment 2). In experiment 1, participants read three scenarios where they succeeded and received one of two types of praise (person or process) or no praise. Participants then read two scenarios where they failed. In experiment 2, participants read that they had failed in three tasks and received one of two types of criticism (person or process) or no criticism. Participants then read two scenarios where they succeeded. They rated how much they liked the teacher and how much they felt that the teacher liked them. Children felt more positive about the student-teacher relationship following success than failure. Type of praise did not influence perceptions of the student-teacher relationship following success or failure. However, person criticism led children to view the student-teacher relationship more negatively following failure and maintain this negative view following the first success. Success appears to be important for developing positive student-teacher relationships. In response to failure, teachers could avoid person criticism which may negatively influence the student-teacher relationship. © 2015 The British Psychological Society.

Teacher Role Breadth and its Relationship to Student-Reported Teacher Support

ERIC Educational Resources Information Center

Phillippo, Kate L.; Stone, Susan

2013-01-01

This study capitalizes on a unique, nested data set comprised of students ("n" = 531) and teachers ("n" = 45) in three high schools that explicitly incorporated student support roles into teachers' job descriptions. Drawing from research on student-teacher relationships, teacher effects on student outcomes, and role theory,…

Teacher-Student Relationships and L2 Motivation

ERIC Educational Resources Information Center

Henry, Alastair; Thorsen, Cecilia

2018-01-01

Positive relationships with teachers are important for students' second language motivation. However, little is known about how interpersonal interactions stimulate motivated behavior. Drawing on studies of teacher-student relationships, theories from positive psychology, and the psychology of unconscious self-regulation, this case study examines…

Teacher Justice and Students' Class Identification: Belief in a Just World and Teacher-Student Relationship as Mediators.

PubMed

Jiang, Ronghuan; Liu, Ru-De; Ding, Yi; Zhen, Rui; Sun, Yan; Fu, Xinchen

2018-01-01

For school-age adolescents, teacher justice plays an important role in their learning and social outcomes. The present study examined the relation between teacher justice and students' class identification in 1735 Chinese school-age adolescents by considering belief in a just world (BJW) and teacher-student relationship as mediators. Structure equation modeling (SEM) was used to reveal the direct and indirect effects. The analyses showed that all the direct and indirect effects were significant. These findings indicated that teacher justice had a positive effect on students' class identification. In addition, teacher justice impacted students' class identification through students' just-world belief and teacher-student relationships. These results suggested that for adolescents, teacher justice played an important role in shaping their just-world belief system and their interpersonal relationships with teachers, which in turn affected their sense of belonging and values in relation to their class. Thus, it is important for teachers to be aware that their injustice may negatively impact their relationships with students, students' belief systems, and their psychological engagement at school. There is a need to develop teacher-training programs to help teachers to establish classroom reward-punishment systems with the consideration of social justice, to communicate with students through an unbiased approach, and to increase student participation in the important decision making of the whole class.

They need to be recognized as a person in everyday life: Teachers' and helpers' experiences of teacher-student relationships in upper secondary school.

PubMed

Krane, Vibeke; Karlsson, Bengt; Ness, Ottar; Binder, Per-Einar

2016-01-01

The aim of this study was to explore how teachers and helpers experience that teacher-student relationship (TSR) is developed and promoted in upper secondary school.We also explored their experiences of qualities of TSR with students with mental health problems or at risk of dropping out. The study used a qualitative and participative approach; key stakeholders were included as co-researchers. Focus group interviews were held with 27 teachers and helpers. A thematic analysis was conducted. The participants' descriptions of important experiential dimensions of TSR were clustered around four themes: (1) to be recognized as a person with strengths and challenges in everyday life, (2) collaborative relationships between students and teachers, (3) flexible boundaries in the relationship between teachers and students and (4) organization of classes and procedures set the stage for TSR. Collaborative, emotional and contextual qualities were found important to the development of TSR in upper secondary school. Experiences of negative qualities of TSR can contribute to push students out of school. Teachers and helpers experience that TSR may have the potential to play a role in promoting mental health in students' everyday life.

Indirect Effects of Child Reports of Teacher-Student Relationship on Achievement

ERIC Educational Resources Information Center

Hughes, Jan N.; Wu, Jiun-Yu; Kwok, Oi-Man; Villarreal, Victor; Johnson, Audrea Y.

2012-01-01

The effect of student-reported teacher-student relationship quality (TSRQ) on academic motivation and achievement was investigated among a sample of 690 academically at-risk elementary students (52.8% male). Measures of TSRQ, achievement, and motivation were collected annually for 3 consecutive years, beginning when participants were in Grade 2…

The Effects of Reciprocal Imitation on Teacher-Student Relationships and Student Learning Outcomes

ERIC Educational Resources Information Center

Zhou, Jiangyuan

2012-01-01

Neuroscientific and developmental psychological research in imitation has yielded important insights into building teacher-student relationships and enhancing students' learning. This study investigated the effects of reciprocal imitation on teacher-student relationships and students' learning outcomes in one-on-one teacher-student interactions.…

Examining The Student-Teacher Relationship Scale in the Italian Context: A Factorial Validity Study

ERIC Educational Resources Information Center

Fraire, Michela; Longobardi, Claudio; Prino, Laura Elvira; Sclavo, Erica; Settanni, Michele

2013-01-01

Introduction: A growing body of literature suggest that the quality of teacher-child relationships is a determining factor in children's competence in social-emotional, behavioral functioning, and academic skills. Most of the research on student-teacher relationships has relied on these relationship perceptions. A well-known instrument to assess…

Building Strong Teacher-Student Relationships in Pluralistic Music Classrooms

ERIC Educational Resources Information Center

Gurgel, Ruth

2015-01-01

A positive teacher-student relationship is a critical component of an engaging climate in pluralistic music classrooms. This article defines and gives examples of five strategies for building positive, cross-cultural teacher-student relationships. Teachers who take responsibility for developing these relationships begin by becoming culturally…

Student-Teacher Relationship Stability across Early School Years for Children with Intellectual Disability or Typical Development

ERIC Educational Resources Information Center

Blacher, Jan; Baker, Bruce L.; Eisenhower, Abbey S.

2009-01-01

Student-teacher relationships of 37 children with moderate to borderline intellectual disability and 61 with typical cognitive development were assessed from child ages 6-8 years. Student-teacher relationship quality was moderately stable for the typical development group, but less so for the intellectual disability group. At each assessment these…

A Discussion Project on High School Adolescents' Perceptions of the Relationship between Students and Teachers

ERIC Educational Resources Information Center

Fisher, Ronald J.

1976-01-01

Describes a small group discussion project involving students and teachers in two large white suburban high schools. The project's intention was to focus discussion on the social quality of the relationship between students and teachers, and to assess the impact of the discussions on student perceptions. (Author/RK)

Teacher Network of Relationships Inventory: Measurement Invariance of Academically At-Risk Students across Ages 6 to 15

ERIC Educational Resources Information Center

Wu, Jiun-Yu; Hughes, Jan N.

2015-01-01

We tested the longitudinal measurement invariance of the Teacher Network of Relationships Inventory (TNRI), a teacher-report measure of teacher-student relationship quality (TSRQ), on a sample of 784 academically at-risk students across ages 6 to 15 years by comparing the model for each subsequent year with that of the previous year(s). The TNRI…

Teachers’ Relationship Closeness with Students as a Resource for Teacher Wellbeing: A Response Surface Analytical Approach

PubMed Central

Milatz, Anne; Lüftenegger, Marko; Schober, Barbara

2015-01-01

Teachers’ relationship quality with students has been argued to be an important source of teacher wellbeing. Thus, the current study aimed to investigate to what extent teachers’ relationship closeness toward students, combined with attachment security is a resource protecting against teacher burnout. Eighty-three elementary school teachers reported on their most and least attached student’s relationship closeness, their attachment security and levels of burnout, as measured by emotional exhaustion, depersonalization and personal accomplishment. Response surface analysis (RSA), enabling researchers to investigate the effect of congruence/incongruence of two predictors on an outcome, revealed that teachers’ depersonalization and emotional exhaustion were lowest when they developed homogenous close relationships toward the students within their classroom and when teachers in general made congruent relationship experiences. No RSA model could be specified for personal accomplishment, even though a correlational analysis revealed that increasing closeness with students fostered teachers’ personal accomplishment. Teachers’ secure attachment experiences were not directly related to burnout, but enhanced their capability to establish close relationships toward their students. Findings suggest that teachers’ relationships toward students are a resource for the teacher’s wellbeing, which highlights once again the importance of student–teacher relationships in education. PMID:26779045

Framework for Teacher Evaluation: Examining the Relationship between Teacher Performance and Student Achievement

ERIC Educational Resources Information Center

Parker, Neelie B.

2017-01-01

This action research study examined the relationship between teacher performance and student achievement in reading language arts and mathematics. The study sought to determine if teacher evaluation methods used to determine teacher performance, had a relationship in improving student achievement. The researcher investigated the topic using…

How pre-service teachers' personality traits, self-efficacy, and discipline strategies contribute to the teacher-student relationship.

PubMed

de Jong, Romi; Mainhard, Tim; van Tartwijk, Jan; Veldman, Ietje; Verloop, Nico; Wubbels, Theo

2014-06-01

Although the teacher-student relationship is a well-documented phenomenon, few attempts have been made to identify its predictors. Research has mainly focused on in-service teachers, less is known about characteristics of pre-service teachers in relation to the teacher-student relationship. The purpose of this study was to identify the predictors of pre-service secondary teachers' relationships with their students. It was hypothesized that friendliness and extraversion, self-efficacy in classroom management and in student engagement, and various discipline strategies would contribute to the teacher-student relationship in terms of influence and affiliation. A total of 120 pre-service teachers in teacher education programmes participated. Data on pre-service teachers' background (e.g., gender and age), personality traits, and self-efficacy were gathered with teacher questionnaires; data on teachers' discipline strategies and the teacher-student relationship with student questionnaires. The two personality traits and self-efficacy appeared not to be related to the teacher-student relationship in terms of affiliation or influence. However, significant relationships were found between the different discipline strategies and the teacher-student relationship in terms of influence and affiliation. There were differential effects for gender on the relationship between discipline strategies on the one hand and influence and affiliation on the other. This study provides relevant new insights into the research fields of classroom management and interpersonal relationships in education. It contributes to our understanding of discipline strategies by fine tuning an existing instrument and revealing interesting connections with the teacher-student relationship. Specific gender effects on this connection are discussed, as are implications for practice. © 2013 The British Psychological Society.

Teacher-Student Relationship at University: An Important yet Under-Researched Field

ERIC Educational Resources Information Center

Hagenauer, Gerda; Volet, Simone E.

2014-01-01

This article reviews the extant research on the relationship between students and teachers in higher education across three main areas: the quality of this relationship, its consequences and its antecedents. The weaknesses and gaps in prior research are highlighted and the importance of addressing the multi-dimensional and context-bound nature of…

A Systematic Review of Student Self-Report Instruments That Assess Student-Teacher Relationships

ERIC Educational Resources Information Center

Phillipo, Kate; Conner, Jerusha Osber; Davidson, Shannon; Pope, Denise

2017-01-01

Background: A large body of survey-based research asserts that the quality and strength of student-teacher relationships (STRs) predict a host of academic and nonacademic outcomes; however, advances in survey design research have led some to question existing survey instruments' psychometric soundness. Concurrently, qualitative research on STRs…

Peer and Teacher Preference, Student-Teacher Relationships, Student Ethnicity, and Peer Victimization in Elementary School

ERIC Educational Resources Information Center

Wang, Feihong; Leary, Kevin A.; Taylor, Lorraine C.; Derosier, Melissa E.

2016-01-01

The authors examined the effects of peer preference and teacher preference for students, students' perceived relationship with their teacher and student ethnicity on peer victimization in late elementary school. Participants were students in the third through fifth grades in four public elementary schools in a southern state. Using hierarchical…

Peer and Teacher Preference, Student-Teacher Relationships, Student Ethnicity, and Peer Victimization in Elementary School

ERIC Educational Resources Information Center

Wang, Feihong; Leary, Kevin A.; Taylor, Lorraine C.; Derosier, Melissa E.

2016-01-01

We examined the effects of peer preference and teacher preference for students, students' perceived relationship with their teacher and student ethnicity on peer victimization in late elementary school. Participants were students in the third through fifth grades in four public elementary schools in a southern state. Using hierarchical linear…

Enriching Student Teaching Relationships. Supervising Teacher Edition.

ERIC Educational Resources Information Center

Clothier, Grant; Kingsley, Elizabeth

This training series was developed to improve the working relationships between supervising teachers and their student teachers. This supervising teacher's edition contains suggestions for such teachers as regards various activities dealing with the supervising/teaching situation, behavior problems, change, conference sessions, communication,…

A Portuguese version of the student-teacher relationship scale - short form.

PubMed

Patrício, Joana Nunes; Barata, M Clara; Calheiros, M Manuela; Graça, João

2015-05-20

Research consistently demonstrates that positive student-teacher relationships are fundamental to the healthy development of all students. However, we lack a Portuguese-validated measure of student-teacher relationships. In this article we present the adaptation procedures and the psychometric properties of a Portuguese version of the Student-Teacher Relationship Scale - Short Form (Pianta, 1992). Five hundred and thirty five teachers from 127 schools completed the STRS-SF. The results demonstrate that this adapted version of the STRS-SF has good psychometric properties, namely high reliability (α = .84 to .87) and expected construct validity, which were tested through exploratory and confirmatory factor analyses (χ2/df = 1.65, CFI = .96, GFI = .93, RMSEA = 0.05). This study also showed that the correlations of student-teacher relationship with students' demographic variables are consistent with the evidence in the literature about this construct. Finally, the study indicated that female teachers reported more closeness, t(530) = 4.06, p < .001 and better overall student-teacher relationships, t(530) = 4.90, p < .001. In the discussion, we analyze the implications of these results.

Student-Teacher Relationships As a Protective Factor for School Adjustment during the Transition from Middle to High School

PubMed Central

Longobardi, Claudio; Prino, Laura E.; Marengo, Davide; Settanni, Michele

2016-01-01

A robust body of research has identified school transitions during adolescence, and in particular the transition from middle to high school, as one of the riskiest phases for school failure, being characterized by significant social, emotional and behavioral changes. This transition is critical even with respect to academic achievement: in Italy, the highest frequency of school dropout can be observed in the 9th and 10th grades, partly as a consequence of poor adjustment to the new school context. The impact of students' relationships with their teachers may be particularly relevant during critical developmental periods. Indeed, student-teacher relationships have been widely recognized as protective factors in school adjustment and, in case of negative relationships, also as a factor that increases the risk of maladjustment. Positive and affective student-teacher relationships may play an important role in students' adaptation to the school environment, favoring both academic achievement and adaptive behaviors. The aim of this study was to investigate the effects of the quality of teacher-student relationships, as perceived by pupils, on academic achievement, and problem and prosocial behaviors during the relevant school transition. The sample consisted of 122 students (55% female). We employed a self-report questionnaire to collect information on: demographic characteristics, quality of the relationship with teachers, problem and prosocial behaviors, and academic achievement. Students filled in the questionnaires twice: once during the 8th grade and 1 year later, during their first year of high school (9th grade). Regression analyses indicated that both average and varying levels of closeness with teachers significantly predicted changes in academic achievement: A perceived increase in closeness in 9th grade, as well as a higher mean closeness level, was associated with an increase in academic achievement. In turn, an increase in the level of perceived conflict

Student-Teacher Relationships As a Protective Factor for School Adjustment during the Transition from Middle to High School.

PubMed

Longobardi, Claudio; Prino, Laura E; Marengo, Davide; Settanni, Michele

2016-01-01

A robust body of research has identified school transitions during adolescence, and in particular the transition from middle to high school, as one of the riskiest phases for school failure, being characterized by significant social, emotional and behavioral changes. This transition is critical even with respect to academic achievement: in Italy, the highest frequency of school dropout can be observed in the 9th and 10th grades, partly as a consequence of poor adjustment to the new school context. The impact of students' relationships with their teachers may be particularly relevant during critical developmental periods. Indeed, student-teacher relationships have been widely recognized as protective factors in school adjustment and, in case of negative relationships, also as a factor that increases the risk of maladjustment. Positive and affective student-teacher relationships may play an important role in students' adaptation to the school environment, favoring both academic achievement and adaptive behaviors. The aim of this study was to investigate the effects of the quality of teacher-student relationships, as perceived by pupils, on academic achievement, and problem and prosocial behaviors during the relevant school transition. The sample consisted of 122 students (55% female). We employed a self-report questionnaire to collect information on: demographic characteristics, quality of the relationship with teachers, problem and prosocial behaviors, and academic achievement. Students filled in the questionnaires twice: once during the 8th grade and 1 year later, during their first year of high school (9th grade). Regression analyses indicated that both average and varying levels of closeness with teachers significantly predicted changes in academic achievement: A perceived increase in closeness in 9th grade, as well as a higher mean closeness level, was associated with an increase in academic achievement. In turn, an increase in the level of perceived conflict

Development and psychometric analysis of the student-teacher relationship scale - short form.

PubMed

Settanni, Michele; Longobardi, Claudio; Sclavo, Erica; Fraire, Michela; Prino, Laura E

2015-01-01

The purpose of this study is the construction and validation of an Italian Short Form version of the Student-Teacher Relationship Scale (STRS; Fraire et al., 2013). The analyses were conducted on 1256 students and 210 teachers. The STRS is a self-report measure assessing teachers' perception of the quality of their relationship with students ranging from preschool to third grade. The items were selected from the original Italian adaptation of the regular STRS (Pianta, 2001) through Rasch (1960/1980) analysis, which allowed us to identify a subset of items with proven psychometric properties. The STRS-SF consists of two subscales: Conflict (eight items) and Closeness (six items). Results indicate that the 14-item instrument shows good internal consistency (α>0.80), high correlations with the scales from the regular STRS (r > 0.90) and equivalence across gender.

Power dynamics in the student-teacher relationship in clinical settings.

PubMed

Chan, Zenobia Cy; Tong, Chien Wai; Henderson, Saras

2017-02-01

Among many factors that influence clinical learning, the teacher-student relationship has been found to be crucial. The imbalance of power in that relationship tends to be regarded as negative, but how students actually perceive the power within the relationship is unknown. This study explored nurse students' perceptions of the power dynamics in the teacher-student relationship during their clinical placement. A descriptive qualitative study. A total of 51 students were recruited from a nursing school in Hong Kong. Seven focus group interviews consisted of three groups of Year 3 students (n=26) and four groups of final year students (n=25). A semi-structured interview guideline was designed. Content analysis was employed to analyse the research data. The three core themes that emerged from the qualitative data were: (1) meanings of power - avoiding doing harm to patients; (2) the desired power dynamics - master vs apprentice; and (3) enhancing the clinical learning experience. The dominant theme in the participants' discourse was that teachers should possess more power than students in order to prevent students from causing harm to patients. The consensus was that the teacher's power in supervising students' clinical practice is accepted and necessary for the benefit of patient safety. The cultural relevance of the power dynamics in the teacher-student relationship should be embraced in order to understand the student's perspective. Copyright © 2016 Elsevier Ltd. All rights reserved.

Medical students' and teachers' perceptions of sexual misconduct in the student-teacher relationship.

PubMed

Dekker, Hanke; Snoek, Jos W; Schönrock-Adema, Johanna; van der Molen, Thys; Cohen-Schotanus, Janke

2013-11-01

Teachers are important role models for the development of professional behaviour of young trainee doctors. Unfortunately, sometimes they show unprofessional behaviour. To address misconduct in teaching, it is important to determine where the thresholds lie when it comes to inappropriate behaviours in student-teacher encounters. We explored to what extent students and teachers perceive certain behaviours as misconduct or as sexual harassment. We designed-with a reference group-five written vignettes describing inappropriate behaviours in the student-teacher relationship. Clinical students (n = 1,195) and faculty of eight different hospitals (n = 1,497) were invited to rate to what extent they perceived each vignette as misconduct or sexual harassment. Data were analyzed using t tests and Pearson's correlations. In total 643 students (54 %) and 551 teachers (37 %) responded. All vignettes were consistently considered more as misconduct than as actual sexual harassment. At an individual level, respondents differed largely as to whether they perceived an incident as misconduct or sexual harassment. Comparison between groups showed that teachers' and students' perceptions on three vignettes differed significantly, although the direction differed. Male students were more lenient towards certain behaviours than female students. To conclude, perceptions of misconduct and sexual harassment are not univocal. We recommend making students and teachers aware that the boundaries of others may not be the same as their own.

A Non-bipartite Propensity Score Analysis of the Effects of Teacher-Student Relationships on Adolescent Problem and Prosocial Behavior.

PubMed

Obsuth, Ingrid; Murray, Aja Louise; Malti, Tina; Sulger, Philippe; Ribeaud, Denis; Eisner, Manuel

2017-08-01

Previous research suggests a link between the quality of teacher-student relationships and the students' behavioral outcomes; however, the observational nature of past studies makes it difficult to attribute a causal role to the quality of these relationships. In the current study, therefore, we used a propensity score analysis approach to evaluate whether students who were matched on their propensity to experience a given level of relationship quality but differed on their actual relationship quality diverged on their concurrent and subsequent problem and prosocial behavior. Student/self, teacher, and parent- (only waves 1-3) reported data from 8 waves of the Zurich Project on the Social Development of Children and Youths (z-proso), a longitudinal study of Swiss youth among a culturally diverse sample of 7- to 15-year-olds were utilized. The initial sample included 1483 (49.4 % female) students for whom information relevant for this study was available. The sample represented families from around 80 different countries, from across all the continents; with approximately 42 % of the female primary caregivers having been born in Switzerland. Following successful matching, we found that students who reported better relationships with their teachers and whose teachers reported better relationships with them evidenced fewer problem behaviors concurrently and up to 4 years later. There was also evidence for an analogous effect in predicting prosocial behavior. The implications of these findings are discussed in relation to prevention and intervention practices.

Social Risk and Peer Victimization in Elementary School Children: The Protective Role of Teacher-Student Relationships.

PubMed

Elledge, L Christian; Elledge, Allison R; Newgent, Rebecca A; Cavell, Timothy A

2016-05-01

Children not accepted or actively rejected by peers are at greater risk for peer victimization. We examined whether a positive teacher-student relationship can potentially buffer these children from the risk of peer victimization. Participants were 361 elementary school children in the 4th or 5th grade. Peer-report measures were used to assess teacher-student relationship quality (TSRQ), social preference, and rejected sociometric status; peer victimization was assessed via self-, peer-, and teacher-reports. As expected, social preference assessed in the fall semester was a significant negative predictor of self- and peer-reported victimization measured in the spring, controlling for prior levels of peer victimization. TSRQ in the fall was not a significant unique predictor of self-, peer-, or teacher-reported victimization the following spring, controlling for fall victimization and social preference scores. We found a significant interaction between social preference and TSRQ in predicting self-, peer-, and teacher-reported peer victimization: Social preference significantly predicted peer victimization, but only for those children with relatively poor student-teacher relationships. Subgroup analysis revealed that children actively rejected by peers in the fall reported significantly less peer victimization in the spring (controlling for fall victimization scores) when their fall TSRQ scores were at or above the sample mean compared to rejected children whose TSRQ scores were low (i.e., < -0.5 SD below the mean). Findings offer preliminary support for the notion that teacher-student relationship quality can buffer children at social risk for continued peer victimization.

Child Teacher Relationship Training (CTRT) with Children Exhibiting Disruptive Behavior: Effects on Teachers' Ability to Provide Emotional and Relational Support to Students and on Student-Teachers Relationship Stress

ERIC Educational Resources Information Center

Pronchenko-Jain, Yulia

2012-01-01

This study investigated the impact of child teacher relationship training (CTRT) on teachers' ability to provide emotional support in the classroom, teachers' use of relationship-building skills, and teachers' level of stress related to the student-child relationship. Teachers and aides from one Head Start school were randomly…

Teacher Emotions in the Classroom: Associations with Students' Engagement, Classroom Discipline and the Interpersonal Teacher-Student Relationship

ERIC Educational Resources Information Center

Hagenauer, Gerda; Hascher, Tina; Volet, Simone E.

2015-01-01

The present study explores teacher emotions, in particular how they are predicted by students' behaviour and the interpersonal aspect of the teacher-student relationship (TSR). One hundred thirty-two secondary teachers participated in a quantitative study relying on self-report questionnaire data. Based on the model of teacher emotions by Frenzel…

Teacher-Child Relationships and Children's Externalizing Behaviors in Head Start

ERIC Educational Resources Information Center

Whittaker, Jessica E. Vick; Jones Harden, Brenda

2010-01-01

This study explored the association between teacher-child relationship quality and Head Start children's externalizing behaviors. We also investigated the associations among teacher, student, and classroom characteristics and teacher-child relationship quality. Data were gathered from 100 Head Start children and their teachers. Teacher-child…

Evaluation of the Teacher-Student Relationship Inventory in American High School Students

ERIC Educational Resources Information Center

Suldo, Shannon M.; McMahan, Melanie M.; Chappel, Ashley M.; Bateman, Lisa P.

2014-01-01

This study provided an independent examination of the Teacher Student Relationship Inventory (TSRI), a teacher report measure developed in Singapore. A total of 500 American high school students were rated by 84 teachers. Exploratory factor analysis supported the existence of three factors representing instrumental help, satisfaction, and…

Students' Emotional and Behavioral Difficulties: The Role of Teachers' Social and Emotional Learning and Teacher-Student Relationships

ERIC Educational Resources Information Center

Poulou, Maria S.

2017-01-01

This study investigates how teachers? perceptions of Emotional Intelligence (EI), Social and Emotional Learning (SEL) skills, and teacher-student relationships relate to students? emotional and behavioral difficulties. We examined teachers and students? perceptions of students? emotional and behavioral difficulties and the degree of agreement…

An Investigation of the Relationship between Teachers' Expectations and Teachers' Perceptions of Student Attributes

ERIC Educational Resources Information Center

Timmermans, Anneke C.; de Boer, Hester; van der Werf, Margaretha P. C.

2016-01-01

Little is known about factors other than students' abilities and background variables that shape teachers' achievement expectations. This study was aimed at investigating the role of teachers' perceptions of students attributes (working habits, popularity, self-confidence, student--teacher relationships, and classroom behavior) in shaping…

Teacher Turnover, Teacher Quality, and Student Achievement in DCPS

ERIC Educational Resources Information Center

Adnot, Melinda; Dee, Thomas; Katz, Veronica; Wyckoff, James

2017-01-01

In practice, teacher turnover appears to have negative effects on school quality as measured by student performance. However, some simulations suggest that turnover can instead have large positive effects under a policy regime in which low-performing teachers can be accurately identified and replaced with more effective teachers. This study…

The Relationship Between Teachers' Mathematical Content and Pedagogical Knowledge, Teachers' Perceptions, and Student Achievement

ERIC Educational Resources Information Center

Campbell, Patricia F.; Nishio, Masako; Smith, Toni M.; Clark, Lawrence M.; Conant, Darcy L.; Rust, Amber H.; DePiper, Jill Neumayer; Frank, Toya Jones; Griffin, Matthew J.; Choi, Youyoung

2014-01-01

This study of early-career teachers identified a significant relationship between upper-elementary teachers' mathematical content knowledge and their students' mathematics achievement, after controlling for student- and teacher-level characteristics. Findings provide evidence of the relevance of teacher knowledge and perceptions for teacher…

Job Satisfaction and Teacher-Student Relationships across the Teaching Career: Four Case Studies

ERIC Educational Resources Information Center

Veldman, Ietje; van Tartwijk, Jan; Brekelmans, Mieke; Wubbels, Theo

2013-01-01

We studied the development of teacher-student relationships and teachers' job satisfaction throughout the careers of four veteran teachers who retained high job satisfaction. Teacher data gathered with the narrative-biographical method were compared with students' perceptions of the teacher-student relationships, using the Questionnaire on Teacher…

Changes in student teachers' agency beliefs during a teacher education year, and relationships with observed classroom quality, and day-to-day experiences.

PubMed

Malmberg, Lars-Erik; Hagger, Hazel

2009-12-01

Conceptualizations of teachers' agency beliefs converge around domains of support and instruction. We investigated changes in student teachers' agency beliefs during a 1 year teacher education course, and related these to observed classroom quality and day-to-day experiences in partnership schools during the practicum. Out of a sample of 66 student teachers who had responded to at least two out of four times to a questionnaire (18 men 48 women; mean age 26.4 years), 30 were observed during teaching, and 20 completed a 4-day short form diary. Confirmatory factor analysis validated two agency belief constructs. Multi-level models for change investigated individual differences in change over time. Multi-level path models related observation and diary responses to agency beliefs. Supportive agency belief was high and stable across time. Instructional agency belief increased over time, suggesting a beneficial effect of teacher education. This increase was predicted by observed classroom quality (emotional support and student engagement) and daily positive affect and agency beliefs. Teacher education is successful in creating a context in which student teachers' supportive agency beliefs can be maintained and instructional agency beliefs can increase during the course.

The Impact of Teacher-Student Relationships on EFL Learning

ERIC Educational Resources Information Center

Garcia Sánchez, Carlos Alberto; Gillings de González, Barbara Scholes; López Martínez, Cecilio de Jesús

2013-01-01

This research report aims at sharing the findings that emerged from a qualitative research study by a student-teacher, under the supervision of two practicing teacher-researchers. The study focused on the impact of teacher-student relationships in English as a foreign language learning according to the collective perceptions of a group of…

The Economic Value of Higher Teacher Quality

ERIC Educational Resources Information Center

Hanushek, Eric A.

2011-01-01

Most analyses of teacher quality end without any assessment of the economic value of altered teacher quality. This paper combines information about teacher effectiveness with the economic impact of higher achievement. It begins with an overview of what is known about the relationship between teacher quality and student achievement. This provides…

Teachers' Moral Values and Their Interpersonal Relationships with Students and Cultural Competence

ERIC Educational Resources Information Center

Pantic, Natasa; Wubbels, Theo

2012-01-01

This study explored whether and how teachers' beliefs about moral values are reflected in the student-teacher relationships (i.e. levels of control and affiliation in teachers' and students' perceptions of this relationship), and in teachers' cultural competence. A positive association was found between teachers' paternalist beliefs and their own…

Student-Teacher Relationships Matter: Moderating Influences between Temperament and Preschool Social Competence

ERIC Educational Resources Information Center

Griggs, Marissa Swaim; Gagnon, Sandra Glover; Huelsman, Timothy J.; Kidder-Ashley, Pamela; Ballard, Mary

2009-01-01

Ecological approaches to preschool assessment, which consider both within-child and environmental variables, are considered best practice for school psychologists. This study employs such a model to investigate the interactive influence of child temperament and student-teacher relationship quality on peer play behaviors. Parents of 44 preschool…

Student-Teacher Relationships and Early School Adaptation of Children with ASD: A Conceptual Framework

ERIC Educational Resources Information Center

Eisenhower, Abbey S.; Bush, Hillary Hurst; Blacher, Jan

2015-01-01

In this conceptual article, we integrate existing literature on early school transitions, ecological systems theory, and student-teacher relationships to propose a framework for investigating the transition to school for children with autism spectrum disorders (ASD). A review of the literature suggests that the quality of early student-teacher…

Teachers' Sense of Efficacy: Examining the Relationship of Teacher Efficacy and Student Achievement

NASA Astrophysics Data System (ADS)

Alrefaei, Nouf

The purpose of this study was to investigate which teachers' characteristics have an impact on teachers' sense of efficacy. In addition, the relationship between mathematics and science fifth grade teachers' sense of efficacy and student achievement was examined. Two characteristics related to teachers were examined: teachers' years of teaching experience and teachers' highest degree. Participants included 62 mathematics and science teachers from three school districts in Northwest Arkansas. When comparing fifth grade mathematics and science teachers' efficacy beliefs based on their highest degree, a significant difference in teachers' efficacy beliefs was found based on their degrees. Teachers with a Bachelor degree have higher total efficacy than teachers who hold Master's degrees. Moreover, an investigation to determine if there is a difference in mathematics and science teachers' efficacy beliefs in the three subscale of teachers' efficacy (for classroom management, for student engagement, and for instructional strategies) revealed a significant difference in teachers' efficacy for two of the three constructs. However, when examining teachers' sense of efficacy based on their teaching experience, no differences in teachers' efficacy were found. A correlation was conducted and the results indicated that there was no significant relationship between fifth grade teachers' sense of efficacy and students' achievement in the benchmark test in mathematics and science. The recommendations from this study should be used to inform other scholars and administrators of the importance of teachers' sense of efficacy in order to improve students' achievement gains.

Elementary Students' Effortful Control and Academic Achievement: The Mediating Role of Teacher-Student Relationship Quality.

PubMed

Hernández, Maciel M; Valiente, Carlos; Eisenberg, Nancy; Berger, Rebecca H; Spinrad, Tracy L; VanSchyndel, Sarah K; Silva, Kassondra M; Southworth, Jody; Thompson, Marilyn S

This study evaluated the association between effortful control in kindergarten and academic achievement one year later ( N = 301), and whether teacher-student closeness and conflict in kindergarten mediated the association. Parents, teachers, and observers reported on children's effortful control, and teachers reported on their perceived levels of closeness and conflict with students. Students completed the passage comprehension and applied problems subtests of the Woodcock-Johnson tests of achievement, as well as a behavioral measure of effortful control. Analytical models predicting academic achievement were estimated using a structural equation model framework. Effortful control positively predicted academic achievement even when controlling for prior achievement and other covariates. Mediation hypotheses were tested in a separate model; effortful control positively predicted teacher-student closeness and strongly, negatively predicted teacher-student conflict. Teacher-student closeness and effortful control, but not teacher-student conflict, had small, positive associations with academic achievement. Effortful control also indirectly predicted higher academic achievement through its positive effect on teacher-student closeness and via its positive relation to early academic achievement. The findings suggest that teacher-student closeness is one mechanism by which effortful control is associated with academic achievement. Effortful control was also a consistent predictor of academic achievement, beyond prior achievement levels and controlling for teacher-student closeness and conflict, with implications for intervention programs on fostering regulation and achievement concurrently.

Relationships between Personality Type and Teaching Efficacy of Student Teachers

ERIC Educational Resources Information Center

Roberts, T. Grady; Mowen, Diana L.; Edgar, Don W.; Harlin, Julie F.; Briers, Gary E.

2007-01-01

The purpose of this study was to determine if relationships exist between teaching efficacy and personality type of student teachers. The population of interest was all agricultural science student teachers at Texas A&M University. The sampling frame included all student teachers during the spring and fall semesters of 2005 (n= 72). Teaching…

The Co-Creation of Caring Student-Teacher Relationships: Does Teacher Understanding Matter?

ERIC Educational Resources Information Center

Cooper, Kristy S.; Miness, Andrew

2014-01-01

This study explores the role of high school students' perceptions of teacher understanding in the development of caring student-teacher relationships. Whereas past research has embedded understanding as a facet of care, this research distinguishes between care and understanding to examine whether and how understanding is necessary for care.…

The differential effect of the teacher-student interpersonal relationship on student outcomes for students with different ethnic backgrounds.

PubMed

den Brok, Perry; van Tartwijk, Jan; Wubbels, Theo; Veldman, Ietje

2010-06-01

The differential effectiveness of schools and teachers receives a growing interest, but few studies focused on the relevance of student ethnicity for this effectiveness and only a small number of these studies investigated teaching in terms of the teacher-student interpersonal relationship. Furthermore, the methodology employed often restricted researchers to investigating direct effects between variables across large samples of students. This study uses causal modelling to investigate associations between student background characteristics, students' perceptions of the teacher-student interpersonal relationship, and student outcomes, across and within several population subgroups in Dutch secondary multi-ethnic classes. Multi-group structural equation modelling was used to investigate causal paths between variables in four ethnic groups: Dutch (N=387), Turkish first- and second-generation immigrant students (N=267), Moroccan first and second generation (N=364), and Surinamese second-generation students (N=101). Different structural paths were necessary to explain associations between variables in the different (sub) groups. Different amounts of variance in student attitudes could be explained by these variables. The teacher-student interpersonal relationship is more important for students with a non-Dutch background than for students with a Dutch background. Results suggest that the teacher-student relationship is more important for second generation than for first-generation immigrant students. Multi-group causal model analyses can provide a better, more differentiated picture of the associations between student background variables, teacher behaviour, and student outcomes than do more traditional types of analyses.

Investigating the Influence of Teachers' Characteristics on the Teacher-Student Relations from Students' Perspective at Ilam University of Medical Sciences.

PubMed

Maleki, Farajolah; Talaei, Mehri Hosein; Moghadam, Seyed Rahmatollah Mousavi; Shadigo, Shahryar; Taghinejad, Hamid; Mirzaei, Alireza

2017-06-01

Establishing an effective teacher-student relationship may affect the quality of learning. Such a complex human relationship may be influenced by various factors in addition to teacher and student. The present study aimed at investigating the influence of teacher characteristics on the Teacher-student relationship from students' perspective. In this descriptive-survey research, statistical population included 1500 students at Ilam University of Medical Sciences Ilam, Iran. Out of which 281 students were selected by simple random sampling, they received and completed series of questionnaires. Data was collected using a researcher-made questionnaire containing 37 Likert type items from which five items measured demographic profile of participants and 32 items measured impact of teacher's characteristics upon the teacher-student relationship. Data was analysed by SPSS software version 16 using descriptive statistics, t-test and One way ANOVA. The current study included 281 students (117 (41.6%) male, 164 (58.4%) female) studying at Ilam University of Medical Sciences. The effect of teachers' characteristics on the teacher-student relationship from the students' perspective in three areas (personal, professional and scientific) scored 4.37±0.54, 4.05±0.27, and 3.91±0.44, respectively. The highest score was related to "respect for students" (Mean=4.74, SD=0.55) and the lowest score was dedicated to 'gender' (Mean=2.40, SD= 0.64). Effect of other studied parameters was also higher than the average level. The findings indicated that teacher-student relationship and consequently the quality of education was overshadowed by the overall characteristics of teacher (namely-personal, professional and scientific). Notably, coupled with the professional and scientific properties of the teacher, his/ her communication skills may also help to provide a favourable learning condition for the students. Therefore, attention to the education of scientific as well as professional

Teacher Quality and Quality Teaching: Examining the Relationship of a Teacher Assessment to Practice

ERIC Educational Resources Information Center

Hill, Heather C.; Umland, Kristin; Litke, Erica; Kapitula, Laura R.

2012-01-01

Multiple-choice assessments are frequently used for gauging teacher quality. However, research seldom examines whether results from such assessments generalize to practice. To illuminate this issue, we compare teacher performance on a mathematics assessment, during mathematics instruction, and by student performance on a state assessment. Poor…

Novice Teachers' Perceptions of Support, Teacher Preparation Quality, and Student Teaching Experience Related to Teacher Efficacy

ERIC Educational Resources Information Center

Knobloch, Neil A.; Whittington, M. Susie

2002-01-01

This multiple regression study analyzed the percent of variance in teacher efficacy of 106 student teachers and novice teachers in agricultural education in Ohio explained by selected variables related to perceived support (utilizing a mentor, supportive principal behaviors, collective efficacy), teacher preparation quality, and student teaching…

Teacher-Child Relationship Quality: The Roles of Child Temperament and Teacher-Child Interactions

ERIC Educational Resources Information Center

Rudasill, Kathleen Moritz; Rimm-Kaufman, Sara E.

2009-01-01

Young children's relationships with teachers predict social and academic success. This study examines contributions of child temperament (shyness, effortful control) and gender to teacher-child relationship quality both directly and indirectly through the frequency of teacher-child interactions in the classroom. Using an NICHD SECCYD sample of 819…

Early adolescents' motivations to defend victims in school bullying and their perceptions of student-teacher relationships: A self-determination theory approach.

PubMed

Jungert, Tomas; Piroddi, Barbara; Thornberg, Robert

2016-12-01

The aim of this study was to investigate whether various dimensions of student-teacher relationships were associated with different types of motivation to defend victims in bullying and to determine the association between these types of motivations and various bystander behaviors in bullying situations among early adolescents in Italy. Data were collected from 405 Italian adolescents who completed a survey in their classroom. Results showed that warm student-teacher relationships were positively associated with defending victims and with autonomous motivation to defend victims. In contrast, conflictual student-teacher relationships were positively associated with passive bystanding and with extrinsic motivation to defend victims. Different forms of motivation to defend were found to be mediators between student-teacher relationship qualities and bystander behaviors in school bullying. Our findings suggest that teachers should build warm and caring student-teacher relationships to enhance students' autonomous motivation to defend victims of bullying as well as their inclination to defend the victims in practice. Copyright © 2016 The Foundation for Professionals in Services for Adolescents. Published by Elsevier Ltd. All rights reserved.

Teacher-Student Relationship Quality and Children's Bullying Experiences with Peers: Reflecting on the Mesosystem

ERIC Educational Resources Information Center

Bouchard, Karen L.; Smith, J. David

2017-01-01

Drawing from social-ecological systems theory, the authors argue that current research on childhood bullying would benefit from analyses that consider the mesosystem--specifically, how teacher-student relationships can influence children's bullying experiences. The authors provide two theoretical conceptions for how children's peer interactions…

Working with Teachers to Develop Healthy Relationships with Students

ERIC Educational Resources Information Center

Bernstein-Yamashiro, Beth; Noam, Gil G.

2013-01-01

This article describes activities that can be used with multiple audiences of teachers, administrators, or other caregivers regarding setting boundaries in personal relationships with students. First, participants must think about and discuss relationships that they experienced with their own teachers in the past and determine what aspects of…

Teachers Matter: An Examination of Student-Teacher Relationships, Attitudes toward Bullying, and Bullying Behavior

ERIC Educational Resources Information Center

Wang, Cixin; Swearer, Susan M.; Lembeck, Paige; Collins, Adam; Berry, Brandi

2015-01-01

This study investigated the influence of student-teacher relationships and attitudes toward bullying on middle school students' bullying behaviors. Gender and grade differences were also examined. Data were collected from 435 middle school students. Results indicated that students' attitudes toward bullying mediated the relationship between…

Bullying Involvement, Teacher-Student Relationships, and Psychosocial Outcomes

ERIC Educational Resources Information Center

Huang, Francis L.; Lewis, Crystal; Cohen, Daniel R.; Prewett, Sara; Herman, Keith

2018-01-01

Students involved in bullying experience mental health issues and negative psychosocial outcomes. Few studies have investigated how teacher-student relationships (TSRs) may buffer the negative outcomes experienced by students involved in bullying. To investigate the moderating role of TSRs with bullying involvement status and psychosocial…

Bullying involvement, teacher-student relationships, and psychosocial outcomes.

PubMed

Huang, Francis L; Lewis, Crystal; Cohen, Daniel R; Prewett, Sara; Herman, Keith

2018-06-01

Students involved in bullying experience mental health issues and negative psychosocial outcomes. Few studies have investigated how teacher-student relationships (TSRs) may buffer the negative outcomes experienced by students involved in bullying. To investigate the moderating role of TSRs with bullying involvement status and psychosocial outcomes, we used data from 691 middle school students, 85 teachers, and 6 schools in one urban district. We used both student- and teacher-reported outcomes and regression models included baseline measures (i.e., depression, concentration problems, emotional regulation problems, behavioral engagement) taken 8 months earlier. Regardless of bullying involvement, student-reported TSR had a beneficial association for all outcomes controlling for baseline measures and student demographic variables. However, bully/victims with low TSRs experienced a heightened risk for depressive symptoms suggesting increased attention to this subgroup of students. (PsycINFO Database Record (c) 2018 APA, all rights reserved).

The Protective Role of Teacher-Student Relationships against Peer Victimization and Psychosocial Distress

ERIC Educational Resources Information Center

Sulkowski, Michael L.; Simmons, Jessica

2018-01-01

This study examined whether teacher-student relationships protect against peer victimization and its negative psychosocial effects (i.e., depression, anxiety, and stress). Additionally, the influence of teacher-student relationships, peer relationships, and students' perceptions of school order and discipline was investigated as these variables…

Teacher-Student Relationship and SNS-Mediated Communication: Perceptions of Both Role-Players

ERIC Educational Resources Information Center

Forkosh-Baruch, Alona; Hershkovitz, Arnon; Ang, Rebecca P.

2015-01-01

Teacher-student relationships are vital for academic and social development of students, for teachers' professional and personal development, and for having a supportive learning environment. In the digital age, these relationships can extend beyond bricks and mortar and beyond school hours. Specifically, these relationships are extended today…

Identified Phases in the Building and Maintaining of Positive Teacher-Student Relationships

ERIC Educational Resources Information Center

Newberry, Melissa

2010-01-01

Teacher-student relationships are accepted as influential but the dynamics of those relationships are not well understood, especially with difficult students. A series of interviews were combined with classroom observations and written reflections to understand in what ways a teacher negotiated her relationship with a behaviorally challenging…

Student Teachers' and Mentor Teachers' Perceptions and Expectations of a Mentoring Relationship: Do They Match or Clash?

ERIC Educational Resources Information Center

Izadinia, Mahsa

2016-01-01

This study examines similarities and differences between mentor teachers' and student teachers' perceptions of the components of a positive mentoring relationship and its impact on the identity formation of student teachers. In addition to the interview data, the participants were asked to use metaphors to describe the mentoring relationship. The…

The perception of science teachers on the role of student relationships in the classroom

NASA Astrophysics Data System (ADS)

Mattison, Cheryl Ann

With the increased accountability of educators comes the responsibility of the entire educational community to find ways in which we can help our students succeed in the classroom. In addition, it is important to discover what it takes to keep those students in school Many science teachers enter the profession unprepared to handle the regular classroom routine. Classroom management, grading, lesson planning, setting up labs, and the myriad of other obligations, can leave teachers overwhelmed and sometimes can get in the way of actually helping students be successful. This study investigated how science teachers viewed the importance of developing strong teacher/student relationships to the increase of student success in a science classroom. I attempted to answer 4 major questions: · How do science teachers in a select high school community view the role of interactive relationships in their classrooms and how that might impact their students? · How do science teachers in a select high school community believe they establish successful interactive relationships with their students? · What do science teachers in a select high school community believe are some of the outcomes of those relationships? · What do science teachers suggest to increase the teacher's ability to form good relationships with their students? A qualitative research method was used including observations, interviews and group discussions of 5 high school science teachers in a small urban school.

Attention to Student Needs Mediates the Relationship between Teacher Emotional Intelligence and Student Misconduct in the Classroom

ERIC Educational Resources Information Center

Nizielski, Sophia; Hallum, Suhair; Lopes, Paulo N.; Schutz, Astrid

2012-01-01

Understanding the relationship between teacher Emotional intelligence (EI) and student misconduct was the goal of this research. We hypothesized that teachers high in EI tend to establish good working relationships with students by being attentive to their students' needs. In a sample of 300 Syrian teachers, EI was assessed with the Wong and Law…

Relationship Between Teacher Inquiry Science Instruction Self-Efficacy and Student Achievement

NASA Astrophysics Data System (ADS)

Hanners, Grace D.

Standardized test data indicate that student achievement in science is a problem both nationally and locally. At the study site, only a small percentage of fifth-grade students score at the advanced level on the Maryland state science assessment (MSA). In addition, the performance of African American, economically disadvantaged, and special education students is well below that of the general student population. Some studies have shown that teacher self-efficacy affects student achievement. Therefore, the purpose of this study was to explore the relationship between fifth-grade teacher inquiry science instruction self-efficacy scores and the scores of their students on the MSA. Bandura's work on the effect of self-efficacy on human behavior provided the theoretical basis for this study. The research questions examined the relationship between teacher inquiry science instructional self-efficacy scores and students' science MSA scores as well as the relationship by student subgroups. A correlational research design was used. The Teaching Science as Inquiry survey instrument was used to quantify teacher self-efficacy, and archival MSA data were the source for student scores. The study included data from 22 teachers and 1,625 of their students. A 2-tailed Pearson coefficient analysis revealed significant, positive relationships with regard to overall student achievement ( r20 = .724, p < .01) and the achievement of each of the subgroups (African American: r20 = .549, p < .01; economically disadvantaged: r20 = .655, p < .01; and special education: r18 = .532, p < .05). The results of this study present an opportunity for positive social change because the local school system can provide professional development that may increase teacher inquiry science instruction self-efficacy as a possible means to improve overall science achievement and to reduce achievement gaps.

The Relationships among Teachers' Perceptions of Student Behaviour, Teachers' Characteristics, and Ratings of Students' Emotional and Behavioural Problems

ERIC Educational Resources Information Center

Liljequist, Laura; Renk, Kimberly

2007-01-01

This study examined the relationships among teachers' perceptions of students' behavioural problems and their own efficacy and psychological symptoms. Findings suggested that teachers were more bothered by externalising (i.e., acting out) than internalising (i.e., withdrawal, depression) behavioural problems in their students, and believed that…

How Pre-Service Teachers' Personality Traits, Self-Efficacy, and Discipline Strategies Contribute to the Teacher-Student Relationship

ERIC Educational Resources Information Center

de Jong, Romi; Mainhard, Tim; van Tartwijk, Jan; Veldman, Ietje; Verloop, Nico; Wubbels, Theo

2014-01-01

Background: Although the teacher-student relationship is a well-documented phenomenon, few attempts have been made to identify its predictors. Research has mainly focused on in-service teachers, less is known about characteristics of pre-service teachers in relation to the teacher-student relationship. Aims: The purpose of this study was to…

The Relationship between Finnish Student Teachers' Practical Theories, Sources, and Teacher Education

ERIC Educational Resources Information Center

Pitkäniemi, Harri; Karlsson, Liisa; Stenberg, Katariina

2014-01-01

The purpose of this research is two-fold: 1) to describe what kind of practical theories student teachers have in the Finnish class teacher education context and 2) to analyse their differences and similarities at the initial and final phase of teacher education. We further analyse the relationship between the practical theories and their sources.…

The Relationship between Teacher Immediacy and Student Motivation

ERIC Educational Resources Information Center

Velez, Jonathan J.; Cano, Jamie

2008-01-01

This descriptive correlational study examined the relationships between teacher immediacy and student motivation. Specifically, verbal and nonverbal independent variables were compared with dependent traits of expectancy-value and approach-avoidance motivation. Students self-reported perceived levels of instructor immediacy and self-rated their…

Teaching quality: High school students' autonomy and competence.

PubMed

León, Jaime; Medina-Garrido, Elena; Ortega, Miriam

2018-05-01

How teachers manage class learning and interact with students affects students’ motivation and engagement. However, it could be that the effect of students’ representation of teaching quality on the students’ motivation varies between classes. Students from 90 classes participated in the study. We used multilevel random structural equation modeling to analyze whether the relationship of the students’ perception of teaching quality (as an indicator of the students’ mental representation) and students’ motivation varies between classes, and if this variability depends on the class assessment of teaching quality (as an indicator of teaching quality). The effect of teachers’ structure on the regression slope of student perception of student competence was .127. The effect of teachers’ autonomy support on the regression slope of student perception of student autonomy was .066. With this study we contribute a more detailed description of the relationship between teaching quality, competence and autonomy.

Teacher organizational citizenship behaviours and job efficacy: Implications for student quality of school life.

PubMed

Jimmieson, Nerina L; Hannam, Rachel L; Yeo, Gillian B

2010-08-01

The present study investigated the impact of teachers' organizational citizenship behaviours (OCBs) on student quality of school life (SQSL) via the indirect effect of job efficacy. A measure of teacher OCBs was developed, tapping one dimension of individual-focused OCB (OCBI - student-directed behaviour) and two dimensions of organization-focused OCB (OCBO - civic virtue and professional development). In line with previous research suggesting that OCBs may enhance job efficacy, as well as studies demonstrating the positive effects of teacher efficacy on student outcomes, we expected an indirect relationship between teachers OCBs and SQSL via teachers' job efficacy. Hypotheses were tested in a multi-level design in which 170 teachers and their students (N=3,057) completed questionnaires. A significant proportion of variance in SQSL was attributable to classroom factors. Analyses revealed that the civic virtue and professional development behaviours of teachers were positively related to their job efficacy. The job efficacy of teachers also had a positive impact on all five indicators of SQSL. In regards to professional development, job efficacy acted as an indirect variable in the prediction of four student outcomes (i.e., general satisfaction, student-teacher relations, achievement, and opportunity) and fully mediated the direct negative effect on psychological distress.

The Influence of Teacher Feedback on Children's Perceptions of Student-Teacher Relationships

ERIC Educational Resources Information Center

Skipper, Yvonne; Douglas, Karen

2015-01-01

Background: Teachers can deliver feedback using person ("you are clever") or process terms ("you worked hard"). Person feedback can lead to negative academic outcomes, but there is little experimental research examining the impact of feedback on children's perceptions of the student-teacher relationship. Aim: We examined the…

The Student-Teacher Relationship

ERIC Educational Resources Information Center

Schlechty, Phillip C.; Atwood, Helen E.

1977-01-01

Possible bases for student influence over teachers are examined. Since teachers cannot avoid being influenced by students, it is important for them to consciously select the kinds of influence efforts to which they will respond. (MJB)

The Relationship between Teacher Efficacy, and Students' Trigonometry Self-Efficacy and Achievement

ERIC Educational Resources Information Center

Sarac, Ayse; Aslan-Tutak, Fatma

2017-01-01

The purpose of the present study is to investigate the relationship between teacher efficacy to student trigonometry self-efficacy and student trigonometry achievement. The study included 16 high school teachers and their tenth grade students (n = 571). Teacher efficacy was studied in terms of general teaching efficacy, mathematics teaching…

The Relationship between Teacher Gender and Student Achievement: Evidence from Five Indian States

ERIC Educational Resources Information Center

Chudgar, Amita; Sankar, Vyjayanthi

2008-01-01

Little conclusive evidence is available on the relationship between teacher gender and student achievement. However, a great emphasis has been placed on hiring more female teachers, both internationally and in India. Given this context, this paper investigates the relationship between student learning outcomes and the presence of women teachers in…

An Examination of the Relationship among Teachers' Perceptions of Social-Emotional Learning, Teaching Efficacy, Teacher-Student Interactions, and Students' Behavioral Difficulties

ERIC Educational Resources Information Center

Poulou, Maria S.

2017-01-01

The study investigated how teachers' perceptions of emotional intelligence (EI), social and emotional learning (SEL) skills, and teaching efficacy relate to perceptions of teacher-student relationships and students' emotional and behavioral difficulties. Ninety-eight elementary teachers from public schools in central Greece completed the…

The importance of teacher-student interpersonal relationships for Turkish students' attitudes towards science

NASA Astrophysics Data System (ADS)

Telli, Sibel; den Brok, Perry; Cakiroglu, Jale

2010-11-01

The purpose of this study was to examine associations between Turkish high school students' perceptions of their science teachers' interpersonal behaviour and their attitudes towards science. Students' perceptions of the teacher-student interpersonal relationship were mapped with the Questionnaire on Teacher Interaction (QTI), which uses two relational dimensions: influence and proximity. Data on Students' subject-related attitudes were collected with the Test of Science Related Attitudes (TOSRA). A total of 7484 students (Grades 9 to 11) from 278 science classes (55 public schools) in 13 major Turkish cities participated in the study. Multilevel analyses of variance indicated that influence was related with student enjoyment, while proximity was associated with attitudes towards inquiry and with enjoyment.

Early Student-Teacher Relationships of Children With and Without Intellectual Disability: Contributions of Behavioral, Social, and Self-Regulatory Competence

PubMed Central

Eisenhower, Abbey S.; Baker, Bruce L.; Blacher, Jan

2011-01-01

We investigated the student-teacher relationships (STRs) of 6-year-old children with (n=58) and without (n=82) intellectual disability (ID). We also examined early (age 3) and concurrent (age 6) child behavioral, self-regulatory, and social characteristics as predictors of age 6 STR quality. Children with ID experienced significantly poorer relationships with their teachers, marked by less closeness and more conflict and dependency, compared to typically-developing children. This group difference was not accounted for entirely by IQ differences. The relation between ID status and STR quality was fully mediated by four age 6 child variables: mother- and teacher-reported behavior problems and mother- and teacher-reported social skills. The quality of children’s relationships with teachers was also predicted by child characteristics as early as age 3, including early behavior problems, self-regulation, and behavior during parent-child interactions. The relation of ID status to STR quality at age 6 was fully mediated by children’s self-regulatory abilities at age 3. Our findings demonstrate the importance of child behavioral and social characteristics in predicting relationships with teachers for children with and without ID. PMID:21490876

How the Accountability Model and Teacher-Student Relationships Impact Drop Out

ERIC Educational Resources Information Center

Harris, Kristi

2017-01-01

Limited research results have been provided on the influence of schools on dropout prevention, which consist of the accountability system and how teachers' attitudes affect students' decisions to dropout. The specific problem of interest was how the accountability model and teacher-student relationships plays a vital role in student dropout. The…

Reconceptualizing Teacher-Student Relationships to Foster School Success: Working Alliance within Classroom Contexts

ERIC Educational Resources Information Center

Toste, Jessica R.

2012-01-01

Teacher-student relationship has been shown to be a powerful predictor of students' classroom and school adjustment. Beyond the characteristics of warmth, trust, and bond that define an emotional connection, a positive working relationship also includes a sense of collaboration and partnership shared between the teacher and the student. Classroom…

Relationship between Teacher-Student Rapport and High-Stakes Testing Performance in Science

ERIC Educational Resources Information Center

Kimbro, Nathan Shawn

2017-01-01

The purpose of this predictive correlational study was to determine if a predictive relationship existed between teacher-student rapport, as perceived by students, and biology achievement scores. The Teacher-Student Likert Scale Questionnaire was used to measure students' perceptions of rapport with their science instructor. Students' scores on…

Teacher-Student Relationships, Social and Emotional Skills, and Emotional and Behavioural Difficulties

ERIC Educational Resources Information Center

Poulou, Maria

2015-01-01

In this study, the role of teacher-student relationships and students' social and emotional skills as potential predictors of students' emotional and behavioural difficulties was investigated by tapping into 962 primary school students' perceptions via questionnaires. While significant correlations were found linking teachers' interpersonal…

From Functioning Communality to Hostile Behaviour: Students' and Teachers' Experiences of the Teacher-Student Relationship in the Academic Community

ERIC Educational Resources Information Center

Asikainen, Henna; Blomster, Jaanika; Virtanen, Viivi

2018-01-01

Teacher support is an important factor affecting academic and social integration into the university. However, studies have been very scarce concerning both students' and teachers' experiences of their relationship in higher education. The purpose of this study is to examine students' and teachers' experiences of communality and interaction as…

Repairing Discordant Student--Teacher Relationships: A Case Study Using Emotion-Focused Therapy

ERIC Educational Resources Information Center

Lander, Itzhak

2009-01-01

This article describes the use of emotion-focused therapy (EFT) to reduce conflict in the student-teacher relationship. A case study of a homeroom teacher and a sixth-grade student is presented. This innovative family treatment model is demonstrated to be a useful tool for improving the student-teacher relational system, resulting in amelioration…

The Economic Value of Higher Teacher Quality. Working Paper 56

ERIC Educational Resources Information Center

Hanushek, Eric A.

2010-01-01

Most analyses of teacher quality end without any assessment of the economic value of altered teacher quality. This paper combines information about teacher effectiveness with the economic impact of higher achievement. It begins with an overview of what is known about the relationship between teacher quality and student achievement, which provides…

In Peer Matters, Teachers Matter: Peer Group Influences on Students' Engagement Depend on Teacher Involvement

ERIC Educational Resources Information Center

Vollet, Justin W.; Kindermann, Thomas A.; Skinner, Ellen A.

2017-01-01

This study focused on the joint effects of teachers and peer groups as predictors of change in students' engagement during the first year of middle school, when the importance of peer relationships normatively increases and the quality of teacher-student relationships typically declines. To explore cumulative and contextualized joint effects, the…

Training, Inclusion, and Behaviour: Effect on Student-Teacher and Student-SEA Relationships for Students with Autism Spectrum Disorders

ERIC Educational Resources Information Center

Brown, Jacqueline A.; McIntosh, Kent

2012-01-01

Little is known about factors that affect teacher and special educational assistants' (SEA) relationships with students with Autism Spectrum Disorders (ASD). In this study, participants were 15 students with ASD receiving inclusive education in Kindergarten through Grade 3, their classroom teachers, and SEAs. Teachers and SEAs completed rating…

Links Among Italian Preschoolers' Socio-Emotional Competence, Teacher-Child Relationship Quality and Peer Acceptance.

PubMed

Sette, Stefania; Spinrad, Tracy; Baumgartner, Emma

2013-01-01

The purpose of the present study was to examine the relations of teacher-child relationship quality (close, conflictive, and dependent), children's social behavior, and peer likability in a sample of Italian preschool-aged children (46 boys; 42 girls). Preschool teachers evaluated the quality of the teacher-child relationship and children's social behaviors (i.e., social competence, anger-aggression, and anxiety-withdrawal). Peer-rated likability was measured using a sociometric procedure. Results indicated that conflictual teacher-child relationships were related to high aggressive behavior, and dependent teacher-child relationships were positively associated with children's anxiety-withdrawal. Moreover, we found an indirect association between close teacher-child relationship quality and peer likability through children's social competence. The findings provide evidence that the teacher-child relationship is critical for children's social behaviors, and that social competence was uniquely related to peer likability.

Indirect Effects of Child Reports of Teacher-Student Relationship on Achievement

PubMed Central

Hughes, Jan N.; Wu, Jiun-Yu; Kwok, Oi-man; Villarreal, Victor; Johnson, Audrea Y.

2012-01-01

The effect of student-reported teacher-student relationship quality (TSRQ) on academic motivation and achievement was investigated among a sample of 690 academically at risk elementary students (52.8% male). Measures of TSRQ, achievement, and motivation were collected annually for 3 consecutive years, beginning when participants were in grade 2 (24.8%) or grade 3 (74.6%). Child-reported conflict was stable across the 3 years, whereas warmth declined. Boys and African American students reported greater conflict than did girls and Caucasian and Hispanic students. Girls and African American students reported higher warmth than boys and non-African American students. Using path analysis, the authors tested the hypothesis that measures of student motivation in Year 2 mediated the effects of conflict and warmth in Year 1 on reading and math achievement in Year 3. Child-perceived conflict predicted cross-year changes in teacher-rated behavioral engagement, which, in turn, predicted cross-year changes in reading and math achievement. Math competence beliefs also mediated the effect of child- perceived warmth on math achievement. Effects controlled for stability of measures across time, the within-wave association between measures, and baseline measures of IQ and economic adversity. Implications of findings for improving the academic achievement of students at-risk for school failure are discussed. PMID:23226873

Indirect Effects of Child Reports of Teacher-Student Relationship on Achievement.

PubMed

Hughes, Jan N; Wu, Jiun-Yu; Kwok, Oi-Man; Villarreal, Victor; Johnson, Audrea Y

2012-01-01

The effect of student-reported teacher-student relationship quality (TSRQ) on academic motivation and achievement was investigated among a sample of 690 academically at risk elementary students (52.8% male). Measures of TSRQ, achievement, and motivation were collected annually for 3 consecutive years, beginning when participants were in grade 2 (24.8%) or grade 3 (74.6%). Child-reported conflict was stable across the 3 years, whereas warmth declined. Boys and African American students reported greater conflict than did girls and Caucasian and Hispanic students. Girls and African American students reported higher warmth than boys and non-African American students. Using path analysis, the authors tested the hypothesis that measures of student motivation in Year 2 mediated the effects of conflict and warmth in Year 1 on reading and math achievement in Year 3. Child-perceived conflict predicted cross-year changes in teacher-rated behavioral engagement, which, in turn, predicted cross-year changes in reading and math achievement. Math competence beliefs also mediated the effect of child- perceived warmth on math achievement. Effects controlled for stability of measures across time, the within-wave association between measures, and baseline measures of IQ and economic adversity. Implications of findings for improving the academic achievement of students at-risk for school failure are discussed.

The Relationship between Teacher Support and Students' Academic Emotions: A Meta-Analysis

PubMed Central

Lei, Hao; Cui, Yunhuo; Chiu, Ming Ming

2018-01-01

This meta-analysis examines the association between teacher support and students' academic emotions [both positive academic emotions (PAEs) and negative academic emotions (NAEs)] and explores how student characteristics moderate these relationships. We identified 65 primary studies with 58,368 students. The results provided strong evidence linking teacher support and students' academic emotions. Furthermore, students' culture, age, and gender moderated these links. The correlation between teacher support and PAEs was stronger for Western European and American students than for East Asian students, while the correlation between teacher support and NAEs was stronger for East Asian students than for Western European and American students. Also, the correlation between teacher support and PAEs was strong among university students and weaker among middle school students, compared to other students. The correlation between teacher support and NAEs was stronger for middle school students and for female students, compared to other students. PMID:29403405

Behavioral Engagement, Peer Status, and Teacher-Student Relationships in Adolescence: A Longitudinal Study on Reciprocal Influences.

PubMed

Engels, Maaike C; Colpin, Hilde; Van Leeuwen, Karla; Bijttebier, Patricia; Van Den Noortgate, Wim; Claes, Stephan; Goossens, Luc; Verschueren, Karine

2016-06-01

Although teachers and peers play an important role in shaping students' engagement, no previous study has directly investigated transactional associations of these classroom-based relationships in adolescence. This study investigated the transactional associations between adolescents' behavioral engagement, peer status (likeability and popularity), and (positive and negative) teacher-student relationships during secondary education. A large sample of adolescents was followed from Grade 7 to 11 (N = 1116; 49 % female; M age = 13.79 years). Multivariate autoregressive cross-lagged modeling revealed only unidirectional effects from teacher-student relationships and peer status on students' behavioral engagement. Positive teacher-student relationships were associated with more behavioral engagement over time, whereas negative teacher-student relationships, higher likeability and higher popularity were related to less behavioral engagement over time. We conclude that teachers and peers constitute different sources of influence, and play independent roles in adolescents' behavioral engagement.

The Impact of Professional Development and Student and Teacher Characteristics on the Quality of Postsecondary Goals

ERIC Educational Resources Information Center

Doren, Bonnie; Flannery, K. Brigid; Lombardi, Allison R.; Kato, Mimi McGrath

2013-01-01

This study examined (a) the main effects of professional development on the quality of postsecondary goals in employment and postsecondary education/training, (b) the main effects of student and teacher characteristics on goal quality, and (c) whether professional development moderated the relationship between the impact of these characteristics…

Links Among Italian Preschoolers’ Socio-Emotional Competence, Teacher-Child Relationship Quality and Peer Acceptance

PubMed Central

Sette, Stefania; Spinrad, Tracy; Baumgartner, Emma

2013-01-01

The purpose of the present study was to examine the relations of teacher-child relationship quality (close, conflictive, and dependent), children’s social behavior, and peer likability in a sample of Italian preschool-aged children (46 boys; 42 girls). Preschool teachers evaluated the quality of the teacher-child relationship and children’s social behaviors (i.e., social competence, anger-aggression, and anxiety-withdrawal). Peer-rated likability was measured using a sociometric procedure. Results indicated that conflictual teacher-child relationships were related to high aggressive behavior, and dependent teacher-child relationships were positively associated with children’s anxiety-withdrawal. Moreover, we found an indirect association between close teacher-child relationship quality and peer likability through children’s social competence. The findings provide evidence that the teacher-child relationship is critical for children’s social behaviors, and that social competence was uniquely related to peer likability. PMID:24039375

The Relationship between Internal Teacher Profiles and the Quality of Teacher-Child Interactions in Prekindergarten

ERIC Educational Resources Information Center

Decker-Woodrow, Lauren

2018-01-01

This study investigates the relationship between internal teacher profiles and pre-K teacher-child interaction quality in the pre-K classroom. Two questions were addressed: (1) What internal profiles exist for pre-kindergarten (pre-K) teachers? and (2) Do internal profiles relate to observed structural and process quality in the pre-K classroom?…

Students' Perceptions of Parents' and Teachers' Qualities of Interpersonal Relations.

ERIC Educational Resources Information Center

Drevets, Roma K.; And Others

1996-01-01

Predominantly white midwestern high school students (n=561) rated a parent and a teacher on the Barret-Lennard Relationship Inventory (1962, 1978). Overall, girls perceived greater warmth from parents and teachers. Evidence of age differences and of greater warmth from parents with whom students lived was also found. (SLD)

A Conceptual and Measurement Model of Student-Teacher Classroom Social Capital: An Exploration of Relationships

ERIC Educational Resources Information Center

Trahan, MayBelle N.

2013-01-01

Classroom social capital utilizing constructs of student-teacher relationships were examined while focusing on their impact on student self-efficacy. The lack of positive student-teacher relationships may cause students to experience a disconnection within in the middle school classroom. Once this disconnection occurs, students may become…

Bullying and Suicidality in Urban Chinese Youth: The Role of Teacher-Student Relationships.

PubMed

Han, Ziqiang; Fu, Mingqi; Liu, Chengcheng; Guo, Jing

2018-05-01

The aim of this study is to examine the link between bullying and the tendency toward suicide (suicidality). In particular, we tested the interaction effect of teacher-student relationships on the association between bullying and suicidality among urban youth in China. A total of 3,675 participants were recruited from 7 provinces in urban China. Three questions were used to capture suicidality-related measures: suicide ideation, suicide planning, and attempting suicide. Traditional bullying and cyberbullying were used to measure the effect of being bullied. The results show that being bullied, traditionally or online, is significantly associated with suicidality. The interaction effect between traditional bullying and the teacher-student relationship for suicidal ideation is significant (odds ratio 1.34, 95% confidence interval 1.03-1.74). However, no significant interaction effects in teacher-student relationships have been found in the association between cyberbullying and suicidality. The results indicate that teacher-student relationships have a significant protective, but limited, effect on the relationship between bullying and suicidality. Future development of suicidality intervention strategies adapted to the development of society will be beneficial.

The Relationship between Teacher Autonomy and Middle School Students' Achievement in Science

ERIC Educational Resources Information Center

Gurganious, Norris

2017-01-01

The pressure to have students perform well on standardized tests can serve as a stressor to some teachers in their efforts to autonomously teach their students, particularly those of low socioeconomic status (SES). However, the relationship between teachers' sense of autonomy, teachers' attitudes and behaviors, SES, and student's academic success…

Service Quality and Students' Satisfaction with the Professional Teacher Development Programmes by Distance Mode in a South African University

ERIC Educational Resources Information Center

Oduaran, A. B.

2011-01-01

This article reports on the relationship between seven factors that described dimensions of education service quality and overall service quality on one hand, and students' satisfaction with the professional teacher development programmes by distance mode in a South African University on the other. We sought to find out whether students enrolled…

Broadening Communication yet Holding Back: Teachers' Perceptions of Their Relationship with Students in the SNS-Era

ERIC Educational Resources Information Center

Forkosh-Baruch, Alona; Hershkovitz, Arnon

2018-01-01

Teacher-student relationship is vital for students' academic, emotional and social development, as well as for teachers' professional and personal development. This quantitative study examines teacher-student communication and relationship on Facebook among secondary school teachers (N = 180). We examined teachers' attitudes towards: (a) a policy…

Teacher: Students' Interpersonal Relationships and Students' Academic Achievements in Social Studies

ERIC Educational Resources Information Center

Fan, F. A.

2012-01-01

Background: The classroom is a social system in which the teacher and the students interact as organizational members. The quality of classroom relations is dependent on the activities of both the instructor and the students. Several environmental conditions and circumstances often tend to either improve or depress the academic performances of…

The Impact of Teacher-Student Relationships and Achievement Motivation on Students' Intentions to Dropout According to Socio-Economic Status

ERIC Educational Resources Information Center

Bergeron, Julie; Chouinard, Roch; Janosz, Michel

2011-01-01

The main goal was to test if teacher-student relationships and achievement motivation are predicting dropout intention equally for low and high socio-economic status students. A questionnaire measuring teacher-student relationships and achievement motivation was administered to 2,360 French Canadian secondary students between 12 and 15 years old…

Socioemotional and Behavioural Adaptation of Students with Disabilities: The Significance of Teacher-Student Attachment-Like Relationships

ERIC Educational Resources Information Center

Granot, David

2016-01-01

The present study explores the extent to which maternal attachment and teacher--student attachment-like relationships explain the socioemotional adaptation of students with disabilities. Participants consisted of 65 dyads of homeroom teachers and their students (from a middle-to-low-class area in Northern Israel) with learning disabilities (LD),…

African American Female Secondary School Educators: Their Teacher-Student Relationships, and How Their Relationships with Their Students' Parents, Colleagues, and Administrators Affect the Teacher-Student Relationships

ERIC Educational Resources Information Center

Warren, Kathryn E.

2017-01-01

This qualitative research study described African American female secondary educators' challenges in their educational working relationships. The purpose was to truly understand the challenges that African American female secondary teachers experienced in the classroom, outside of the classroom, in their dealings with their students' parents,…

Using doubly latent multilevel analysis to elucidate relationships between science teachers' professional knowledge and students' performance

NASA Astrophysics Data System (ADS)

Mahler, Daniela; Großschedl, Jörg; Harms, Ute

2017-01-01

Teachers make a difference for the outcome of their students in science classrooms. One focus in this context lies on teachers' professional knowledge. We describe this knowledge according to three domains, namely (1) content knowledge (CK), (2) pedagogical content knowledge (PCK), and (3) curricular knowledge (CuK). We hypothesise a positive relationship between these three domains and students' performance in science. Students' science performance was conceptualised by system thinking performance in the context of biology teaching. In order to test our hypothesis, we examined the relationship between the knowledge triplet CK, PCK, and CuK and students' performance. 48 biology teachers and their students (N = 1036) participated in this study. Teachers' content-related professional knowledge and students' performance were measured by paper-and-pencil tests. Moreover, we used concept maps to further assess students' performance. By specifying doubly latent models, we found a significant positive relationship between biology teachers' PCK and students' performance. On the contrary, the results reveal no relationship between CK and CuK and students' performance. These findings are discussed in respect to modelling the interrelationship of teachers' content-related professional knowledge and students' learning in science, as well as concerning their relevance for further research and teacher education programmes.

Enriching Student Teaching Relationships. Student Teacher Edition.

ERIC Educational Resources Information Center

Clothier, Grant; Kingsley, Elizabeth

This document seeks to enable student teachers to deal more effectively with their cooperating teachers. The student teaching situation can be a time of stress for the student because of the abrupt change to near-professional status, the experience of being closely supervised by another person in foreign territory, and the knowledge that his…

Falling Off Track: How Teacher-Student Relationships Predict Early High School Failure Rates.

ERIC Educational Resources Information Center

Miller, Shazia Rafiullah

This paper examines the relationship between the climate of teacher-student relations within a school and individual student's likelihood of freshman year success. Using administrative data from the Chicago Public Schools and survey data, researchers used hierarchical linear modeling to determine whether teacher-student climate predicts students'…

The Developmental Influence of the University Supervisor-Student Teacher Relationship during Clinical Experience

ERIC Educational Resources Information Center

Kucharczuk, Robert Thomas

2017-01-01

The following study examined the perceived developmental influence of the university supervisor-student teacher relationship during the student teaching phase of teacher preparation. Since the supervisor is viewed as the gatekeeper to eventual teacher certification and acts as an evaluator, mentor, and instructor (Borko & Mayfield, 1995;…

Linking Teacher Quality, Student Attendance, and Student Achievement

ERIC Educational Resources Information Center

Gershenson, Seth

2016-01-01

Research on the effectiveness of educational inputs, particularly research on teacher effectiveness, typically overlooks teachers' potential impact on behavioral outcomes, such as student attendance. Using longitudinal data on teachers and students in North Carolina I estimate teacher effects on primary school student absences in a value-added…

Teachers' dispositional mindfulness and the quality of their relationships with children in Head Start classrooms.

PubMed

Becker, Brandon D; Gallagher, Kathleen C; Whitaker, Robert C

2017-12-01

The quality of teachers' relationships with children is a key predictor of children's later social emotional competence and academic achievement. Interventions to increase mindfulness among teachers have focused primarily on the impacts on teachers' subjective well-being, but not on the quality of their relationships with children. Furthermore, none of these interventions have involved preschool teachers. To consider the potential of mindfulness-based interventions to improve the quality of teachers' relationships with preschool-aged children, we examined data from an online survey of 1001 classroom teachers in 37 Pennsylvania Head Start Programs. Using path analysis we investigated the association between teachers' dispositional mindfulness and the quality of their relationships with children (conflict and closeness). We further examined whether this association was mediated by teacher depressive symptoms and moderated by perceived workplace stress. Higher levels of dispositional mindfulness among teachers were associated with higher quality relationships with children (less conflict and greater closeness). The association between greater dispositional mindfulness and less conflict was partially mediated by lower depressive symptoms, and the conditional direct effect of mindfulness on conflict was stronger when perceived workplace stress was lower. These findings suggest that preschool teachers who have higher levels of dispositional mindfulness may experience higher quality relationships with children in their classrooms. Interventions to increase levels of dispositional mindfulness among early childhood educators may improve their well-being along with the quality of their relationships with children, potentially impacting children's educational outcomes. The potential impacts of such interventions may be even stronger if structural and systemic changes are also made to reduce workplace stress. Copyright © 2017 Society for the Study of School Psychology

Teacher Loyalty of Elementary Schools in Taiwan: The Contribution of Gratitude and Relationship Quality

ERIC Educational Resources Information Center

Ting, Shueh-Chin; Yeh, Liang-Yin

2014-01-01

Gratitude was an important missing factor in the extant relationship quality and relationship loyalty model. We introduced gratitude into the model of relationship quality and relationship loyalty. Two hundred and eighteen teachers from elementary schools in Taiwan were used to conduct an empirical research. The results show that teachers'…

Relationship between quality of life and occupational stress among teachers.

PubMed

Yang, X; Ge, C; Hu, B; Chi, T; Wang, L

2009-11-01

With major changes in the education system and limited resources supplied by the Government, Chinese teachers have been suffering from greater occupational stress in recent years, which is believed to affect their physical and mental health. The aim of this study was to explore the relationship between quality of life and occupational stress in primary and middle school teachers. Originals. A cross-sectional study was conducted using cluster sampling. The study population was composed of 3570 school teachers working in 64 primary and middle schools in Heping District in Shenyang, China. A demographic questionnaire, the 36-item Short-Form Health Survey (SF-36) and the Occupational Stress Inventory Revised Edition were employed to collect demographic variables and assess quality of life and occupational stress. Multivariate stepwise linear regression analyses were performed to study the relationship between quality of life and occupational stress. The mean scores for both male and female teachers in this study were significantly lower than those for the Chinese general population for all dimensions of quality of life, except mental health and vitality (P<0.05). Male teachers scored significantly higher than female teachers for physical functioning, bodily pain, vitality and physical health (P<0.05). Age, role overload, role insufficiency, vocational strain, psychological strain, physical strain, recreation and rational coping were significantly associated with both the physical and mental component summaries of the SF-36 (P<0.05). Gender, physical environment and self-care appeared to be robust indicators of physical health (P<0.05), while role insufficiency, interpersonal strain and social support were strong indicators of mental health (P<0.05). In China, teachers have a lower health status than the general population. The quality of life of female teachers is worse than that of male teachers, and deteriorates with age. Occupational stress and strain induce

Teacher-student relationship climate and school outcomes: implications for educational policy initiatives.

PubMed

Barile, John P; Donohue, Dana K; Anthony, Elizabeth R; Baker, Andrew M; Weaver, Scott R; Henrich, Christopher C

2012-03-01

In recent discussions regarding concerns about the academic achievement of US students, educational policy makers have suggested the implementation of certain teacher policies. To address the limited empirical research on the putative educational impact of such policies, this study used multilevel structural equation models to investigate the longitudinal associations between teacher evaluation and reward policies, and student mathematics achievement and dropout with a national sample of students (n = 7,779) attending one of 431 public high schools. The student sample included an equal number of boys and girls averaging 16 years of age, and included a White (53%) majority. This study examined whether associations between teacher policies and student achievement were mediated by the teacher-student relationship climate. Results of this study were threefold. First, teacher evaluation policies that allowed students to evaluate their teachers were associated with more positive student reports of the classroom teaching climate. Second, schools with teacher reward policies that included assigning higher performing teachers with higher performing students had a negative association with student perceptions of the teaching climate. Lastly, schools with better student perceptions of the teaching climate were associated with lower student dropout rates by students' senior year. These findings are discussed in light of their educational policy implications.

Service Learning Creates a Positive Relationship between Teachers and Students

ERIC Educational Resources Information Center

Lubchenko, Sandra

2016-01-01

The current pedagogy in creating a positive school climate is building personal relationships with students. Teachers and students work together to create a safe environment where students engage in the academic pursuit of knowledge. Service-learning projects that create this close bond and offer a collective pursuit of helping others give…

Access to High Quality Teachers for All Students. Information Brief

ERIC Educational Resources Information Center

Mid-Atlantic Equity Center, 2009

2009-01-01

One of the most important factors in a high quality education is the knowledge, experience, and capability of the classroom teacher. There is strong evidence that having a high-quality teacher affects learning and is an important factor in explaining student test score gains (Clotfelter, Ladd, & Vigdor, 2007; Darling-Hammond, 2000;…

Family Involvement and Parent-Teacher Relationships for Students with Autism Spectrum Disorders

PubMed Central

Garbacz, S. Andrew; McIntyre, Laura Lee; Santiago, Rachel T.

2016-01-01

Family educational involvement and parent-teacher relationships are important for supporting student outcomes and have unique implications for families of children with autism spectrum disorder (ASD). However, little research has examined child and family characteristics among families of children with ASD as predictors of family involvement and parent-teacher relationships. The present study examined child and family variables that may affect family involvement and parent-teacher relationships for families of children with ASD. Findings suggested (a) parents of children with higher developmental risk reported less family involvement and poorer relationships with their child's teacher and (b) family histories accessing services predicted family involvement and parent-teacher relationships. Limitations of the current study and implications for science and practice are discussed. PMID:27929318

Exploring Relationships: Teacher Characteristics and Student Learning in Physical Science

NASA Astrophysics Data System (ADS)

Close, Eleanor; Vokos, S.; Seeley, L.

2006-12-01

The Department of Physics and the School of Education at Seattle Pacific University, together with FACET Innovations, LLC, are beginning the second year of a five-year NSF TPC grant, Improving the Effectiveness of Teacher Diagnostic Skills and Tools. We are working in partnership with school districts in Washington State to identify and characterize widespread productive and unproductive modes of reasoning employed by both pre-college students and teachers on foundational topics in physical science. In the first year of the grant, base-line preand post-test data were collected from a large number (N 2300) of middle and high school students. We will discuss relationships between preand post-test results, student learning gains, and student and teacher characteristics. * Supported in part by NSF grant #ESI-0455796, The Boeing Corporation, and the SPU Science Initiative.

Longitudinal Associations of Student-Teacher Relationships and Behavioural and Emotional Strengths on Academic Achievement

ERIC Educational Resources Information Center

Sointu, Erkko T.; Savolainen, Hannu; Lappalainen, Kristiina; Lambert, Matthew C.

2017-01-01

Positive student-teacher relationships are related to students' academic achievement and behavioural and emotional adjustment. How a student's behavioural and emotional strengths are associated with these relationships and how the relationships influence students' academic performance remains unknown. We examined this framework using a…

Two Meta-Analyses Exploring the Relationship between Teacher Clarity and Student Learning

ERIC Educational Resources Information Center

Titsworth, Scott; Mazer, Joseph P.; Goodboy, Alan K.; Bolkan, San; Myers, Scott A.

2015-01-01

This article reports the findings of two meta-analyses that explored the relationship between teacher clarity and student learning. Combined, the results suggest that teacher clarity has a larger effect for student affective learning than for cognitive learning. However, neither the effects for cognitive learning nor affective learning were…

Quality Science Teacher Professional Development and Student Achievement

NASA Astrophysics Data System (ADS)

Dubner, J.

2007-12-01

Studies show that socio-economic background and parental education accounts for 50-60 percent of a child's achievement in school. School, and other influences, account for the remaining 40-50 percent. In contrast to most other professions, schools require no real apprenticeship training of science teachers. Overall, only 38 percent of United States teachers have had any on-the-job training in their first teaching position, and in some cases this consisted of a few meetings over the course of a year between the beginning teacher and the assigned mentor or master teacher. Since individual teachers determine the bulk of a student's school experiences, interventions focused on teachers have the greatest likelihood of affecting students. To address this deficiency, partnerships between scientists and K-12 teachers are increasingly recognized as an excellent method for improving teacher preparedness and the quality of science education. Columbia University's Summer Research Program for Science Teachers' (founded in 1990) basic premise is simple: teachers cannot effectively teach science if they have no firsthand experience doing science, hence the Program's motto, "Practice what you teach." Columbia University's Summer Research Program for Science Teachers provides strong evidence that a teacher research program is a very effective form of professional development for secondary school science teachers and has a direct correlation to increased student achievement in science. The author will present the methodology of the program's evaluation citing statistically significant data. The author will also show the economic benefits of teacher participation in this form of professional development.

Relationships between Teachers' Metacognitive Knowledge and Students' Metacognitive Knowledge and Reading Achievement

ERIC Educational Resources Information Center

Soodla, Piret; Jõgi, Anna-Liisa; Kikas, Eve

2017-01-01

The study examined the relationships between teachers' metacognitive knowledge of reading strategies and their students' metacognitive knowledge and reading comprehension. The study was carried out among language art teachers (N = 34) and their students (N = 534) in the last year of primary school (ninth grade) in Estonia. Multilevel modeling was…

School Belonging of Adolescents: The Role of Teacher-Student Relationships, Peer Relationships and Family Involvement

ERIC Educational Resources Information Center

Uslu, Fatma; Gizir, Sidika

2017-01-01

This study examines the extent to which teacher-student relationships, peer relationships, and family involvement can be used to predict a sense of school belonging among adolescents, according to gender. The sample of the study consists of 815 students enrolled in nine state primary schools in the central districts of Mersin, Turkey. The data was…

"Behind Every Profession Is a Person": Students' Written Memories of Their Own Teacher-Student Relationships

ERIC Educational Resources Information Center

Uitto, Minna

2012-01-01

This article employs a narrative approach in examining the intertwining of the personal and professional in teacher-student relationships. A total of 141 Finnish people of various ages wrote about their teachers; specifically, the article focuses on memories related to their teachers' personal lives. Such memories illustrate the inevitable…

Family involvement and parent-teacher relationships for students with autism spectrum disorders.

PubMed

Garbacz, S Andrew; McIntyre, Laura Lee; Santiago, Rachel T

2016-12-01

Family educational involvement and parent-teacher relationships are important for supporting student outcomes and have unique implications for families of children with autism spectrum disorder (ASD). However, little research has examined child and family characteristics among families of children with ASD as predictors of family involvement and parent-teacher relationships. The present study examined child and family variables that may affect family involvement and parent-teacher relationships for families of children with ASD. Findings suggested (a) parents of children with higher developmental risk reported less family involvement and poorer relationships with their child's teacher and (b) family histories accessing services predicted family involvement and parent-teacher relationships. Limitations of the current study and implications for science and practice are discussed. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

Understanding the Relationship Between Teacher Behavior and Motivation in Students with Acquired Deafblindness.

PubMed

Haakma, Ineke; Janssen, Marleen; Minnaert, Alexander

2016-01-01

Because little is known about teacher-student relationships that involve students with acquired deafblindness, the authors performed a multiple case study with a multiple-method design to investigate the relationship between need-supportive teaching behaviors and student engagement. Using self-determination theory (Deci & Ryan, 2000), they analyzed video observations of interactions. It was found that teachers' provision of structure, autonomy support, and involvement often cooccurs with higher levels of student engagement. Moreover, varying degrees of need support over time seem to result in varying levels of student engagement. Examples are provided of need-supportive teaching behaviors that can be used to foster the motivation of students with acquired deafblindness.

The Protective Effects of Adaptability, Study Skills, and Social Skills on Externalizing Student-Teacher Relationships

ERIC Educational Resources Information Center

Fisher, Sycarah D.; Reynolds, Jennifer L.; Sheehan, Chelsea E.

2016-01-01

Although students with externalizing behaviors inherently exhibit behaviors that contribute to poor teacher relationships, little research has examined the positive characteristics these students may possess that serve to facilitate positive teacher relationships. This study explores the moderating effects of adaptability, social skills, and study…

The Relationship of Student Influence and Teacher Efficacy on the Behaviors of Mid-Atlantic High School Teachers

ERIC Educational Resources Information Center

McGowan, Jessica

2017-01-01

The purpose of this study was to determine the relationships of teacher efficacy and student influence to teacher behaviors within the classroom among mid-Atlantic high school teachers. The population studied consisted of secondary teachers who instructed multiple subject areas within grades 9 through 12. A survey was conducted to collect…

Longitudinal and Contextual Associations between Teacher-Student Relationships and Student Engagement: A Systematic Review

ERIC Educational Resources Information Center

Quin, Daniel

2017-01-01

This systematic review examined multiple indicators of adolescent students' engagement in school, and the indicators' associations with teacher-student relationships (TSRs). Seven psychology, education, and social sciences databases were systematically searched. From this search, 46 published studies (13 longitudinal) were included for detailed…

College student mental health and quality of workplace relationships.

PubMed

Vaughn, Allison A; Drake, Richard R; Haydock, Sarah

2016-01-01

The goal of this study was to examine the effect of quality of workplace relationships on the mental health of employed undergraduates, with work-related variables as a potential mechanism. Participants were 170 employed students (76% female, average age = 19.9) recruited in March 2011. Most worked part-time and had been at their jobs over a year. Students were recruited from an undergraduate introductory psychology course and completed online surveys about the quality of workplace relationships, mental health (ie, somatic stress symptoms, depression, anxiety, and life satisfaction), and work-related variables (ie, job satisfaction, support, turnover and burnout). Students who reported having workplace relationships with co-occurring positivity and negativity had worse self-reported mental health outcomes than students reporting having wholly positive relationships. The relationship between workplace relationship quality and mental health was mediated by negative work-related variables. Workplace relationships-even in part-time employment settings-influence college students' mental health.

Understanding the Relationship between Teacher Behavior and Motivation in Students with Acquired Deafblindness

ERIC Educational Resources Information Center

Haakma, Ineke; Janssen, Marleen; Minnaert, Alexander

2016-01-01

Because little is known about teacher-student relationships that involve students with acquired deafblindness, the authors performed a multiple case study with a multiple-method design to investigate the relationship between need-supportive teaching behaviors and student engagement. Using self-determination theory (Deci & Ryan, 2000), they…

Teachers' Views on the Impact of Teacher-Student Relationships on School Dropout: A Bourdieusian Analysis of Misrecognition

ERIC Educational Resources Information Center

Nairz-Wirth, Erna; Feldmann, Klaus

2017-01-01

Drawing on Pierre Bourdieu's relational theory this paper shows that many teachers misrecognize the impact of teacher-student relationships on school dropout. The study is based on a series of 60 semi-structured interviews with teachers from Austrian secondary schools. The analysis of the empirical data reveals that many teachers attribute school…

Perceived self-efficacy and student-teacher relationships among diverse Title I students' achievement in science

NASA Astrophysics Data System (ADS)

Larry, Triaka A.

The need for more diversity in STEM-related careers and college majors is urgent. Self-efficacy and student-teacher relationships are factors that have been linked to influencing students’ pursuit of subject-specific careers and academic achievement. The impact of self-efficacy and student perceptions of teacher interpersonal behaviors on student achievement have been extensively researched in the areas of Mathematics and English, however, most studies using science achievement, as a criterion variable, were conducted using non-diverse, White upper middle class to affluent participants. In order to determine the strength of relationships between perceived science self-efficacy, and student perceptions of teacher interpersonal behaviors as factors that influence science achievement (science GPA), the Science Self-Efficacy Questionnaire (SSEQ) and Questionnaire on Teacher Interactions (QTI) were administered to twelfth grade students enrolled at a highly diverse urban Title I high school, while controlling for demographics, defined as gender, ethnicity, and minority status. Using a hierarchical multiple linear regression analysis, results demonstrated that the predictor variables (i.e., gender, ethnicity, minority status, science self-efficacy, and teacher interpersonal behaviors) accounted for 20.8% of the variance in science GPAs. Science self-efficacy made the strongest unique contribution to explaining science GPA, while minority status and gender were found to be statistically significant contributors to the full model as well. Ethnicity and teacher interpersonal behaviors did not make a statistically significant contribution to the variance in science GPA, and accounted for ≤ 1% of the variance. Implications and recommendations for future research are subsequently given.

Reflecting on Teacher-Student Relations in TESOL

ERIC Educational Resources Information Center

Farrell, Thomas S. C.

2015-01-01

Research in general education suggests that relationship-building is at the core of quality learning experiences. Yet relationship-building has not received the attention, it deserves from researchers in the field of TESOL where teacher-student relationships of various types are a central component in successful teaching and learning. This article…

To What Extent Do Teacher-Student Interaction Quality and Student Gender Contribute to Fifth Graders' Engagement in Mathematics Learning?

ERIC Educational Resources Information Center

Rimm-Kaufman, Sara E.; Baroody, Alison E.; Larsen, Ross A. A.; Curby, Timothy W.; Abry, Tashia

2015-01-01

This study examines concurrent teacher-student interaction quality and 5th graders' (n = 387) engagement in mathematics classrooms (n = 63) and considers how teacher-student interaction quality relates to engagement differently for boys and girls. Three approaches were used to measure student engagement in mathematics: Research assistants observed…

Perception on mathematics teachers' quality of teaching between all boys secondary schools and all girls secondary schools

NASA Astrophysics Data System (ADS)

Arbin, Norazman; Kamarudin, Norsyazana; Abu, Mohd Syafarudy; Hamzah, Firdaus Mohamad; Ghani, Sazelli Abdul

2015-05-01

This survey research was designed to identify the secondary mathematics teachers' quality of teaching. Specifically, this study focused on students' perception, based on genders on the quality of teaching of their secondary mathematics teachers and, its relationship with the former's mathematics achievement. This research was carried in four different schools: two all boys' secondary schools and two all girls' secondary schools. Thus, a comparison between these two types of schools was made. The sample of the study involved 100 form four students from those schools. The result showed that the students from those schools had positive perception on their teachers' quality of teaching. Statistically, there was no difference between the boys' and girls' perceptions. There was a significant relationship between the boys' perception on the quality of their teachers' teaching and the boys' achievement. However, there was no significant relationship between the girls' perceptions on the quality of their teachers' teaching and the girls' achievement. The findings of this research could be used as a useful guideline for mathematics teachers and future mathematics teachers in enhancing the quality of their teaching and learning.

Relationship of Online Teacher Professional Development to Seventh-Grade Teachers' and Students' Knowledge and Practices in English Language Arts

ERIC Educational Resources Information Center

de Kramer, Raquel Magidin; Masters, Jessica; O'Dwyer, Laura M.; Dash, Sheralyn; Russell, Michael

2012-01-01

Online professional development (OPD) has potential to improve teacher quality by improving teachers' knowledge and instructional practices. These changes, in turn, have potential to improve student achievement. Unfortunately, there is a dearth of scientific research on the effects of OPD on teachers and, more importantly, on students. This…

The Opinions about Relationship between Students and Teachers in the Class of Hands-on

NASA Astrophysics Data System (ADS)

Pigultong, M.

2018-02-01

This research has the purpose to study on 1) Relationship between Students and Teachers in the Class of Hands - on and 2) Class Management at Rajamangala University of Technology Thanyaburi. The research consists of collecting information from 400 students who have valid student status in 2016 at Rajamangala University of Technology Thanyaburi. This research uses content analysis technique, Average (-X) and Standard Deviation to interpret the information. The results of the research focus on 2 topics 1) The Human relationship between Students and Teachers. The samples group had high expectations of human relationship (x=3.87). 2) Class Management. The samples group had high expectations of Class Management (x=3.88).

Teacher Turnover, Teacher Quality, and Student Achievement in DCPS. CEPA Working Paper No. 16-03

ERIC Educational Resources Information Center

Adnot, Melinda; Dee, Thomas; Katz, Veronica; Wyckoff, James

2016-01-01

In practice, teacher turnover appears to have negative effects on school quality as measured by student performance. However, some simulations suggest that turnover can instead have large, positive effects under a policy regime in which low-performing teachers can be accurately identified and replaced with more effective teachers. This study…

Child Effortful Control, Teacher-student Relationships, and Achievement in Academically At-risk Children: Additive and Interactive Effects

PubMed Central

Liew, Jeffrey; Chen, Qi; Hughes, Jan N.

2009-01-01

The joint contributions of child effortful control (using inhibitory control and task accuracy as behavioral indices) and positive teacher-student relationships at first grade on reading and mathematics achievement at second grade were examined in 761 children who were predominantly from low-income and ethnic minority backgrounds and assessed to be academically at-risk at entry to first grade. Analyses accounted for clustering effects, covariates, baselines of effortful control measures, and prior levels of achievement. Even with such conservative statistical controls, interactive effects were found for task accuracy and positive teacher-student relationships on future achievement. Results suggest that task accuracy served as a protective factor so that children with high task accuracy performed well academically despite not having positive teacher-student relationships. Further, positive teacher-student relationships served as a compensatory factor so that children with low task accuracy performed just as well as those with high task accuracy if they were paired with a positive and supportive teacher. Importantly, results indicate that the influence of positive teacher-student relationships on future achievement was most pronounced for students with low effortful control on tasks that require fine motor skills, accuracy, and attention-related skills. Study results have implications for narrowing achievement disparities for academically at-risk children. PMID:20161421

Child Effortful Control, Teacher-student Relationships, and Achievement in Academically At-risk Children: Additive and Interactive Effects.

PubMed

Liew, Jeffrey; Chen, Qi; Hughes, Jan N

2010-01-01

The joint contributions of child effortful control (using inhibitory control and task accuracy as behavioral indices) and positive teacher-student relationships at first grade on reading and mathematics achievement at second grade were examined in 761 children who were predominantly from low-income and ethnic minority backgrounds and assessed to be academically at-risk at entry to first grade. Analyses accounted for clustering effects, covariates, baselines of effortful control measures, and prior levels of achievement. Even with such conservative statistical controls, interactive effects were found for task accuracy and positive teacher-student relationships on future achievement. Results suggest that task accuracy served as a protective factor so that children with high task accuracy performed well academically despite not having positive teacher-student relationships. Further, positive teacher-student relationships served as a compensatory factor so that children with low task accuracy performed just as well as those with high task accuracy if they were paired with a positive and supportive teacher. Importantly, results indicate that the influence of positive teacher-student relationships on future achievement was most pronounced for students with low effortful control on tasks that require fine motor skills, accuracy, and attention-related skills. Study results have implications for narrowing achievement disparities for academically at-risk children.

Effects of Teacher-Student Relationships on Peer Harassment: A Multilevel Study

ERIC Educational Resources Information Center

Lucas-Molina, Beatriz; Williamson, Ariel A.; Pulido, Rosa; Pérez-Albéniz, Alicia

2015-01-01

Peer harassment is a major social problem affecting children and adolescents internationally. Much research has focused on student-to-student harassment from either an individual or a multilevel perspective. There is a paucity of multilevel research on students' relationships with the classroom teacher. The purpose of this study was to use a…

Relationships among Job Satisfaction, Professional Efficacy, Student and School Performance, and Teacher Absenteeism

ERIC Educational Resources Information Center

Dana, Laura Beckham

2014-01-01

The purpose of this study was to determine the relationships among job satisfaction, professional efficacy, student and school performance, and teacher absenteeism in Mississippi. This study also addressed methods that can be used by policymakers to better ensure low rates of absenteeism. The study measured the relationship between teachers'…

Why We Should Care if Teachers Get A's: Teacher Test Scores and Student Achievement in Mexico

ERIC Educational Resources Information Center

Santibanez, Lucrecia

2006-01-01

Understanding the relationship between teacher test scores and student achievement is important in an accountability environment that favors using quantitative measures of teaching quality, as is the case with Mexico's national "Carrera Magisterial" (CM) teacher incentive program. The results of this paper suggest that teacher test…

The Relationship between Hispanic Teachers and Hispanic Student Academic Achievement in Texas

ERIC Educational Resources Information Center

Aguilar, Ramona Morin

2010-01-01

The purpose of this study will be to determine if there is a relationship between Hispanic student achievement and the percentage of Hispanic teachers per district in the state of Texas. Specifically, this study will investigate the relationship between the percentage of Hispanic students per district who pass the Texas Assessment of Knowledge and…

The Relationship between the Quality of Teachers and Pupils Academic Performance in the STMA Junior High Schools of the Western Region of Ghana

ERIC Educational Resources Information Center

Bonney, Ebenezer Appah; Amoah, Daniel F.; Micah, Sophia A.; Ahiamenyo, Comfort; Lemaire, Margaret B.

2015-01-01

The study investigated into the relationship between the quality of teachers and students' academic performance in Sekondi Takoradi Metropolitan Assembly (STMA) Junior High Schools. Descriptive survey design was used and the target population was Junior High School teachers and pupils in the metropolis. Five educational circuits in the metropolis…

Bridges and Barriers: Adolescent Perceptions of Student-Teacher Relationships

ERIC Educational Resources Information Center

McHugh, Rebecca Munnell; Horner, Christy Galletta; Colditz, Jason B.; Wallace, Tanner LeBaron

2013-01-01

In urban secondary schools where underpreparation and dropping out are real world concerns, students understand that their relationships with teachers affect their learning. Using descriptive coding and thematic analysis of focus group data, we explore adolescents' perceptions of the "bridges" that foster and the "barriers"…

The Affectionate Relationships of Fifth Year Teachers and Their Secondary Students.

ERIC Educational Resources Information Center

Gehrke, Nathalie J.

Secondary school teachers' personal relationships with students is a crucial issue. However, it is rarely the subject of research or of materials for preservice teachers, partly because of the delicacy of the subject, as well as the difficulty of the researcher's obtaining highly guarded personal information. A five-year study with 11 beginning…

Perceived positive teacher-student relationship as a protective factor for Chinese left-behind children's emotional and behavioural adjustment.

PubMed

Liu, Yan; Li, Xiaowei; Chen, Li; Qu, Zhiyong

2015-10-01

Using cross-sectional data collected in rural communities of two provinces of China, this study examined the protective role of perceived positive teacher-student relationship for Chinese left-behind children. The participants included 1442 children with a mean age of 14.13 classified into two groups: a left-behind group (104 boys and 110 girls) and a comparison group (588 boys and 640 girls). Self-reported questionnaires concerning self-esteem, depression, problem behaviours and the teacher-student relationship were administered. Relative to the comparison group, after controlling for age, gender and family socioeconomic status, the left-behind group was disadvantaged in terms of self-esteem and depression but not in problem behaviours. As hypothesised, the results of regression analyses indicated that teacher-student relationship positively predicted self-esteem and negatively predicted depression and problem behaviours for both groups. Moreover, the association between teacher-student relationship and depression was stronger among the left-behind group, suggesting that left-behind children were more responsive to the positive effect of a desired teacher-student relationship. Taken together, the results of our study support the idea that perceived positive teacher-student relationship may serve as a protective factor for left-behind children. Practical implications and limitations of the present study are discussed. © 2014 International Union of Psychological Science.

Teacher Justice and Students’ Class Identification: Belief in a Just World and Teacher–Student Relationship as Mediators

PubMed Central

Jiang, Ronghuan; Liu, Ru-De; Ding, Yi; Zhen, Rui; Sun, Yan; Fu, Xinchen

2018-01-01

For school-age adolescents, teacher justice plays an important role in their learning and social outcomes. The present study examined the relation between teacher justice and students’ class identification in 1735 Chinese school-age adolescents by considering belief in a just world (BJW) and teacher–student relationship as mediators. Structure equation modeling (SEM) was used to reveal the direct and indirect effects. The analyses showed that all the direct and indirect effects were significant. These findings indicated that teacher justice had a positive effect on students’ class identification. In addition, teacher justice impacted students’ class identification through students’ just-world belief and teacher–student relationships. These results suggested that for adolescents, teacher justice played an important role in shaping their just-world belief system and their interpersonal relationships with teachers, which in turn affected their sense of belonging and values in relation to their class. Thus, it is important for teachers to be aware that their injustice may negatively impact their relationships with students, students’ belief systems, and their psychological engagement at school. There is a need to develop teacher-training programs to help teachers to establish classroom reward-punishment systems with the consideration of social justice, to communicate with students through an unbiased approach, and to increase student participation in the important decision making of the whole class. PMID:29875726

Fostering Positive Classroom Environments: The Relationship between Teacher Qualifications, Facility Management, and Perceptions of Leadership on Student Outcomes

ERIC Educational Resources Information Center

Marshall, Bryan Allan

2011-01-01

This study attempted to determine the effectiveness of schools that have highly qualified teachers, along with a well managed facility, and the administration's perception of the leadership role as an instructional specialist on the outcomes that students displayed. Also, the relationship between two instruments used to determine the quality of…

Relationship of Teachers' Ratings of Kindergarteners' 21st Century Skills and Student Performance

ERIC Educational Resources Information Center

Woods-Groves, Suzanne; Choi, Taehoon

2017-01-01

This study investigated the relationship of kindergarten teachers' ratings of their students' 21st century skills (college readiness skills) with students' behavioral and academic performance. Teachers rated the frequency that their students (n = 579) demonstrated persistence, curiosity, affective, and cognitive (e.g., critical thinking) behaviors…

Social comparison, competition and teacher-student relationships in junior high school classrooms predicts bullying and victimization.

PubMed

Di Stasio, Maria Rosaria; Savage, Robert; Burgos, Giovani

2016-12-01

This cross-sectional research examines how social comparison, competition and teacher-student relationships as classroom characteristics are associated with bullying and victimization among junior high school students in grades 7 and 8 in Canada. The study tests a conceptual model of youth outcomes that highlights the importance of modeling the effects of teaching practices as proximal structural conditions at the classroom level (N = 38) that affect bullying outcomes at the individual level (N = 687). Results of Hierarchal linear modeling (HLM) revealed significant classroom-level effects in that increased social comparison, competition and teacher-student relationships were related to bullying and victimization. An interaction for teacher-student relationships and gender also emerged. These findings may guide future intervention programs for junior high schools that focus on enhancing cooperation and pro-social behavior in classrooms. The findings could also inform programs that focus on building strong relationships between students and teachers to help prevent bullying and victimization, particularly among boys. Copyright © 2016 The Foundation for Professionals in Services for Adolescents. All rights reserved.

The effect of teacher quality on the achievement of students in Integrated Physics and Chemistry

NASA Astrophysics Data System (ADS)

Alexander, Rima

For many years, researchers, policy makers, and the education community have explored various school variables and their impact on student achievement (Darling-Hammond, 2000; Ferguson and Womack 1993; Ferguson and Ladd 1996; Rice, 2003; Rockoff, 2003; Rowan, Chiang, and Miller 1997; Sanders and Horn, 1996; Wright Horn and Sanders, 1997). Invariably, the issue of teacher quality arises. Teacher quality is the single most influential factor under school control that affects student achievement (Darling-Hammond, 2000; Rice, 2003; Rockoff, 2003; Sanders and Horn, 1996; Wright Horn and Sanders, 1997). Generally, students taught by highly qualified teachers perform better on standardized tests than students with less qualified teachers (Ferguson and Womack 1993; Ferguson and Ladd 1996; Rowan, Chiang, and Miller 1997). Previous research indicates that teachers indeed matter for the improvement of student achievement, but getting good measures of what is meant by teacher quality is a continuing challenge (Goldhaber, 2002). The purpose of this study was to describe the effect of teacher quality on the achievement of students in Integrated Physics and Chemistry (IPC). In order to achieve this purpose, this study addressed the following research question: chemistry and physics teachers compare to the achievement of students taught by less-qualified IPC teachers? A causal-comparative methodology was employed to address this research question. The independent variable was teacher quality---highly-qualified or less qualified. The teacher attributes that were examined in this study are: (1) teachers' educational background; (2) content knowledge; (3) pedagogical knowledge; and (4) certification. The dependent variable was student achievement in integrated physics and chemistry, as measured by an end-of-course IPC District Assessment of Curriculum, IPC DAC. Descriptive statistics were computed for the independent variable in the study. A Chi Square was performed on the data

We Can Recite It in Chorus Now!: An Interactionist Approach to the Teacher-Student Relationship and Teachers' Relational Competence

ERIC Educational Resources Information Center

Aspelin, Jonas

2017-01-01

A growing body of international research demonstrates that supportive teacher-student relationships have multiple positive educational effects. In Scandinavia, the concept of relational competence is increasingly used to define the teacher's ability to develop "good"relationships. The overall purpose of this article is to contribute to…

The Relationship between Teachers' Trust in Students and Classroom Discipline Beliefs

ERIC Educational Resources Information Center

Arslan, Yaser; Polat, Soner

2016-01-01

This study was aimed to identify the relationship between teachers' trust in students and their classroom discipline beliefs. Correlational research design was used in this study. Participants of the study were 255 teachers who worked in Kocaeli, a city from the Marmara region of Turkey. Data were gathered with trust instrument which was developed…

Relationship between teacher preparedness and inquiry-based instructional practices to students' science achievement: Evidence from TIMSS 2007

NASA Astrophysics Data System (ADS)

Martin, Lynn A.

The purpose of this study was to examine the relationship between teachers' self-reported preparedness for teaching science content and their instructional practices to the science achievement of eighth grade science students in the United States as demonstrated by TIMSS 2007. Six hundred eighty-seven eighth grade science teachers in the United States representing 7,377 students responded to the TIMSS 2007 questionnaire about their instructional preparedness and their instructional practices. Quantitative data were reported. Through correlation analysis, the researcher found statistically significant positive relationships emerge between eighth grade science teachers' main area of study and their self-reported beliefs about their preparedness to teach that same content area. Another correlation analysis found a statistically significant negative relationship existed between teachers' self-reported use of inquiry-based instruction and preparedness to teach chemistry, physics and earth science. Another correlation analysis discovered a statistically significant positive relationship existed between physics preparedness and student science achievement. Finally, a correlation analysis found a statistically significant positive relationship existed between science teachers' self-reported implementation of inquiry-based instructional practices and student achievement. The data findings support the conclusion that teachers who have feelings of preparedness to teach science content and implement more inquiry-based instruction and less didactic instruction produce high achieving science students. As science teachers obtain the appropriate knowledge in science content and pedagogy, science teachers will feel prepared and will implement inquiry-based instruction in science classrooms.

Elementary Students' Effortful Control and Academic Achievement: The Mediating Role of Teacher-Student Relationship Quality

PubMed Central

Hernández, Maciel M.; Valiente, Carlos; Eisenberg, Nancy; Berger, Rebecca H.; Spinrad, Tracy L.; VanSchyndel, Sarah K.; Silva, Kassondra M.; Southworth, Jody; Thompson, Marilyn S.

2017-01-01

This study evaluated the association between effortful control in kindergarten and academic achievement one year later (N = 301), and whether teacher–student closeness and conflict in kindergarten mediated the association. Parents, teachers, and observers reported on children's effortful control, and teachers reported on their perceived levels of closeness and conflict with students. Students completed the passage comprehension and applied problems subtests of the Woodcock–Johnson tests of achievement, as well as a behavioral measure of effortful control. Analytical models predicting academic achievement were estimated using a structural equation model framework. Effortful control positively predicted academic achievement even when controlling for prior achievement and other covariates. Mediation hypotheses were tested in a separate model; effortful control positively predicted teacher–student closeness and strongly, negatively predicted teacher–student conflict. Teacher–student closeness and effortful control, but not teacher–student conflict, had small, positive associations with academic achievement. Effortful control also indirectly predicted higher academic achievement through its positive effect on teacher–student closeness and via its positive relation to early academic achievement. The findings suggest that teacher–student closeness is one mechanism by which effortful control is associated with academic achievement. Effortful control was also a consistent predictor of academic achievement, beyond prior achievement levels and controlling for teacher–student closeness and conflict, with implications for intervention programs on fostering regulation and achievement concurrently. PMID:28684888

A Reinvestigation of the Relationship of Teacher Nonverbal Immediacy and Student Compliance-Resistance with Learning

ERIC Educational Resources Information Center

Burroughs, Nancy F.

2007-01-01

This study examined (1) whether or not college students in actual classrooms used resistance strategies similar to those found in earlier hypothetical-anchored research; (2) the influence of teacher immediacy on student's differential use of those resistance strategies; and (3) the relationship among students' willingness to comply, teachers'…

Teacher-child relationships and academic achievement: a multilevel propensity score model approach.

PubMed

McCormick, Meghan P; O'Connor, Erin E; Cappella, Elise; McClowry, Sandee G

2013-10-01

A robust body of research finds positive cross-sectional and longitudinal associations between teacher-child relationships and children's academic achievement in elementary school. Estimating the causal effect of teacher-child relationships on children's academic achievement, however, is challenged by selection bias at the individual and school level. To address these issues, we used two multilevel propensity score matching approaches to estimate the effect of high-quality teacher-child relationships in kindergarten on math and reading achievement during children's transition to first grade. Multi-informant data were collected on 324 low-income, Black and Hispanic students, and 112 kindergarten and first-grade teachers. Results revealed significant effects of high-quality teacher-child relationships in kindergarten on math achievement in first grade. No significant effects of teacher-child relationships were detected for reading achievement. Implications for intervention development and public policy are discussed. Copyright © 2013 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.

The Interplay between Adolescents' Perceptions of Teacher-Student Relationships and Their Academic Self-Regulation: Does Liking a Specific Teacher Matter?

ERIC Educational Resources Information Center

Raufelder, Diana; Scherber, Sandra; Wood, Megan A.

2016-01-01

Although positive teacher-student relationships are known to aid students' academic self-regulation, the emotional aspects of teacher liking are often neglected within research. The present study used a large sample of seventh- and eighth-grade students (N = 1,088; M[subscript Age] = 13.7) in secondary schools in Germany to investigate whether the…

Humanistic Qualities of the Teacher as Perceived by Undergraduate Students in Bahrain and Kuwait

ERIC Educational Resources Information Center

Al-Musawi, Nu'man; Karam, Ebraheem M.

2011-01-01

The objective of this study was to identify the main qualities of the teacher as a person as perceived by university students in Bahrain and Kuwait. A 25-item questionnaire, which reflected the basic humanistic qualities of the teacher as related to effective teaching, was designed and then administered to a random sample of 520 students enrolled…

The Relationship between the Minority Student Achievement Gap and Collective Teacher Efficacy

ERIC Educational Resources Information Center

O'Hara, Jane A.

2011-01-01

The purpose of this study was to determine the relationship between Collective Teacher Efficacy and minority student achievement gap over and above that explained by socioeconomics, school size, and prior achievement gaps for Black and Hispanic students with White students. Forty-seven Virginia middle schools were selected to participate in the…

Kindergartners' Temperament, Classroom Engagement, and Student-Teacher Relationship: Moderation by Effortful Control

ERIC Educational Resources Information Center

Valiente, Carlos; Swanson, Jodi; Lemery-Chalfant, Kathryn

2012-01-01

The purpose of this study was to examine whether kindergartners' (N = 291; M age = 5 years) effortful control (EC), impulsivity, anger, or shyness predict their classroom participation, school liking, and student-teacher relationship. Parents and teachers reported on children's temperament. Children's EC and impulsivity were also assessed with…

Relationships between Observations of Elementary Mathematics Instruction and Student Achievement: Exploring Variability across Districts

ERIC Educational Resources Information Center

Lynch, Kathleen; Chin, Mark; Blazar, David

2017-01-01

Much debate surrounding teacher quality has focused on students' standardized test scores, but recent federal and state initiatives have emphasized the use of multiple measures to evaluate teacher quality, including classroom observations. In this study, we explore differences across school districts in the relationship between student achievement…

Relationships among Teachers' Self-Efficacy and Students' Motivation, Atmosphere, and Satisfaction in Physical Education

ERIC Educational Resources Information Center

Pan, Yi-Hsiang

2014-01-01

The purpose of this study was to confirm the relationships among teachers' self-efficacy, and students' learning motivation, learning atmosphere, and learning satisfaction in senior high school physical education (PE). A sample of 462 PE teachers and 2681 students was drawn using stratified random sampling and cluster sampling from high schools in…

Teacher Network of Relationships Inventory: Measurement Invariance of Academically At-risk Students Across Ages 6 to 15

PubMed Central

Wu, Jiun-Yu; Hughes, Jan N.

2014-01-01

We tested the longitudinal measurement invariance of the Teacher Network of Relationships Inventory (TNRI), a teacher-report measure of teacher-student relationship quality (TSRQ), on a sample of 784 academically at-risk students across ages 6 to 15 years by comparing the model for each subsequent year with that of the previous year(s). The TNRI was constructed with 22 items to form three correlated factors: Warmth, Conflict, and Intimacy. Cronbach’s alphas (α) ranged from .87 to .96 across 9 years. Both metric and scalar measurement invariance held for 9 years, indicating that scores on the TNRI have similar meaning across these ages. The TNRI also demonstrated measurement invariance across gender and race/ethnicity. Findings support that the TNRI is an appropriate measure for investigating substantive issues related to developmental changes in TSRQ from early childhood through adolescence, including gender and ethnic/racial differences in TSRQ across these ages. Based on RM-ANOVAs, each scale decreased across the 9 years, although the growth patterns for scales differed somewhat: Conflict had a linearly decreasing pattern, Warmth declined most notably as students make the transition to adolescence, whereas Intimacy scores dropped off noticeably at the transition from early to late childhood. Research limitation and implication for practice are discussed. PMID:24884450

Teacher Network of Relationships Inventory: measurement invariance of academically at-risk students across ages 6 to 15.

PubMed

Wu, Jiun-Yu; Hughes, Jan N

2015-03-01

We tested the longitudinal measurement invariance of the Teacher Network of Relationships Inventory (TNRI), a teacher-report measure of teacher-student relationship quality (TSRQ), on a sample of 784 academically at-risk students across ages 6 to 15 years by comparing the model for each subsequent year with that of the previous year(s). The TNRI was constructed with 22 items to form 3 correlated factors: Warmth, Conflict, and Intimacy. Cronbach's alphas ranged from .87 to .96 across 9 years. Both metric and scalar measurement invariance held for 9 years, indicating that scores on the TNRI have similar meaning across these ages. The TNRI also demonstrated measurement invariance across gender and race/ethnicity. Findings support that the TNRI is an appropriate measure for investigating substantive issues related to developmental changes in TSRQ from early childhood through adolescence, including gender and ethnic/racial differences in TSRQ across these ages. Based on repeated-measures ANOVAs, each scale decreased across the 9 years, although the growth patterns for scales differed somewhat: Conflict had a linearly decreasing pattern, Warmth declined most notably as students make the transition to adolescence, whereas Intimacy scores dropped off noticeably at the transition from early to late childhood. Research limitations and implications for practice are discussed.

How and Why do Teacher Credentials Matter for Student Achievement? NBER Working Paper No. 12828

ERIC Educational Resources Information Center

Clotfelter, Charles T.; Ladd, Helen F.; Vigdor, Jacob L.

2007-01-01

Education researchers and policy makers agree that teachers differ in terms of quality and that quality matters for student achievement. Despite prodigious amounts of research, however, debate still persists about the causal relationship between specific teacher credentials and student achievement. In this paper, we use a rich administrative data…

How are Closeness and Conflict in Student-Teacher Relationships Associated with Demographic Factors, School Functioning and Mental Health in Norwegian Schoolchildren Aged 6-13?

ERIC Educational Resources Information Center

Drugli, May Britt

2013-01-01

This study explored the association between teacher-reported student-teacher relationship quality (closeness and conflict) and demographic factors, school functioning and child mental health in a cross-sectional study. The study was conducted among a national sample of Norwegian school children (N?=?825) in grades 1 to 7. Bivariate analyses and…

Early Student-Teacher Relationships of Children with and without Intellectual Disability: Contributions of Behavioral, Social, and Self-Regulatory Competence

ERIC Educational Resources Information Center

Eisenhower, Abbey S.; Baker, Bruce L.; Blacher, Jan

2007-01-01

We investigated the student-teacher relationships (STRs) of 6-year-old children with (n=58) and without (n=82) intellectual disability (ID). We also examined early (age 3) and concurrent (age 6) child behavioral, self-regulatory, and social characteristics as predictors of age 6 STR quality. Children with ID experienced significantly poorer…

Teacher Evaluation and Student Achievement. Student Assessment Series.

ERIC Educational Resources Information Center

Stronge, James H.; Tucker, Pamela D.

This book discusses four approaches to incorporating student achievement in teacher evaluation. Seven chapters discuss: (1) "Teacher Evaluation and Student Achievement: An Introduction to the Issues"; (2) "What is the Relationship between Teaching and Learning?" (e.g., whether teachers are responsible for student learning and…

Do student self-efficacy and teacher-student interaction quality contribute to emotional and social engagement in fifth grade math?

PubMed

Martin, Daniel P; Rimm-Kaufman, Sara E

2015-10-01

This study examined (a) the contribution of math self-efficacy to students' perception of their emotional and social engagement in fifth grade math classes, and (b) the extent to which high quality teacher-student interactions compensated for students' low math self-efficacy in contributing to engagement. Teachers (n = 73) were observed three times during the year during math to measure the quality of teacher-student interactions (emotional, organizational, and instructional support). Fifth graders (n = 387) reported on their math self-efficacy at the beginning of the school year and then were surveyed about their feelings of engagement in math class three times during the year immediately after the lessons during which teachers were observed. Results of multi-level models indicated that students initially lower in math self-efficacy reported lower emotional and social engagement during math class than students with higher self-efficacy. However, in classrooms with high levels of teacher emotional support, students reported similar levels of both emotional and social engagement, regardless of their self-efficacy. No comparable findings emerged for organizational and instructional support. The discussion considers the significance of students' own feelings about math in relation to their engagement, as well as the ways in which teacher and classroom supports can compensate for students lack of agency. The work has implications for school psychologists and teachers eager to boost students' engagement in math class. Copyright © 2015 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.

Cycle of Violence in Schools: Longitudinal Reciprocal Relationship Between Student's Aggression and Teacher's Use of Corporal Punishment.

PubMed

Choi, Boungho

2017-11-01

The purpose of this study is to examine the longitudinal reciprocal relationship between student's aggression and teacher's use of corporal punishment. An autoregressive cross-lagged model was analyzed with the data drawn from 4,051 Korean secondary students (male = 2,084, female = 1,967), in Gyeonggi Education Panel Study for three waves (seventh-ninth grades). Results revealed that student's aggression provoke teacher's use of corporal punishment and also teacher's use of corporal punishment provokes student's aggression. It is important in that it suggests the cycle of violence with the reciprocal relationship between student's aggression and teacher's use of corporal punishment, rather than positing the unidirectional effects. Practically, teachers should keep in mind that corporal punishments, which are at least partially attributable to student's aggression, actually worsen the problem and lead to a cycle of violence in schools. Accordingly, they should instead respond with alternative disciplinary strategies or direct interventions dealing with the causes of aggression.

Reconceptualizing Teacher-Student Relationships: Applicability of the Working Alliance within Classroom Contexts

ERIC Educational Resources Information Center

Toste, Jessica R.; Heath, Nancy L.; Connor, Carol McDonald; Peng, Peng

2015-01-01

Relationships with teachers have been found to be particularly salient for elementary-age students, as they relate to successful adjustment to school. The construct of working alliance reconceptualizes traditional definitions of relationship to consider elements of emotional connection, as well as the collaboration central to the working…

Thick Description of the Teacher-Student Relationship in the Educational Context of School: Results of an Ethnographic Field Study

ERIC Educational Resources Information Center

Raufelder, Diana; Bukowski, William M.; Mohr, Sonja

2013-01-01

Complexities of essential aspects of the teacher-student relationship were identified in a group of German adolescents and their teachers through participant observation. It is already known that the determinants of the teacher-student relationship cannot be simply categorized and analyzed as univariate features. Using Clifford Geertz?s concept of…

Teacher-Child Relationships Make All the Difference: Constructing Quality Interactions in Early Childhood Settings

ERIC Educational Resources Information Center

McNally, Shelley; Slutsky, Ruslan

2018-01-01

High-quality teacher-child relationships provide protective and supportive environments that provide social support for children to engage in curriculum and take risks that result in overall school success (Buyse, Verschueren, & Doumen, 2011; Pianta & Stuhlman, 2004). Teachers have the potential to use their relationship as a tool for…

Teacher Quality and Teacher Mobility. Working Paper 57

ERIC Educational Resources Information Center

Feng, Li; Sass, Tim

2011-01-01

Using matched student-teacher panel data from the state of Florida, the authors study the determinants of teacher job change and the impact of such mobility on the distribution of teacher quality. The probability a teacher stays at a school increases the more productive they are in their current school. The quality of teachers who exit teaching…

Students, Teachers and Alternative Assessment in Secondary School: Relational Models Theory (RMT) in the Field of Education

ERIC Educational Resources Information Center

Bagley, Sylvia Stralberg

2010-01-01

The quality and types of relationships formed between students and teachers has been shown to play an essential part in the personal and academic success of students (Davis, 2003; Pianta, 1999). Little, however, has been done to determine the role that assessment plays in teacher-student relationships. Drawing upon the work of cultural…

The Artist-Teacher in the Classroom and Changes in the Teacher-Student Relationship, with Reference to the Issue of Censorship

ERIC Educational Resources Information Center

Stanhope, Clare

2011-01-01

This article examines a case study of an A-Level student's work and how the inclusion and integration of my own practice as artist-teacher into the classroom has changed the teacher-student relationship, resulting in a more collaborative environment. It investigates how the mutual sharing of practice supports opportunities for pupils to discuss…

Teacher-Student Relationship and Peer Disliking and Liking Across Grades 1-4.

PubMed

Hughes, Jan N; Im, Myung H

2016-01-01

Between-child and within-child effects of teacher-student warmth and conflict on children's peer-nominated disliking and liking across Grades 1-4 (ages 6-10) were investigated in a sample of 746 ethnically diverse and academically at-risk children in Texas. Multilevel modeling controlled for time-invariant between-child differences while modeling the effect of time-varying teacher-student relationship (TSR) warmth and conflict on children's peer relatedness. Teachers reported on warmth and conflict. Peers reported on liking and disliking. Above between-child effects of average levels of teacher warmth and conflict on initial level and rate of change in liking and disliking and classroom teacher support, year-to-year changes in TSR conflict and warmth predicted intraindividual change in children's peer disliking but not peer liking. © 2016 The Authors. Child Development © 2016 Society for Research in Child Development, Inc.

Problem types used in math lessons: the relationship between student achievement and teacher preferences

NASA Astrophysics Data System (ADS)

Guven, Bulent; Aydin-Guc, Funda; Medine Ozmen, Zeynep

2016-08-01

The purpose of this study was to determine the relationship between the problems teachers preferred in mathematics lessons and student achievement in different types of problems. In accordance with this purpose, nine mathematics teachers were interviewed, and corresponding problems were prepared and administered to 225 eighth-grade students. The findings indicate that problem types are dependent on teacher preferences. It was found that curriculum-dependent and routine problems were dominant for teacher preferences. Students are more successful at with missing data, problems that are visual and do not require the use of different strategies. They have lower success at long problems, those that contain irrelevant data, problems that require the use of different strategies and difficult problem types. It was found that problem types at which students were successful and which teachers preferred were related. These results relay information about problems used in the learning environment and effect of problem-solving experiences on students' success.

Investigating the Relationship between Student Mathematical Talk, Mathematical Student Roles, and Teacher Discourse around Student Behavior in the Classroom

ERIC Educational Resources Information Center

Fernández, Cecilia Henríquez

2017-01-01

The purpose of this study was to understand the relationship between teacher discourse around social norms, student mathematical roles, and student mathematical explanations in the classroom. Mathematical explanations are important for learning mathematics and professional organizations encourage their use in the classroom. This study sought to…

What do medical students think about their quality of life? A qualitative study.

PubMed

Tempski, Patricia; Bellodi, Patricia L; Paro, Helena B M S; Enns, Sylvia C; Martins, Milton A; Schraiber, Lilia B

2012-11-05

Medical education can affect medical students' physical and mental health as well as their quality of life. The aim of this study was to assess medical students' perceptions of their quality of life and its relationship with medical education. First- to sixth-year students from six Brazilian medical schools were interviewed using focus groups to explore what medical student's lives are like, factors related to increases and decreases of their quality of life during medical school, and how they deal with the difficulties in their training. Students reported a variety of difficulties and crises during medical school. Factors that were reported to decrease their quality of life included competition, unprepared teachers, excessive activities, and medical school schedules that demanded exclusive dedication. Contact with pain, death and suffering and harsh social realities influence their quality of life, as well as frustrations with the program and insecurity regarding their professional future. The scarcity of time for studying, leisure activities, relationships, and rest was considered the main factor of influence. Among factors that increase quality of life are good teachers, classes with good didactic approaches, active learning methodologies, contact with patients, and efficient time management. Students also reported that meaningful relationships with family members, friends, or teachers increase their quality of life. Quality of teachers, curricula, healthy lifestyles related to eating habits, sleep, and physical activity modify medical students' quality of life. Lack of time due to medical school obligations was a major impact factor. Students affirm their quality of life is influenced by their medical school experiences, but they also reframe their difficulties, herein represented by their poor quality of life, understood as necessary and inherent to the process of becoming doctors.

Evaluating the Relationship between Teacher Credential Students' Ability to Read and Their Interest in Reading

ERIC Educational Resources Information Center

Cockerham, Barbara Jean

2013-01-01

Teacher enthusiasm for reading has considerable influence on students' reading interest and reading ability. The purpose of this study was to better understand the relationship between reading ability and reading interest among adults who plan to become teachers. This study tested whether there is a relationship between reading ability as measured…

Teacher Evaluation Tools: An Examination of Wyoming Evaluation Models as a Predictor of Student Achievement

ERIC Educational Resources Information Center

Gilbert, Andrea

2014-01-01

The purpose of this study was to understand the relationship between teacher quality, student characteristics, teacher attributes, and student growth in reading. The legislation requirements enacted with NCLB (2002), WAEA (2013), and Chapter 29 (Wyoming Department of Education, 2010) necessitated that student achievement be a primary consideration…

The Relationship between Highly Qualified Teachers and Student Academic Achievement

ERIC Educational Resources Information Center

Macken, Sherry Lou

2013-01-01

This study examined the relationship between the percentage of highly qualified teachers and standardized measures of student proficiency in the core academic subjects of mathematics, reading, science, social studies, and writing. Signed into law in January of 2002 by President George W. Bush, the No Child Left Behind (NCLB) Act requires teachers…

Student Perceptions of Their Biology Teacher's Interpersonal Teaching Behaviors and Student Achievement

NASA Astrophysics Data System (ADS)

Madike, Victor N.

Inadequate student-teacher interactions in undergraduate courses have been linked to poor student performance. Researchers have noted that students' perceptions of student-teacher relationships may be an important factor related to student performance. The administration of a Mid-Atlantic community college prioritized increasing undergraduate biology student performance. The purpose of this quantitative study was to examine the relationship between students' biology achievement and their perceptions of interpersonal teaching behaviors and student-teacher interactions in introductory biology courses. Leary's theory on interpersonal communication and the systems communication theory of Watzlawick, Beavin, and Jackson served as the theoretical foundation. The Wubbel's Likert-scale questionnaire on student-teacher interactions was administered to 318 undergraduate biology students. Non-parametric Spearman's rank correlations revealed a significant direct correlation between students' grades and their perceptions of teachers' interpersonal teaching behaviors. The relationship between student achievement and students' perceptions of student-teacher interactions prompted the recommendation for additional study on the importance of student-teacher interactions in undergraduate programs. A recommendation for local practice included faculty development on strategies for improving student-teacher interactions. The study's implications for positive social change include increased understanding for administrators and instructors on the importance of teacher-student interactions at the community college level.

The relationship between the quality of cooperative learning, students' goal preferences, and perceptions of contextual factors in the classroom.

PubMed

Hijzen, Daphne; Boekaerts, Monique; Vedder, Paul

2006-02-01

This study examined relationships between the quality of cooperative learning (CL) and students' goal preferences and perceptions of contextual factors in the classroom. Subjects were 1,920 students in secondary vocational schools. The study focused on four different types of goals: social support, belongingness, mastery, and superiority goals. It was found that social support goals had the strongest relation with the quality of CL. Further we found that the quality of CL was best predicted by a combination of social support goals, evaluations of the extent that students were taught cooperation skills, perception of teacher monitoring behavior, and the availability of academic and emotional peer support. Female students' preferences for mastery and social goals were stronger than those of male students, whereas male students had a stronger preference for superiority goals. Program type functioned as a moderator variable within the relation of students' superiority/ individuality goals and the quality of CL.

A Rasch measure of teachers' views of teacher-student relationships in the primary school.

PubMed

Leitao, Natalie; Waugh, Russell F

2012-01-01

This study investigated teacher-student relationships from the teachers' point of view at Perth metropolitan schools in Western Australia. The study identified three key social and emotional aspects that affect teacher-student relationships, namely, Connectedness, Availability and Communication. Data were collected by questionnaire (N = 139) with stem-items answered in three perspectives: (1) Idealistic: this is what I would like to happen; (2) Capability: this is what I am capable of; and (3) Behaviour: this is what actually happens, using four ordered response categories: not at all (score 1), some of the time (score 2), most of the time (score 3), and almost always (score 4). Data were analysed with a Rasch measurement model and a uni-dimensional, linear scale with 24 items, ordered from easy to hard, was created. The data were shown to be highly reliable, so that valid inferences could be made from the scale. The Person Separation Index (akin to a reliability index) was 0.93; there was good global teacher and item fit to the measurement model; there was good item fit; the targeting of the item difficulties against the teacher measures was good, and the response categories were answered consistently and logically. Teachers said that the ideal items were all easier than their corresponding capability items which were in turn easier than the behaviour items (where the items fitted the model), as conceptualized. The easiest ideal items were: I like this child and This child and I get along well together. The hardest ideal item (but still easy) was: I am available for this child. The easiest behaviour item (but still hard) was: This child and I get along well together. The hardest behaviour item (and very hard) was: I am interested to learn about this child's personal thoughts, feelings and experiences. The difficulties of the items supported the conceptual structure of the variable.

"Who Has Family Business?" Exploring the Role of Empathy in Student-Teacher Interactions

ERIC Educational Resources Information Center

Warren, Chezare A.; Lessner, Susan

2014-01-01

The quality of student-teacher interactions is shaped by both the capacity of the teacher to cultivate trusting relationships with students and his or her ability to establish a safe, supportive classroom environment. This proves especially important for individuals teaching in multicultural and urban education settings. In recent literature,…

An Integrative View of School Functioning: Transactions between Self-Regulation, School Engagement, and Teacher-Child Relationship Quality

PubMed Central

Portilla, Ximena A.; Ballard, Parissa J.; Adler, Nancy E.; Boyce, W. Thomas; Obradović, Jelena

2014-01-01

This study investigates the dynamic interplay between teacher-child relationship quality and children’s behaviors across kindergarten and first grade to predict academic competence in first grade. Using a sample of 338 ethnically diverse 5-year-old children, nested path analytic models were conducted to examine bidirectional pathways between children’s behaviors and teacher-child relationship quality. Low self-regulation in kindergarten fall, as indexed by inattention and impulsive behaviors, predicted more conflict with teachers in kindergarten spring and this effect persisted into first grade. Conflict and low self-regulation jointly predicted decreases in school engagement which in turn predicted first grade academic competence. Findings illustrate the importance of considering transactions between self-regulation, teacher-child relationship quality, and school engagement in predicting academic competence. PMID:24916608

The Influence of Mentoring Relationship Quality and Satisfaction on Novice Teachers' Self-Efficacy

ERIC Educational Resources Information Center

Alessa, Matar Ahmed

2017-01-01

This study examined the influence of mentoring relationship quality, mentoring satisfaction, and mentor matches on novice teachers' self-efficacy. Additionally, the study continued to explore a Midwestern State's mentoring program features, novice teachers' needs, and challenges of working conditions. The study surveyed 340 novice teachers, with a…

Perceptions of Pre-Service Teachers on Student Burnout, Occupational Anxiety and Faculty Life Quality

ERIC Educational Resources Information Center

Türkoglu, Muhammet Emin; Cansoy, Ramazan

2017-01-01

Perceptions of pre-service teachers on burnout, occupational anxiety and faculty life quality were investigated in this research. The research group consisted of 461 pre-service teachers in total studying at Afyon Kocatepe University faculty of education. "Maslach Burnout Inventory-Student Form," "Faculty Life Quality Scale"…

Caring Teacher Qualities that Affect School Participation and Attendance: Student Portraits

ERIC Educational Resources Information Center

Grimm, Helen M.

2009-01-01

This study explores the perspectives of four high school students focusing on the identification of caring teacher qualities and the influence those characteristics have on school participation and attendance. Data was collected using interviews rather than survey in order to hear the often-unheard voices of students. Portraits of each student…

Mentoring Student Teachers: Collaboration with Physical Education Teacher Education

ERIC Educational Resources Information Center

Ballinger, Debra A.; Bishop, Jan G.

2011-01-01

There is a special relationship between a student teacher, the PK-12 teacher who serves as mentor, and the university/college supervisor. These three individuals, often called the triad, work together to transition the student from pre-service teacher to professional educator. This article focuses on the roles of mentor teachers and…

Relationship between Teachers' Job Satisfaction and Their Attitudes towards Students' Beliefs and Motivation

ERIC Educational Resources Information Center

Salehi, Hadi; Taghavi, Elham; Yunus, Melor Md

2015-01-01

Many studies have been done in the developed countries due to the importance of job satisfaction; however, only a limited number of studies have been conducted on teachers' job satisfaction in Iran. This study is an attempt to investigate the relationship between teachers' job satisfaction and their attitudes towards students' beliefs and…

Beginning EFL Teachers' Beliefs about Quality Questions and Their Questioning Practices

ERIC Educational Resources Information Center

Pham, Ly Ngoc Khanh; Hamid, M. Obaidul

2013-01-01

Motivated by the scarcity of research that examines the impact of teacher beliefs on their actual practices in Vietnam, this study investigated the relationship between teachers' beliefs about quality questions and their questioning behaviours in terms of questioning purposes, content focus, students' cognitive level, wording and syntax. Thirteen…

The Gateway to the Profession: Assessing Teacher Preparation Programs Based on Student Achievement

ERIC Educational Resources Information Center

Goldhaber, Dan; Liddle, Stephanie; Theobald, Roddy

2013-01-01

With teacher quality repeatedly cited as the most important "schooling" factor influencing student achievement, there has been increased interest in examining the efficacy of teacher training programs. This paper presents the results of research investigating the relationship between teachers who graduate from different training programs…

Teacher Self-Efficacy, Content and Pedagogical Knowledge, and Their Relationship to Student Achievement in Algebra I

ERIC Educational Resources Information Center

Fox, Antonia M.

2014-01-01

The purpose of this quantitative study was to explore the relationship between teacher self-efficacy beliefs and the level of student achievement their students obtain as evidenced by the Algebra I Virginia Standards of Learning (SOL) assessment. This study also explored teachers' mathematics content knowledge, mathematics pedagogical knowledge,…

Creating Birds of Similar Feathers: Leveraging Similarity to Improve Teacher-Student Relationships and Academic Achievement

ERIC Educational Resources Information Center

Gehlbach, Hunter; Brinkworth, Maureen E.; King, Aaron M.; Hsu, Laura M.; McIntyre, Joseph; Rogers, Todd

2016-01-01

When people perceive themselves as similar to others, greater liking and closer relationships typically result. In the first randomized field experiment that leverages actual similarities to improve real-world relationships, we examined the affiliations between 315 9th grade students and their 25 teachers. Students in the treatment condition…

Preparing Quality Teachers

ERIC Educational Resources Information Center

Green, Corinne; Eady, Michelle; Andersen, Peter

2018-01-01

There are many factors that impact student learning, with quality educators being one of the most important elements for student success. Accordingly, the promotion of quality teacher preparation programs has become a priority for tertiary institutions, researchers, policymakers, and practitioners. There is a known disparity between tertiary…

Pay, working conditions, and teacher quality.

PubMed

Hanushek, Eric A; Rivkin, Steven G

2007-01-01

Eric Hanushek and Steven Rivkin examine how salary and working conditions affect the quality of instruction in the classroom. The wages of teachers relative to those of other college graduates have fallen steadily since 1940. Today, average wages differ little, however, between urban and suburban districts. In some metropolitan areas urban districts pay more, while in others, suburban districts pay more. But working conditions in urban and suburban districts differ substantially, with urban teachers reporting far less administrator and parental support, worse materials, and greater student problems. Difficult working conditions may drive much of the difference in turnover of teachers and the transfer of teachers across schools. Using rich data from Texas public schools, the authors describe in detail what happens when teachers move from school to school. They examine how salaries and student characteristics change when teachers move and also whether turnover affects teacher quality and student achievement. They note that both wages and student characteristics affect teachers' choices and result in a sorting of teachers across schools, but they find little evidence that teacher transitions are detrimental to student learning. The extent to which variations in salaries and working conditions translate into differences in the quality of instruction depends importantly on the effectiveness of school personnel policies in hiring and retaining the most effective teachers and on constraints on both entry into the profession and the firing of low performers. The authors conclude that overall salary increases for teachers would be both expensive and ineffective. The best way to improve the quality of instruction would be to lower barriers to becoming a teacher, such as certification, and to link compensation and career advancement more closely with teachers' ability to raise student performance.

Students' and teachers' cognitions about good teachers.

PubMed

Beishuizen, J J; Hof, E; van Putten, C M; Bouwmeester, S; Asscher, J J

2001-06-01

Good teachers have been studied ever since Plato described how Socrates taught by asking questions of his audience. Recent findings shed light on two characteristics of good teachers: their personality and their ability. However, more attention has been paid to teachers' practices and opinions than to students' views. The study reported here attempted to deepen our understanding of what students think about good teachers. Students of four age groups (7, 10, 13, and 16 years of age) and teachers from primary and secondary schools were asked to write an essay on the good teacher. The correspondence between conceptual items in the essays was investigated by determining the extent to which they were used in the same essays to describe good teachers. Correspondence analysis revealed two dimensions. The first dimension reflected the preference of students and teachers for describing the good teacher in terms of either personality or ability characteristics. The second dimension was interpreted as an orientation in the essays towards either attachment to, detachment from or commitment to school and teachers. Students and teachers were compared to establish the amount of (dis)agreement about what makes a good teacher. Primary school students described good teachers primarily as competent instructors, focusing on transfer of knowledge and skills, whereas secondary school students emphasised relational aspects of good teachers. Teachers, however, considered good teachers in the first place a matter of establishing personal relationships with their students. Consequently, primary school students and teachers disagreed about the characteristics of good teachers. In secondary education, disagreements between teachers and students were relatively small. The research method of collecting free essays and utilising correspondence analysis to represent conceptual items and groups of participants seems promising as long as a theoretical framework is available to interpret the

The Relationship between Teachers' and Principals' Perceptions of the Working Conditions in North Carolina Elementary Schools and Student Achievement

ERIC Educational Resources Information Center

Mizzelle, Sylvia Jean

2012-01-01

The purpose of this study was to examine the relationship between teachers' and principals' perceptions on the North Carolina Teacher Working Conditions Survey (TWC) and the influence this relationship had on student achievement. A quantitative research design using a Multiple Linear Regression investigated the relationship between teachers' and…

Developmental commentary: individual and contextual influences on student-teacher relationships and children's early problem behaviors.

PubMed

Myers, Sonya S; Pianta, Robert C

2008-07-01

Understanding factors associated with children's early behavioral difficulties is of vital importance to children's school success, and to the prevention of future behavior problems. Although biological factors can influence the expression of certain behaviors, the probability of children exhibiting classroom behavior problems is intensified when they are exposed to multiple risk factors, particularly negative student-teacher interactions. Children who exhibit behavior problems during early childhood and the transition to kindergarten, without intervention, can be placed on a developmental trajectory for serious behavior problems in later grades. Using a developmental systems model, this commentary provides a conceptual framework for understanding the contributions of individual and contextual factors to the development of early student-teacher relationships. Parent, teacher, and student characteristics are discussed as they are related to shaping student-teacher interactions and children's adjustment to school.

Associations between adverse childhood experiences, student-teacher relationships, and non-medical use of prescription medications among adolescents.

PubMed

Forster, Myriam; Gower, Amy L; Borowsky, Iris W; McMorris, Barbara J

2017-05-01

Few studies have investigated associations between adverse childhood experiences (ACE) and nonmedical use of prescription medication (NMUPM) in population-based samples of adolescents, and even fewer have examined whether promotive factors might buffer these effects. The present study assesses the direct effects of ACE and positive student-teacher relationships on NUMPD and whether positive student-teacher relationships moderate this association. Data were from the 2013 Minnesota Student Survey (MSS), an in-school survey administered every three years to students throughout Minnesota. The analytic sample (n=104,332) was comprised of 8th, 9th, and 11th graders. Approximately 3% of students acknowledged past year NMUPM, the majority of whom reported at least one ACE. The most frequently used prescription drug was Ritalin/ADHD medications (1.71%) followed by opiate-based painkillers (1.67%), tranquilizers (0.92%), and stimulants (0.75%). Students who reported any use tended to use more than one medication. For every additional ACE, there was a 56%, 51%, 47%, and 52% increase in the odds of past year stimulant use, ADHD medication, pain reliever, and tranquilizer use, respectively. The estimated rate of the number of prescription drugs used increased by 62% for every additional ACE. Positive student- teacher relationships buffered the association between ACE and NMUPD, especially at higher levels of ACEs. Our findings have important implications for prevention work. Training educators to recognize trauma symptomology and cultivating strong student-teacher relationships are important considerations for future school-based substance use prevention initiatives. Copyright © 2017 Elsevier Ltd. All rights reserved.

Hong Kong Teacher Education Students' Goal Orientations and Their Relationship to Perceived Parenting Styles

ERIC Educational Resources Information Center

Chan, Kwok-Wai; Chan, Siu-Mui

2007-01-01

The study examined goal orientations, perceived parenting styles, and their relationships in a sample of Hong Kong teacher education students. It was found that students adopted both learning and performance goals but tended to be more performance goal-oriented. Females were more performance goal-oriented than males. As well, students perceived…

The Relationship between Teachers' Democratic Classroom Management Attitudes and Students' Critical Thinking Dispositions

ERIC Educational Resources Information Center

Turabik, Tugba; Gün, Feyza

2016-01-01

This study aimed to investigate the relationship between democratic classroom management attitudes of teachers and critical thinking dispositions of students. The study group consisted of 530 students from public high schools located in Altindag district of the province of Ankara. The data was collected with the use of "Democratic Classroom…

Relationships Between Selected Teacher Behaviors and Pupil Academic Achievement: Preliminary Observations (Sample Project A). The Effect of Teacher Input on Student Performance (Sample Project B). Technical Report #35.

ERIC Educational Resources Information Center

Au, Kathryn H.

This Kamehameha Early Education Program (KEEP) report describes two studies on the effects of student-teacher interaction on student performance. Study I explored the relationship between three kinds of teacher behaviors (modeling, teacher attention to individual students, and praise-giving to individual students) and the pupil's academic…

A Comparison of Teacher Quality in Math for Late Elementary and Middle School Students with and without Disabilities

ERIC Educational Resources Information Center

Gilmour, Allison F.; Henry, Gary T.

2018-01-01

Students with disabilities (SWDs) perform below their peers in math on national and state assessments. The quality of teachers who provide these students with math instruction is an unexamined variable that could influence this low achievement. We used data from more than 1 million students to compare the quality of teachers assigned to teach math…

Teacher–student relationship at university: an important yet under-researched field

PubMed Central

Hagenauer, Gerda; Volet, Simone E.

2014-01-01

This article reviews the extant research on the relationship between students and teachers in higher education across three main areas: the quality of this relationship, its consequences and its antecedents. The weaknesses and gaps in prior research are highlighted and the importance of addressing the multi-dimensional and context-bound nature of teacher–student relationships is proposed. A possible agenda for future research is outlined. PMID:27226693

Educational Hospitality and Trust in Teacher-Student Relationships: A Derridarian Visiting

ERIC Educational Resources Information Center

Hung, Ruyu

2013-01-01

This paper explores the meaning of teacher-student relationships in the light of Derrida's notions of hospitality and trust. Drawing on Derrida, the author delineates two aspects of educational hospitality: hospitality without determinacy and hospitality as self-surrender. It is argued that educational hospitality is underpinned by trust. A sound…

Student Socioeconomic Status and Teacher Stroke: A Case of Female Students in Iran

ERIC Educational Resources Information Center

Irajzad, Fatemeh; Shahriari, Hesamoddin

2017-01-01

Supportive teacher-student relationships play a significant role in the trajectory of students' academic life. Teachers may use various strategies to improve this relationship, one of which is teacher stroke (teacher encouragement). The stroking behavior of teachers might be influenced by several factors, including the socioeconomic status (SES)…

Depression among Migrant and Left-Behind Children in China in Relation to the Quality of Parent-Child and Teacher-Child Relationships.

PubMed

Guo, Jing; Ren, Xuezhu; Wang, Xiaohua; Qu, Zhiyong; Zhou, Qianyun; Ran, Chun; Wang, Xia; Hu, Juan

2015-01-01

The objective of this study was to examine rates of depression among migrant children (MC) and left-behind children (LBC) as compared to non-left-behind children (NLBC) and also to examine the relationship between depression among these children and the quality of their parent-child and teacher-child relationships. This study collected data from a large sample of 3,759 children aged from 8 to 17 years, including 824 who had been left behind by one parent (LBCO), 423 who had been left behind by both parents (LBCB), 568 MC and 1944 NLBC. Children's Depression Inventory-Short Form was used to measure child depression. Parent-Child Relationship Scale (PCRS) and Teacher-Child Relationship Scale (TCRS) were used to measure the quality of parent-child and teacher-child relationships, respectively. The results showed that the prevalence of depression was 10.5% among NLBC, 13.1% among LBCO, 16.1% among LBCB, and 20.1% among MC. Depression was related to parent-child relationship quality and teacher-child relationship quality. Negative parent-child relationship was more relevant to depression than negative teacher-child relationship among LBCB, while negative teacher-child relationship was the most correlated with depression among MC.

Quality Assurance in Teacher Education and Outcomes: A Study of 17 Countries

ERIC Educational Resources Information Center

Ingvarson, Lawrence; Rowley, Glenn

2017-01-01

This study investigated the relationship between policies related to the recruitment, selection, preparation, and certification of new teachers and (a) the quality of future teachers as measured by their mathematics content and pedagogy content knowledge and (b) student achievement in mathematics at the national level. The study used data…

Formational Turning Points in the Transition to College: Understanding How Communication Events Shape First-Generation Students' Pedagogical and Interpersonal Relationships with Their College Teachers

ERIC Educational Resources Information Center

Wang, Tiffany R.

2014-01-01

In the present study, I explored student-teacher interaction, student-teacher relationship formation and development, and the ways in which student-teacher interaction and relationships facilitated support and persistence for first-generation (FG) students during the transition to college. Using transition theory as a sensitizing framework, I took…

Beyond ABCs and 123s: Enhancing Teacher-Child Relationship Quality to Promote Children's Behavioral Development

ERIC Educational Resources Information Center

Vick Whittaker, Jessica E.; Jones Harden, Brenda

2010-01-01

Results from a study of 100 Head Start children and their teachers suggested that teacher-child relationship quality was associated with children's classroom behaviors. Specifically, teacher-child conflict was strongly related to children's externalizing behaviors. Based on these findings, we present recommendations for the development of policies…

The Relationship between Early Elementary Teachers' Instructional Practices and Theoretical Orientations and Students' Growth in Writing

ERIC Educational Resources Information Center

Ritchey, Kristen D.; Coker, David L., Jr.; Jackson, Allison F.

2015-01-01

We investigated the relationship between 28 teachers' theoretical orientations to writing instruction and self-reported instructional practices and student writing performance. First-, second-, and third-grade teachers completed the Teacher Writing Orientation Scale developed by Graham, Harris, MacArthur, and Fink (2002) and reported the frequency…

Relationship between Teachers' Effective Communication and Students' Academic Achievement at the Northern Border University

ERIC Educational Resources Information Center

Al-Madani, Feras Mohammed

2015-01-01

Effective communication between faculty members and students is one of the concerns of the educational stakeholders at the Northern Border University, Saudi Arabia. This study investigates the relationship between teachers' effective communication and students' academic achievement at the Northern Border University. The survey questionnaire…

Gender and Emotions in Relationships: A Group of Teachers Recalling Their Own Teachers

ERIC Educational Resources Information Center

Uitto, Minna; Estola, Eila

2009-01-01

This narrative inquiry analyses the memories of a group of female teachers telling about their own teachers. We ask how gender and emotions are intertwined to teacher-student relationships. Gender was present in the stories where the teachers described being a schoolgirl in relationship with a teacher and told about their teachers as women and…

Assessing Elearning Teaching Quality of Faculty Members in Teachers' College at King Saud University: Students Perspectives

ERIC Educational Resources Information Center

Hussein, Hisham Barakat

2012-01-01

This paper examines students' perspectives about assessing Elearning teaching quality for faculty members in teachers' college at King Saud University. The sample of the study includes all enrolled students in Teachers' College during the academic year of 2009-2010, which they were (2282) students. Two questions are stated to be answered: (a) what…

The Relationship between Mathematics Teachers' Teaching Approaches and 9th Grade Students' Mathematics Self

ERIC Educational Resources Information Center

Briede, Liene

2016-01-01

The aim of the study is to investigate the relationship between the teaching approach adopted by mathematics teachers and their 9th grade students' mathematical self. The study searched for the answers on three research questions, namely, about 1) the approaches prevailing in mathematics teachers' beliefs about effective teaching and self-reports…

The Relationship between Teacher Burnout and Student Motivation

ERIC Educational Resources Information Center

Shen, Bo; McCaughtry, Nate; Martin, Jeffrey; Garn, Alex; Kulik, Noel; Fahlman, Mariane

2015-01-01

Background: Teacher burnout is regarded as a serious problem in school settings. To date, studies on teachers' stress and burnout have largely centred on teachers' own characteristics, socialization, and behaviours, but few have explored the connection between teachers' burnout and students' motivation via their own perceptions of teachers'…

Depression among Migrant and Left-Behind Children in China in Relation to the Quality of Parent-Child and Teacher-Child Relationships

PubMed Central

Wang, Xiaohua; Qu, Zhiyong; Zhou, Qianyun; Ran, Chun; Wang, Xia; Hu, Juan

2015-01-01

The objective of this study was to examine rates of depression among migrant children (MC) and left-behind children (LBC) as compared to non-left-behind children (NLBC) and also to examine the relationship between depression among these children and the quality of their parent-child and teacher-child relationships. This study collected data from a large sample of 3,759 children aged from 8 to 17 years, including 824 who had been left behind by one parent (LBCO), 423 who had been left behind by both parents (LBCB), 568 MC and 1944 NLBC. Children’s Depression Inventory–Short Form was used to measure child depression. Parent-Child Relationship Scale (PCRS) and Teacher-Child Relationship Scale (TCRS) were used to measure the quality of parent-child and teacher-child relationships, respectively. The results showed that the prevalence of depression was 10.5% among NLBC, 13.1% among LBCO, 16.1% among LBCB, and 20.1% among MC. Depression was related to parent-child relationship quality and teacher-child relationship quality. Negative parent-child relationship was more relevant to depression than negative teacher-child relationship among LBCB, while negative teacher-child relationship was the most correlated with depression among MC. PMID:26719895

Goal-Orientation and Teacher Motivation among Teacher Applicants and Student Teachers

ERIC Educational Resources Information Center

Malmberg, Lars-Erik

2006-01-01

The relationship between goal-orientation, intrinsic/extrinsic motivation for the teaching profession, previous achievement and entrance scores was investigated among teacher applicants (Study 1; N=230), and student teachers (Study 2; N=114). Utilizing path-analyses the following relationships were found in both studies, between: (a) mastery goals…

Teacher Quality. Education Policy White Paper

ERIC Educational Resources Information Center

Wilson, Suzanne, Ed.

2009-01-01

Good teaching matters. There is persuasive evidence that students benefit from high quality instruction and that these benefits are cumulative for students who have good teachers for several years. Teacher effectiveness matters so much that low-income students lucky enough to have three very good teachers in a row in elementary school earn test…

The Impact of Teacher Perception of Professional Learning Communities on Student Algebraic Achievement

ERIC Educational Resources Information Center

John, Tyrone Ahson

2017-01-01

In this study, I investigate the impact of teachers' perceptions of professional learning communities on student algebraic achievement. Furthermore, I also investigate whether these relationships manifest differently for males compared to females. Research indicates that teacher quality and professionalism are considered the most critical factors…

Family Involvement and Parent-Teacher Relationships for Students with Autism Spectrum Disorders

ERIC Educational Resources Information Center

Garbacz, S. Andrew; McIntyre, Laura Lee; Santiago, Rachel T.

2016-01-01

Family educational involvement and parent--teacher relationships are important for supporting student outcomes and have unique implications for families of children with autism spectrum disorder (ASD). However, little research has examined child and family characteristics among families of children with ASD as predictors of family involvement and…

A Mixed Methods Study of the Relationship between Student Perceptions of Teacher-Student Interactions and Motivation in Middle Level Science

ERIC Educational Resources Information Center

Smart, Julie B.

2014-01-01

This mixed-methods study examined the relationship between middle level science students' perceptions of teacher-student interactions and students' science motivation, particulary their efficacy, value, and goal orientation for learning science. In this sequential explanatory design, quantitative and qualitative data were collected in two phases,…

The Relationship between Professional Learning Communities, Personal Teacher Efficacy, and Student Achievement at the High School Level

ERIC Educational Resources Information Center

Brooks, Sherri L.

2013-01-01

The purpose of this correlational study was to determine if there was a relationship between professional learning community (PLC), personal teacher efficacy (PTE), and student achievement. The study examined teacher perception of PLC implementation and PET as it related to student achievement at the high school level on the Virginia End-of Course…

Investigating the Influence of Teachers’ Characteristics on the Teacher-Student Relations from Students’ Perspective at Ilam University of Medical Sciences

PubMed Central

Maleki, Farajolah; Talaei, Mehri Hosein; moghadam, Seyed Rahmatollah Mousavi; Shadigo, Shahryar; Taghinejad, Hamid

2017-01-01

Introduction Establishing an effective teacher-student relationship may affect the quality of learning. Such a complex human relationship may be influenced by various factors in addition to teacher and student. Aim The present study aimed at investigating the influence of teacher characteristics on the Teacher-student relationship from students’ perspective. Materials and Methods In this descriptive-survey research, statistical population included 1500 students at Ilam University of Medical Sciences Ilam, Iran. Out of which 281 students were selected by simple random sampling, they received and completed series of questionnaires. Data was collected using a researcher-made questionnaire containing 37 Likert type items from which five items measured demographic profile of participants and 32 items measured impact of teacher’s characteristics upon the teacher-student relationship. Data was analysed by SPSS software version 16 using descriptive statistics, t-test and One way ANOVA. Results The current study included 281 students (117 (41.6%) male, 164 (58.4%) female) studying at Ilam University of Medical Sciences. The effect of teachers’ characteristics on the teacher-student relationship from the students’ perspective in three areas (personal, professional and scientific) scored 4.37±0.54, 4.05±0.27, and 3.91±0.44, respectively. The highest score was related to “respect for students” (Mean=4.74, SD=0.55) and the lowest score was dedicated to ‘gender’ (Mean=2.40, SD= 0.64). Effect of other studied parameters was also higher than the average level. Conclusion The findings indicated that teacher-student relationship and consequently the quality of education was overshadowed by the overall characteristics of teacher (namely-personal, professional and scientific). Notably, coupled with the professional and scientific properties of the teacher, his/ her communication skills may also help to provide a favourable learning condition for the students

Student-teacher relationships matter for school inclusion: school belonging, disability, and school transitions.

PubMed

Crouch, Ronald; Keys, Christopher B; McMahon, Susan D

2014-01-01

For students with disabilities, the process of school inclusion often begins with a move from segregated settings into general education classrooms. School transitions can be stressful as students adjust to a new environment. This study examines the adjustment of 133 students with and without disabilities who moved from a school that served primarily students with disabilities into 23 public schools in a large urban school district in the Midwest. These students and 111 of their teachers and other school staff rated the degree that students felt they belonged in their new schools and the quality of their social interactions. Results show that students who experienced more positive and fewer negative social interactions with school staff had higher school belonging. Teachers accurately noted whether students felt they belonged in their new settings, but were not consistently able to identify student perceptions of negative social interactions with staff. Implications for inclusion and improving our educational system are explored.

Elevating Teacher Quality: Teacher Tenure Reform Applying Lessons from Other Fields

ERIC Educational Resources Information Center

Martin, Kevin M.

2016-01-01

The increased pressure of changing how teacher evaluations are conducted and increasing the level of teacher quality are pushing schools to reform. Due to changes in state mandates and federal laws, schools are required to demonstrate teacher effectiveness and student growth in teacher evaluations to assure students are receiving top quality…

Teacher-Student Interpersonal Relationships in Indonesia: Profiles and Importance to Student Motivation

ERIC Educational Resources Information Center

Maulana, Ridwan; Opdenakker, Marie-Christine; den Brok, Perry; Bosker, Roel

2011-01-01

This study was designed to investigate the distribution of interpersonal profiles based on students' and teachers' perceptions and to examine the associations between students' perceptions of teacher interpersonal behaviour and learning motivation in Indonesia. Participants were 1900 secondary school students (grades 7 to 9) across 66 (Mathematics…

In Search of Teaching Quality of EFL Student Teachers through Teaching Practicum: Lessons from a Teacher Education Program

ERIC Educational Resources Information Center

Azkiyah, Siti Nurul; Mukminin, Amirul

2017-01-01

This study was intended to investigate the teaching quality of student teachers when they conducted their teaching practicum. Teaching quality is conceptualised based on eight classroom factors (orientation, structuring, modelling, application, questioning, building classroom as a learning environment, assessment, and time management) of the…

Teacher Narratives and Student Engagement: Testing Narrative Engagement Theory in Drug Prevention Education

PubMed Central

Miller-Day, Michelle; Hecht, Michael L.; Krieger, Janice L.; Pettigrew, Jonathan; Shin, YoungJu; Graham, John

2015-01-01

Testing narrative engagement theory, this study examines student engagement and teachers’ spontaneous narratives told in a narrative-based drug prevention curriculum. The study describes the extent to which teachers share their own narratives in a narrative-based curriculum, identifies dominant narrative elements, forms and functions, and assesses the relationships among teacher narratives, overall lesson narrative quality, and student engagement. One hundred videotaped lessons of the keepin’ it REAL drug prevention curriculum were coded and the results supported the claim that increased narrative quality of a prevention lesson would be associated with increased student engagement. The quality of narrativity, however, varied widely. Implications of these results for narrative-based prevention interventions and narrative pedagogy are discussed. PMID:26690668

The Multidimensional Impact of Teachers on Students

ERIC Educational Resources Information Center

Pope, Nolan G.

2017-01-01

For decades, policymakers and researchers have used value-added models that rely solely on student test scores to measure teacher quality. However, since teaching ability is multidimensional, test-score value-added measures of teacher quality may not fully capture the impact of teachers on students. In this paper, we use test-score and…

A randomized trial examining the effects of Conjoint Behavioral Consultation in rural schools: Student outcomes and the mediating role of the teacher-parent relationship.

PubMed

Sheridan, Susan M; Witte, Amanda L; Holmes, Shannon R; Coutts, Michael J; Dent, Amy L; Kunz, Gina M; Wu, ChaoRong

2017-04-01

The results of a large-scale randomized controlled trial of Conjoint Behavioral Consultation (CBC) on student outcomes and teacher-parent relationships in rural schools are presented. CBC is an indirect service delivery model that addresses concerns shared by teachers and parents about students. In the present study, the intervention was aimed at promoting positive school-related social-behavioral skills and strengthening teacher-parent relationships in rural schools. Participants were 267 students in grades K-3, their parents, and 152 teachers in 45 Midwest rural schools. Results revealed that, on average, improvement among students whose parents and teachers experienced CBC significantly outpaced that of control students in their teacher-reported school problems and observational measures of their inappropriate (off-task and motor activity) and appropriate (on-task and social interactions) classroom behavior. In addition, teacher responses indicated significantly different rates of improvement in their relationship with parents in favor of the CBC group. Finally, the teacher-parent relationship was found to partially mediate effects of CBC on several student outcomes. Unique contributions of this study, implications of findings for rural students, study limitations and suggestions for future research are discussed. Copyright © 2016 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.

Relationship between Teachers Teaching Styles and Students Interest towards Integrated Living Skills Subjects in Schools

ERIC Educational Resources Information Center

Pying, How Shwu; Rashid, Abdullah Mat

2014-01-01

The focus of this study is to determine the relationship of teacher's teaching styles (expert, formal authority, personal model, delegation, and facilitator) towards student's interests in Integrated Living Skills (ILS) subjects. The research is designed to explore the common teaching styles applied by ILS teachers in schools and identify the…

The Relationship of High School Teachers' Class Testing Practices to Students' Feelings of Efficacy and Efforts to Study.

ERIC Educational Resources Information Center

Duckworth, Kenneth; And Others

The relationship between high school students' feelings of efficacy and efforts to study and teachers' classroom testing practices was examined. Questionnaires were administered in four high schools in biology, geometry, English, and United States history classes; a total of 69 classes participated. Some teachers were also interviewed. Students'…

Medical students' views of power in doctor-patient interactions: the value of teacher-learner relationships.

PubMed

Donetto, Sara

2010-02-01

This paper aims to contribute to the important, and relatively underexplored, area of medical education research that seeks to illuminate the value and meaning of relationships in the undergraduate education of doctors. Here I present new empirical material in which I ground my reflections on some ways in which teacher-learner relationships can help address medical students' often uncritical views of professional practice. The views I illustrate are of particular significance as they contrast sharply with the participative models of practice promoted by current policy, professional and educational discourses. My reflections stem from the analysis of data I generated for a larger, broadly ethnographic study exploring students' approaches to their future role as practitioners in one UK medical school. I draw upon this larger body of data and focus here on two examples in particular of the more general uncritical readings of medical professionalism I encountered at Sundown Medical School (an invented name), namely: students' often reductive views of medical power, and their simplistic formulations of patient education. I argue for the need to foster richer and more critical understandings of professional power and knowledge among students and educators, and suggest here that teacher-learner interactions could have an important role in fostering such richer understandings. I argue that teacher-learner relationships can model some of the dynamics of the practitioner-patient interaction and thus provide useful opportunities for closer and more critical analysis of power, education and knowledge in the medical school classroom as well as in the consultation room. I suggest that effective integration of participative and critical pedagogical strategies in medical curricula and more structured involvement of patients in the role of teachers may represent valuable strategies for the development of learning relationships that better promote reflexive and collaborative forms

What Is the Relationship between Teacher Quality and Student Achievement? An Exploratory Study

ERIC Educational Resources Information Center

Stronge, James H.; Ward, Thomas J.; Tucker, Pamela D.; Hindman, Jennifer L.

2007-01-01

The major purpose of the study was to examine what constitutes effective teaching as defined by measured increases in student learning with a focus on the instructional behaviors and practices. Ordinary least squares (OLS) regression analyses and hierarchical linear modeling (HLM) were used to identify teacher effectiveness levels while…

Help-Seeking Behaviour of Student Teachers

ERIC Educational Resources Information Center

Hsu, Shihkuan

2005-01-01

Background: Student teachers struggle with a wide range of problems because they are lacking professional knowledge, inexperienced in dealing with colleagues and students, and unfamiliar with school environments. It is essential for the survival of student teachers to establish supportive relationships for professional and personal help.…

Teacher Quality: Equalizing Educational Opportunities and Outcomes

ERIC Educational Resources Information Center

Sunderman, Gail L.; Kim, Jimmy

2005-01-01

The No Child Left Behind (NCLB) teacher quality provisions recognize both the importance of teacher quality for improving student achievement and the unequal distribution of teachers across districts and schools. But the question of how to achieve the goal of a high quality teacher in every classroom is complicated because of the challenges of…

On Teacher Quality in Independent Schools

ERIC Educational Resources Information Center

Balossi, Matt; Hernandez, Natalia R.

2016-01-01

Independent schools pride themselves on providing a unique educational experience for students, one that is robust and mission-driven and capitalizes on lower student-to-teacher ratios that allow for more personalized learning and high-quality teachers. Numerous studies measure teacher effectiveness in public schools, yet there is little research…

Measuring the Relationship between Parent, Teacher, and Student Problem Behavior Reports and Academic Achievement: Implications for School Counselors

ERIC Educational Resources Information Center

Johnson, Kaprea; Hannon, Michael D.

2014-01-01

This study investigates the relationship between academic achievement and reports of student problem behavior from teachers, parents, and child self-reports. Participants included 108 teachers, 113 parents/caregivers, and 129 students from an urban school in the Northeast region of the United States. Results suggest parent and child reports were…

Can closeness, conflict, and dependency be used to characterize students' perceptions of the affective relationship with their teacher? Testing a new child measure in middle childhood.

PubMed

Koomen, Helma M Y; Jellesma, Francine C

2015-12-01

The constructs of closeness, conflict, and dependency, which are derived from attachment theory, are widely used to qualify teachers' perceptions of relationships with individual children. Our main aim was to reveal whether similar and reliable dimensions could be identified in middle childhood with a newly developed student measure Student Perception of Affective Relationship with Teacher Scale (SPARTS). Additional validity support was sought by examining gender differences and associations with (1) teacher relationship perceptions and (2) problem and prosocial behaviours in children. Factor structure was determined in a sample of 586 children (46.5% boys) from 26 regular elementary Dutch classrooms (grade 4-6). Associations with teacher relationship reports (n = 82) and child behaviours (n = 64) were analysed in random subsamples. Students' relationship perceptions were assessed with the SPARTS; teachers' relationship perceptions with the Student-Teacher Relationship Scale (STRS; closeness, conflict, and dependency); and problem and prosocial behaviours in children with the teacher-reported Strengths and Difficulties Questionnaire. Exploratory factor analysis and confirmatory factor analysis supported a 3-factor model of conflict, closeness, and a third factor, unexpectedly reflecting negative expectations of the student instead of dependency. Satisfactory internal consistency was found for all three scales. Additional validity evidence included the following: Substantial student-teacher agreement for conflict and closeness; meaningful associations with problem and prosocial behaviours in children; and expected gender differences showing that, compared to boys, girls share more favourable relationships (more closeness and less conflict) with teachers. The 3-dimensional SPARTS comes close to the attachment-derived teacher STRS, as far as conflict and closeness are concerned. The third dimension, negative expectations, represents a new and relevant attachment

Using Student Perceptions of Teacher Behavior to Predict Student Outcomes.

ERIC Educational Resources Information Center

Brattesani, Karen; And Others

The ways in which students' perceptions of teacher behavior in the elementary school classroom clarifies the relationships among teacher expectations, student expectations, and student achievement are examined. Subjects in two data sets consisted of 234 grade 4-6 students from 16 classrooms in an urban, ethnically mixed school district, and 101…

The Diverse Facets of Power in Early Childhood Mentor-Student Teacher Relationships

ERIC Educational Resources Information Center

Loizou, Eleni

2011-01-01

The aim of this study was to describe the diverse experiences of early childhood student teachers and mentors during the teaching practicum over the period of one semester, and trace power aspects within the relationship of 20 dyads. Data collection included repeated entries within a reflective journal, following specific guiding questions. The…

The Value of Smarter Teachers: International Evidence on Teacher Cognitive Skills and Student Performance. Program on Education Policy and Governance Working Papers Series. PEPG 14-06

ERIC Educational Resources Information Center

Hanushek, Eric A.; Piopiunik, Marc; Wiederhold, Simon

2014-01-01

Differences in teacher quality are commonly cited as a key determinant of the huge international student performance gaps. However, convincing evidence on this relationship is still lacking, in part because it is unclear how to measure teacher quality consistently across countries. We use unique international assessment data to investigate the…

Change in parenting, change in student-teacher relationships, and oxytocin receptor gene (OXTR): Testing a gene-×-environment (G×E) hypothesis in two samples.

PubMed

Hygen, Beate Wold; Belsky, Jay; Li, Zhi; Stenseng, Frode; Güzey, Ismail Cuneyt; Wichstrøm, Lars

2017-07-01

Prior research suggests that parenting affects children's relationships, including those with teachers, although there is variation across individuals in such effects. Given evidence suggesting that oxytocin may be particularly important for the quality of social relationships, we tested the hypotheses (a) that change in parenting from 4 to 6 years of age influences and predicts change in the student-teacher relationship from 6 to 8 years of age and (b) that this effect is moderated by a polymorphism related to the child's oxytocin receptor gene (OXTR), rs53576. In 2 studies, participants included, respectively, 652 socioeconomically diverse Norwegian children from a community sample (50.8% male; mean age of 54.9 months at first assessment) and 559 such children from 8 different U.S. locales (49.0% male; approximately 54 months at the first assessment). Norwegian results showed that change in parenting predicted change in student-teacher relationships, but only in the case of children homozygous for the A allele of rs53576 and in a manner consistent with differential-susceptibility theory: for AA carriers, when parenting changed for the worse, so did children's relationship with teachers, whereas when parenting changed for the better, the teacher-child relationships improved accordingly. Such G×E findings could not be replicated in the American sample. Results are discussed in terms of 2 contrasting models of Person-×-Environment interaction (differential susceptibility and diathesis stress) and potential reasons for failure to replicate. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

Student and Teacher Perceptions of Teacher Immediacy Behaviors and the Influence of Teacher Immediacy Behaviors on Student Motivation to Learn Science

NASA Astrophysics Data System (ADS)

Littlejohn, Vania

The National Assessment on Educational Progress signals that American students are not being adequately prepared to compete globally in an ever changing scientific society. As a result, legislation mandated that all students be assessed and show proficiency in scientific literacy beginning in Grade 4 with the reauthorization of the Elementary and Secondary Education Act of 2002 also known as No Child Left Behind. Research indicates a disturbing decline in the number of U.S. students pursuing more rigorous science courses in high school, majoring in scientific areas in college, and choosing future careers in science. With a need to improve science instruction and enhance science literacy for all students, this study focuses on immediate communication behaviors of the classroom teacher as a deciding factor in the opinions of high school students towards science. The purpose of this study was to reveal high school science student perceptions of teacher communication patterns, both verbal and nonverbal, and how they influence their motivation to learn science. The researcher utilized a nonexperimental, quantitative research design to guide this study. Teacher and student data were collected using the Teacher Communication Behavior Questionnaire (TCBQ). The Student Motivation to Learn Instrument (SMLI) across gender, ethnicity, and socioeconomic status survey was used to evaluate student motivation in science. Participants were encouraged to be honest in reporting and sharing information concerning teacher communication behaviors. The data revealed that teacher immediacy behaviors, both verbal and nonverbal, were perceived differently in terms of student gender, ethnicity, and socioeconomic class. The results showed that teachers who display positive communication behaviors and use challenging questioning followed with positive responses create pathways to potentially powerful relationships. These relationships between teachers and students can lead to increased student

Teacher Job Satisfaction and Student Achievement: The Roles of Teacher Professional Community and Teacher Collaboration in Schools

ERIC Educational Resources Information Center

Banerjee, Neena; Stearns, Elizabeth; Moller, Stephanie; Mickelson, Roslyn Arlin

2017-01-01

Studies have not conclusively established whether teacher job satisfaction improves student achievement or whether the advantages to students from having satisfied teachers vary with the broader school culture. In this article, we investigate two research questions: (1) Is there a relationship between teacher job satisfaction and students' math…

Examining Factorial Validity and Measurement Invariance of the Student-Teacher Relationship Scale

ERIC Educational Resources Information Center

Webb, Mi-young L.; Neuharth-Pritchett, Stacey

2011-01-01

The purposes of this study were to (a) test the hypothesized factor structure of the Student-Teacher Relationship Scale (STRS; Pianta, 2001) for 308 African American (AA) and European American (EA) children using confirmatory factor analysis (CFA) and (b) examine the measurement invariance of the factor structure across AA and EA children. CFA of…

The Relationship between Teachers' Collective Efficacy and Student Achievement at Economically Disadvantaged Middle School Campuses

ERIC Educational Resources Information Center

Sandoval, Juan Manuel; Challoo, Linda B.; Kupczynski, Lori

2011-01-01

The purpose of this study was to examine the relationship between the collective efficacy of teachers and student achievement at economically disadvantaged middle school campuses. The population of the study consisted of Texas campuses that served economically disadvantaged students and received a campus rating of Exemplary or Academically…

A Study of School Culture, Leadership, Teacher Quality and Student Outcomes via a Performance Framework in Elementary Schools Participating in a School Reform Initiative

ERIC Educational Resources Information Center

Ohlson, Matthew

2009-01-01

The purpose of this study was to examine the relationships among teacher quality characteristics and school culture components and their influence upon student attendance and suspension rates. In addition, the research also examined the educational leadership practices of exemplary school principals in relation to the components of a collaborative…

Conventional wisdom is a poor predictor of the relationship between discipline policy, student misbehaviour and teacher stress.

PubMed

Hart, P M; Wearing, A J; Conn, M

1995-03-01

Will an effective discipline policy improve student misbehaviour and result in a reduction of teacher stress? It is commonly believed that student misbehaviour is a major cause of teacher stress, and that the degree of student misbehaviour is reflected in student suspension rates. Moreover, it is believed that student misbehaviour can be reduced by improving a school's discipline policy through the collaborative efforts of whole school communities. As a result of growing concern about student misbehaviour and teacher stress, a Whole School Approach to Discipline and Student Welfare programme was implemented throughout the Australian state of Victoria. This paper reports on the evaluation studies that were conducted to assess the effectiveness of the programme and examine the assumptions which underpinned its implementation. Data were obtained from 4,072 primary and secondary school teachers. Although longitudinal analyses suggested that the programme was effective in reducing teacher stress, there was no mean change in student misbehaviour. Structural equation analyses showed that there was little relationship between a school's discipline policy and the perceived level of student misbehaviour. It was also found that student suspension rates were not related to student misbehaviour, but could be predicted on the basis of a school's discipline policy and the self-esteem of teachers. Two and three wave causal analyses also demonstrated the problems associated with using cross-sectional research to support major policy decisions. Overall, these studies showed that there is little point in trying to reduce teacher stress by reducing student misbehaviour. Rather, it is more appropriate to develop a supportive organisational climate that enables teachers to cope with the student misbehaviour that confronts them.

Accomplishing More Together: Influences to the Quality of Professional Relationships between Special Educators and Paraprofessionals

ERIC Educational Resources Information Center

Biggs, Elizabeth E.; Gilson, Carly B.; Carter, Erik W.

2016-01-01

Fostering and maintaining strong collaborative relationships are critically important for paraprofessionals and special education teachers working together to provide a high-quality education for students with severe disabilities. Through in-depth interviews with 22 teachers and paraprofessionals comprising nine educational teams, we examined…

The Relationship between Student Teachers' Perception of Intelligence and Their Goal Orientation

ERIC Educational Resources Information Center

Beyaztas, Dilek Ilhan; Kapti, Suzan Beyza; Hymer, Barry

2017-01-01

This study examines the views of student teachers in a Turkish university about intelligence (entity theory vs incremental theory) and goal orientation (performance goal orientation vs learning goal orientation) and the relationship between the two. Specifically, it seeks to understand whether there are any differences in participants' perceptions…

Teacher Empathy and Its Relationship to the Standardized Test Scores of Diverse Secondary English Students

ERIC Educational Resources Information Center

Bostic, Timothy B.

2014-01-01

The purpose of this research study was to ascertain whether there is a relationship between teachers' cognitive role taking aspect of empathy and the Virginia Standards of Learning (VSOL), English/Reading scores of their students. A correlational research design using hierarchical multiple regression was used to look for this relationship. In…

Student teacher training: participant motivation.

PubMed

Burgess, Annette; van Diggele, Christie; Mellis, Craig

2016-08-01

Teaching, assessment and feedback skills are documented globally as required graduate attributes for medical students. By integrating teacher training into curricula, the importance of teaching and educational scholarship is highlighted. In this study, we used self-determination theory (SDT) to consider medical students' motivation to voluntarily participate in a short teacher training programme. Thirty-eight senior medical students were invited to attend a teacher training programme at a major tertiary teaching hospital. Participating students were asked to respond to one question: 'Why did you volunteer to take part in the teacher training course?' Self-determination theory was used as a conceptual framework to identify and code recurrent themes in the data. In total, 23/38 (61%) of invited students chose to participate in the programme, and 21/23 (91%) of the students responded to the survey. Students' motivation to participate in the teacher training programme were related to: (1) autonomy - their enjoyment of their current voluntary involvement in teaching; (2) competence - a recognition of the need for formal training and certification in teaching, and as an essential part of their future career in medicine; (3) relatedness - the joint recognition of the importance of quality in teaching, as emphasised by their own learning experiences in the medical programme. Students reported being motivated to take part in teacher training because of their enjoyment of teaching, their desire to increase the quality of teaching within medical education, their desire for formal recognition of teaching as a learned skill, plus their recognition of teaching as a requirement within the medical profession. By integrating teacher training into curricula, the importance of teaching and educational scholarship is highlighted. © 2015 John Wiley & Sons Ltd.

Quality, Importance, and Instruction: The Perspectives of Teachers of Students with Visual Impairments on Graphics Use by Students

ERIC Educational Resources Information Center

Zebehazy, Kim T.; Wilton, Adam P.

2014-01-01

Introduction: This study investigated the perceptions and practices of teachers of students with visual impairments in Canada and the United States regarding graphics (both tactile and print) that are used by students with visual impairments. Questions focused on quality, importance, and instruction in the use of graphics. Methods: An electronic…

The Relationship Between the Change in Pupil Control Ideology of Student Teachers and the Student Teachers's Perception of the Cooperating Teacher's Pupil Control Ideology.

ERIC Educational Resources Information Center

Roberts, Richard A.; Blankenship, Jacob W.

A sample of 108 elementary student teachers was administered the Pupil Control Ideology Form (PCI Form) before and after student teaching. The student teachers' perceptions of their cooperating teachers' pupil control ideology were measured using a modification of the same form. "Socialization pressure," the difference between the…

Better Classroom Relationships

ERIC Educational Resources Information Center

Kecskemeti, Maria; Winslade, John

2016-01-01

The usual approaches to classroom relationships are either teacher-centred or student-centred. This book breaks new ground in its exploration of relationship-centred classrooms. In relationship-centred classrooms, the teacher and the student are equally important. That shifts the focus to the quality of their interaction and whether it is…

Fostering Teacher Learning through Relationships and Dialogue: Principals' Perceptions of Implementing a Teacher Evaluation Plan

ERIC Educational Resources Information Center

Erickson, Andrea Bianca

2014-01-01

We cannot achieve quality learning for all, or nearly all, students until quality development is attained and sustained for all teachers. (Fullan, 1994, p. 246) When the No Child Left Behind Act (NCLB) of 2001 was signed into law, the federal government made student achievement and teacher quality a national priority (U.S. Department of Education,…

A Study of the Relationships between Distributed Leadership, Teacher Academic Optimism and Student Achievement in Taiwanese Elementary Schools

ERIC Educational Resources Information Center

Chang, I-Hua

2011-01-01

The purpose of this study was to explore the relationships between distributed leadership, teachers' academic optimism and student achievement in learning. The study targeted public elementary schools in Taiwan and adopted stratified random sampling to investigate 1500 teachers. Teachers' perceptions were collected by a self-report scale. In…

Teaching Quality and Performance among Experienced Teachers in Malaysia

ERIC Educational Resources Information Center

Abd Hamid, Siti Rafiah; Syed Hassan, Sharifah Sariah; Ismail, Nik Ahmad Hisham

2012-01-01

The role of teachers has evolved from merely being teacher-centered to one that is student centered and the skills required for a quality teacher are changing too. Assessing teacher's effectiveness will not be a straight forward attempt by solely examining students' achievements or students' perceptions of their teachers' attributes. A careful…

Perceptions about interpersonal relationships and school environment among middle school students with asthma.

PubMed

Rhee, Hyekyun; McQuillan, Brenda; Chen, Ding-Geng; Atis, Shannska

2017-11-01

To examine interpersonal relationships involving peers and teachers and perceptions about school environment among middle school students with asthma in comparison to their healthy counterparts. The study also assesses asthma prevalence in a large sample of middle school students representing different geographic locations. Cross-sectional data were collected from 1059 middle school students in grades 6-8 enrolled in schools in a northeastern region of the United States. Students reported their chronic health conditions including asthma and completed questionnaires measuring perceptions about their relationships with peers and teachers as well as school environment. Analyses of covariance (ANCOVAs) were used to compare students with asthma and their healthy counterparts in the study variables. Asthma was reported by 16.5% of the sample (n = 169). The rate was higher among minority students (23%) than their white counterparts (15%). Greater proportion of urban students (28%) reported asthma than rural (18%) and suburban (14%) students. Students with asthma reported significantly poorer relationships with peers (B = -1.74, p <.001) and teachers (B = -1.41, p =.009), and their perceptions about overall school environment (B = -1.30, p =.009) were also lower than their healthy counterparts. Race showed no significant effects on school factors. Overall asthma prevalence was substantially higher than the national average of adolescent asthma, particularly those residing in the urban area. Poor perceptions of interpersonal relationships with peers and teachers among students with asthma may indicate compromised quality of life. Suboptimal interpersonal relationships and school environment need to be identified and adequately addressed, given their implications for asthma management at the school setting among middle school students.

The role of special education teachers in facilitating peer relationships among students with mild intellectual disabilities in lower secondary school.

PubMed

Sigstad, Hanne Marie Høybråten

2017-01-01

Students with intellectual disabilities may lack sufficiently developed skills to initiate qualitatively good social interactions; thus, they might be in need of assistance. This study examined special education teachers' role in facilitating peer relationships among students with mild intellectual disabilities in a mainstream school context. The study was based on qualitative semi-structured interviews with nine special education teachers who belong to special education groups in lower secondary schools. A thematic structural analysis was used to identify themes. The teachers made substantial efforts to promote social competence and ensure optimal conditions to foster peer interactions. An "academic-oriented" education, divergent attitudes, challenges in teacher collaboration, and organizational constraints may be barriers. In a mainstream school, the role of special education teachers appears to be dependent on the basic values of the school management in terms of real opportunities to foster peer relationships among students with mild intellectual disabilities.

They need to be recognized as a person in everyday life: Teachers’ and helpers’ experiences of teacher–student relationships in upper secondary school

PubMed Central

Krane, Vibeke; Karlsson, Bengt; Ness, Ottar; Binder, Per-Einar

2016-01-01

The aim of this study was to explore how teachers and helpers experience that teacher–student relationship (TSR) is developed and promoted in upper secondary school. We also explored their experiences of qualities of TSR with students with mental health problems or at risk of dropping out. The study used a qualitative and participative approach; key stakeholders were included as co-researchers. Focus group interviews were held with 27 teachers and helpers. A thematic analysis was conducted. The participants’ descriptions of important experiential dimensions of TSR were clustered around four themes: (1) to be recognized as a person with strengths and challenges in everyday life, (2) collaborative relationships between students and teachers, (3) flexible boundaries in the relationship between teachers and students and (4) organization of classes and procedures set the stage for TSR. Collaborative, emotional and contextual qualities were found important to the development of TSR in upper secondary school. Experiences of negative qualities of TSR can contribute to push students out of school. Teachers and helpers experience that TSR may have the potential to play a role in promoting mental health in students’ everyday life. PMID:27707451

Assessing Undergraduate Student-Teacher Relationship Factors Using Working Alliance and Interpersonal Influence Theories

ERIC Educational Resources Information Center

De Clute, Shannon M.

2012-01-01

The purpose of this study was to test the applicability of working alliance theory (Bordin, 1979; Castonguay, Constantino, & Grosse Holtforth, 2006) and interpersonal influence theory (Strong, 1968) as ways to articulate an empirically informed model of student-teacher relationships in order to extend the current body of knowledge on effective…

Affective Teacher-Student Relationships and Students' Engagement and Achievement: A Meta-Analytic Update and Test of the Mediating Role of Engagement

ERIC Educational Resources Information Center

Roorda, Debora L.; Jak, Suzanne; Zee, Marjolein; Oort, Frans J.; Koomen, Helma M. Y.

2017-01-01

The present study took a meta-analytic approach to investigate whether students' engagement acts as a mediator in the association between affective teacher-student relationships and students' achievement. Furthermore, we examined whether results differed for primary and secondary school and whether similar results were found in a longitudinal…

The Relationship between Teacher-Related Factors and Students' Attitudes towards Secondary School Chemistry Subject in Bureti District, Kenya

ERIC Educational Resources Information Center

Chepkorir, Salome; Cheptonui, Edna Marusoi; Chemutai, Agnes

2014-01-01

This paper examines the relationship between teacher-related factors and student's attitudes towards Chemistry subject in secondary schools in Kenya. The paper is based on a study conducted in Bureti District in Kericho County, Kenya. This paper highlights issues on the teaching methods used by chemistry teachers, the teachers' availability to…

Qualities attributed to an ideal educator by medical students: should faculty take cognizance?

PubMed

McLean, Michelle

2001-07-01

Since teaching is a fundamental activity of tertiary institutions, measures need to be in place to assess the teaching quality of individual academic staff members. Few faculties, however, have objective criteria for assessing this quality. In the present study, for second-year medical students, being a good communicator was identified as the most important asset a teacher could have. Personal qualities, such as being approachable, helpful and friendly, were more highly regarded than technical issues such as being punctual and having organized lectures. This suggests that students value the teacher-learner relationship. Since the global trend of medical education is towards a more humanistic approach to patient care, medical teachers need to become educators, interacting with individual students. Educators might also have to become role models for students in terms of attitudes and ethics. Students will therefore be in the best position to judge the impact of individual educators on their development.

An Intervention to Promote Positive Teacher-Student Relationships and Self-Determination among Adolescents with Emotional Disturbance

ERIC Educational Resources Information Center

Lind, John; Poppen, Marcus; Murray, Christopher

2017-01-01

Positive teacher-student relationships provide adolescents with disabilities the confidence to explore new challenges in and out of the classroom. Goal-setting and self-determination skills have been consistently shown to promote healthy transition adjustment among students with disabilities. Despite the growing awareness of the importance of…

The Gateway to the Profession: Assessing Teacher Preparation Programs Based on Student Achievement. CEDR Working Paper 2012-4

ERIC Educational Resources Information Center

Goldhaber, Dan; Liddle, Stephanie; Theobald, Roddy

2012-01-01

With teacher quality repeatedly cited as the most important "schooling" factor influencing student achievement, there has been increased interest in examining the efficacy of teacher training programs. This paper presents the results of research investigating the relationship between teachers who graduate from different training programs…

How Many Teachers Does It Take to Support a Student? Examining the Relationship between Teacher Support and Adverse Health Outcomes in High-Performing, Pressure-Cooker High Schools

ERIC Educational Resources Information Center

Conner, Jerusha O.; Miles, Sarah B.; Pope, Denise C.

2014-01-01

Although considerable research has demonstrated the importance of supportive teacher-student relationships to students' academic and nonacademic outcomes, few studies have explored these relationships in the context of high-performing high schools. Hierarchical linear modeling with a sample of 5,557 students from 14 different high-performing…

Quality Teaching in Addressing Student Achievement: A Comparative Study between National Board Certified Teachers and Other Teachers on the Kentucky Core Content Test Results

ERIC Educational Resources Information Center

Buecker, Harrie Lynne

2010-01-01

This dissertation focused on the link between quality teaching and its potential impact on student achievement. National Board Certification is used to represent quality teaching and student achievement is measured by the Kentucky Core Content Test. Data were gathered on the reading and mathematics scores of students of National Board Teachers who…

"My Teacher Helps Me": Assessing Teacher-Child Relationships from the Child's Perspective

ERIC Educational Resources Information Center

White, Kelley Mayer

2016-01-01

The current study is one of the first to investigate children's perceptions of quality in teacher-child relationships using a narrative measure. It is also one of the first studies to investigate how the child's report is associated with the teacher's report and with an observer's report of quality in teacher-child interactions. Participants…

Applying Exploratory Structural Equation Modeling to Examine the Student-Teacher Relationship Scale in a Representative Greek Sample

PubMed Central

Tsigilis, Nikolaos; Gregoriadis, Athanasios; Grammatikopoulos, Vasilis; Zachopoulou, Evridiki

2018-01-01

Teacher-child relationships in early childhood are a fundamental prerequisite for children's social, emotional, and academic development. The Student-Teacher Relationship Scale (STRS) is one of the most widely accepted and used instruments that evaluate the quality of teacher-child relationships. STRS is a 28-item questionnaire that assess three relational dimensions, Closeness, Conflict, and Dependency. The relevant literature has shown a pattern regarding the difficulty to support the STRS factor structure with CFA, while it is well-documented with EFA. Recently, a new statistical technique was proposed to combine the best of the CFA and EFA namely, the Exploratory Structural Equation Modeling (ESEM). The purpose of this study was (a) to examine the factor structure of the STRS in a Greek national sample. Toward this end, the ESEM framework was applied in order to overcome the limitations of EFA and CFA, (b) to confirm previous findings about the cultural influence in teacher-child relationship patterns, and (c) to examine the invariance of STRS across gender and age. Early educators from a representative Greek sample size of 535 child care and kindergarten centers completed the STRS for 4,158 children. CFA as well as ESEM procedures were implemented. Results showed that ESEM provided better fit to the data than CFA in both groups, supporting the argument that CFA is an overly restrictive approach in comparison to ESEM for the study of STRS. All primary loadings were statistically significant and were associated with their respective latent factors. Contrary to the existing literature conducted in USA and northern Europe, the association between Closeness and Dependency yielded a positive correlation. This finding is in line with previous studies conducted in Greece and confirm the existence of cultural differences in teacher-child relationships. In addition, findings supported the configural, metric, scalar, and variance/covariance equivalence of the STRS

Applying Exploratory Structural Equation Modeling to Examine the Student-Teacher Relationship Scale in a Representative Greek Sample.

PubMed

Tsigilis, Nikolaos; Gregoriadis, Athanasios; Grammatikopoulos, Vasilis; Zachopoulou, Evridiki

2018-01-01

Teacher-child relationships in early childhood are a fundamental prerequisite for children's social, emotional, and academic development. The Student-Teacher Relationship Scale (STRS) is one of the most widely accepted and used instruments that evaluate the quality of teacher-child relationships. STRS is a 28-item questionnaire that assess three relational dimensions, Closeness, Conflict, and Dependency. The relevant literature has shown a pattern regarding the difficulty to support the STRS factor structure with CFA, while it is well-documented with EFA. Recently, a new statistical technique was proposed to combine the best of the CFA and EFA namely, the Exploratory Structural Equation Modeling (ESEM). The purpose of this study was (a) to examine the factor structure of the STRS in a Greek national sample. Toward this end, the ESEM framework was applied in order to overcome the limitations of EFA and CFA, (b) to confirm previous findings about the cultural influence in teacher-child relationship patterns, and (c) to examine the invariance of STRS across gender and age. Early educators from a representative Greek sample size of 535 child care and kindergarten centers completed the STRS for 4,158 children. CFA as well as ESEM procedures were implemented. Results showed that ESEM provided better fit to the data than CFA in both groups, supporting the argument that CFA is an overly restrictive approach in comparison to ESEM for the study of STRS. All primary loadings were statistically significant and were associated with their respective latent factors. Contrary to the existing literature conducted in USA and northern Europe, the association between Closeness and Dependency yielded a positive correlation. This finding is in line with previous studies conducted in Greece and confirm the existence of cultural differences in teacher-child relationships. In addition, findings supported the configural, metric, scalar, and variance/covariance equivalence of the STRS

The Influence of Vocal Qualities and Confirmation of Nonnative English-Speaking Teachers on Student Receiver Apprehension, Affective Learning, and Cognitive Learning

ERIC Educational Resources Information Center

Hsu, Chia-Fang

2012-01-01

This study investigated the influence of teacher vocal qualities and confirmation behaviors on student learning. Students (N = 197) enrolled in nonnative English-speaking teachers' classes completed a battery of instruments. Results indicated that both vocal qualities and confirmation behaviors were negatively related to receiver apprehension,…

The Relationship between Teachers' Motivational Support and Engagement versus Disaffection

ERIC Educational Resources Information Center

Guvenc, Hulya

2015-01-01

The purpose of this study is to investigate relationships between students' engagement versus disaffection and their perceptions of teachers' motivational support styles. To do this a hypothesized structural model specifying the direct relationships of students' engagement and their perceptions of teachers' motivational support is used. The model,…

Reconsidering Differential Behaviors: Reflection and Teacher Judgment When Forming Classroom Relationships

ERIC Educational Resources Information Center

Newberry, Melissa

2013-01-01

Positive teacher-student relationships promote growth in students both academically and socially, but in today's ever-changing classrooms creating such positive relationships can be a challenge. This study attempts to look at the influences on teacher thinking and judgment when creating and maintaining relationships. This is done by examining the…

The Relationship between Teacher Leadership, Teacher Professionalism, and Perceived Stress

ERIC Educational Resources Information Center

Kilinc, Ali Çagatay; Cemaloglu, Necati; Savas, Gökhan

2015-01-01

Problem Statement: Teacher leadership has recently attracted the attention of scholars and practitioners due to its promotion of student learning and school improvement. Thus, there is a need for investigating the construct of teacher leadership and its relationship with various organizational and personal variables. Considering the fact that…

Teacher beliefs, teacher characteristics, and school contextual factors: what are the relationships?

PubMed

Rubie-Davies, Christine M; Flint, Annaline; McDonald, Lyn G

2012-06-01

There is a plethora of research around student beliefs and their contribution to student outcomes. However, there is less research in relation to teacher beliefs. Teacher factors are important to consider since beliefs mould thoughts and resultant instructional behaviours that, in turn, can contribute to student outcomes. The purpose of this research was to explore relationships between the teacher characteristics of gender and teaching experience, school contextual variables (socio-economic level of school and class level), and three teacher socio-psychological variables: class level teacher expectations, teacher efficacy, and teacher goal orientation. The participants were 68 male and female teachers with varying experience, from schools in a variety of socio-economic areas and from rural and urban locations within New Zealand. Teachers completed a questionnaire containing items related to teacher efficacy and goal orientation in reading. They also completed a teacher expectation survey. Reading achievement data were collected on students. Interrelationships were explored between teacher socio-psychological beliefs and the teacher and school factors included in the study. Mastery-oriented beliefs predicted teacher efficacy for student engagement and classroom management. The socio-economic level of the school and teacher gender predicted teacher efficacy for engagement, classroom management, instructional strategies, and a mastery goal orientation. Being male predicted a performance goal orientation. Teacher beliefs, teacher characteristics, and school contextual variables can result in differences in teacher instructional practices and differing classroom climates. Further investigation of these variables is important since differences in teachers contribute to differences in student outcomes. ©2011 The British Psychological Society.

Influence of Student–Teacher and Parent–Teacher Relationships on Lower Achieving Readers’ Engagement and Achievement in the Primary Grades

PubMed Central

Hughes, Jan; Kwok, Oi-man

2007-01-01

Participants were 443 (52.6% male, 47.4% female) ethnically diverse, 1st-grade, lower achieving readers attending 1 of 3 school districts in Texas. Using latent variable structural equation modeling, the authors tested a theoretical model positing that (a) the quality of teachers’ relationships with students and their parents mediates the associations between children’s background characteristics and teacher-rated classroom engagement and that (b) child classroom engagement, in turn, mediates the associations between student–teacher and parent–teacher relatedness and child achievement the following year. The hypothesized model provided a good fit to the data. African American children and their parents, relative to Hispanic and Caucasian children and their parents, had less supportive relationships with teachers. These differences in relatedness may be implicated in African American children’s lower achievement trajectories in the early grades. Implications of these findings for teacher preparation are discussed. PMID:18084625

Reading Teachers and Their Students (ERIC/RCS).

ERIC Educational Resources Information Center

Sensenbaugh, Roger

1992-01-01

Presents annotations of nine articles from the ERIC database that discuss the pedagogical relationship between reading teachers and their students. Includes articles that deal with whole-language instruction, student motivation, instructional grouping, questioning techniques, and the characteristics of effective teachers. (PRA)

Commentary: doctors without boundaries: the ethics of teacher-student relationships in academic medicine.

PubMed

Larkin, Gregory Luke; Mello, Michael J

2010-05-01

Possessed of both instinct and intellect, physician teachers are required to be respectful exemplars of professionalism and interpersonal ethics in all environments, be it the hospital, classroom, or outside the educational setting. Sometimes, even while protecting the sanctity of the teacher-student relationship, they may surreptitiously find themselves in the throes of consensual intimacy, boundary violations, student exploitation, or other negative interpersonal and/or departmental dynamics. One may question how an academic can consistently resolve this tension and summon the temperance, humility, charity, and restraint needed to subdue lust, pride, abuse, and incontinence in the workplace. One important answer may lie in an improved understanding of the moral necessity of social cooperation, fairness, reciprocity, and respect that is constitutive of the physician-teacher role. Although normative expectations and duties have been outlined in extant codes of ethics and conduct within academic medicine, to date, few training programs currently teach faculty and residents about the ethics of appropriate pedagogic and intimate relations between teaching staff and students, interns, residents, researchers, and other trainees. This essay highlights examples from history, literature, and medical ethics as one small step toward filling this void.

Moderating Effects of Teacher-Student Relationship in Adolescent Trajectories of Emotional and Behavioral Adjustment

ERIC Educational Resources Information Center

Wang, Ming-Te; Brinkworth, Maureen; Eccles, Jacquelynne

2013-01-01

This study examined relations between effortful control, parent-adolescent conflict, and teacher-student relationships and the concurrent and longitudinal impact of these factors on adolescent depression and misconduct. In particular, we examined whether the risks of low effortful control and parent-adolescent conflict could be buffered by…

Changing the Education Workforce? The Relationships between Teacher Quality, Motivation, and Performance Pay

ERIC Educational Resources Information Center

Bowen, Daniel H.; Mills, Jonathan N.

2017-01-01

Background/Context: With a growing body of evidence to support the assertion that teacher quality is vital to producing better student outcomes, policymakers continue to seek solutions to attract and retain the best educators. Performance-based pay is a reform that has become popular in K-12 education over the last decade. This strategy…

Examining the Relationship among High-School Teachers' Technology Self-Efficacy, Attitudes towards Technology Integration, and Quality of Technology Integration

ERIC Educational Resources Information Center

Gonzales, Stacey

2013-01-01

This quantitative study explored the relationships among high-school teachers' (n = 74) technology self-efficacy, teachers' attitudes towards technology integration, and quality of teachers' technology integration into instruction. This study offered the unique perspectives of in-service high-school teachers as they have first-hand experience…

Unpacking the Black Box of the CSRP Intervention: The Mediating Roles of Teacher-child Relationship Quality and Self-regulation

PubMed Central

Jones, Stephanie M.; Bub, Kristen L.; Raver, C. Cybele

2014-01-01

This study examines the theory of change of the Chicago School Readiness Project (CSRP), testing a sequence of theory-derived mediating mechanisms including the quality of teacher-child relationships and children’s self-regulation. The CSRP is a multi-component teacher- and classroom-focused intervention, and its cluster-randomized efficacy trial was conducted in 35 Head Start-funded classrooms. A series of increasingly complex and conservative structural equation models indicate that the CSRP carries its effects on children’s academic and behavioral outcomes through changes in teacher-child relationship quality and children’s self-regulation. PMID:24729666

The Relationship between Teachers' Self-Efficacy, Attitudes towards ICT Usefulness and Students' Science Performance in the Lebanese Inclusive Schools 2015

ERIC Educational Resources Information Center

Kazan, Sara; EL-Daou, Badrie

2016-01-01

The current study explores the relationship of the perceived teacher's self-efficacy related to ICT usefulness and attitudes after training and the students' science education performance results. Also, this study examines the impact of using technology on the science learning process, the students' interaction with their teacher and colleagues,…

What's in a Teacher Test? Assessing the Relationship between Teacher Licensure Test Scores and Student STEM Achievement and Course-Taking. Working Paper 158

ERIC Educational Resources Information Center

Goldhaber, Dan; Gratz, Trevor; Theobald, Roddy

2016-01-01

We investigate the relationship between teacher licensure test scores and student test achievement and high school course-taking. We focus on three subject/grade combinations--middle school math, ninth-grade algebra and geometry, and ninth-grade biology--and find evidence that a teacher's basic skills test scores are modestly predictive of student…

Relationship between the learning style preferences of medical students and academic achievement.

PubMed

Almigbal, Turky H

2015-03-01

To investigate the relationship between the learning style preferences of Saudi medical students and their academic achievements. A cross-sectional study was conducted among 600 medical students at King Saud University in Riyadh, Kingdom of Saudi Arabia from October 2012 to July 2013. The Visual, Aural, Read/Write, and Kinesthetic questionnaire (VARK) questionnaire was used to categorize learning style preferences. Descriptive and analytical statistics were used to identify the learning style preferences of medical students and their relationship to academic achievement, gender, marital status, residency, different teaching curricula, and study resources (for example, teachers' PowerPoint slides, textbooks, and journals). The results indicated that 261 students (43%) preferred to learn using all VARK modalities. There was a significant difference in learning style preferences between genders (p=0.028). The relationship between learning style preferences and students in different teaching curricula was also statistically significant (p=0.047). However, learning style preferences are not related to a student's academic achievements, marital status, residency, or study resources (for example, teachers' PowerPoint slides, textbooks, and journals). Also, after being adjusted to other studies' variables, the learning style preferences were not related to GPA. Our findings can be used to improve the quality of teaching in Saudi Arabia; students would be advantaged if teachers understood the factors that can be related to students' learning styles.

Motives for Becoming a Teacher and Their Relations to Academic Engagement and Dropout among Student Teachers

ERIC Educational Resources Information Center

Jungert, Tomas; Alm, Fredrik; Thornberg, Robert

2014-01-01

Difficulties in attracting student teachers have resulted in research focusing on student teachers' motives for studying to join the profession. Because previous findings are mixed, the first aim of this study was to explore motives for students to become teachers. A second aim was to explore the relationship between teachers' motives and their…

The influence of fidelity of implementation on teacher-student interaction quality in the context of a randomized controlled trial of the Responsive Classroom approach.

PubMed

Abry, Tashia; Rimm-Kaufman, Sara E; Larsen, Ross A; Brewer, Alexis J

2013-08-01

This study examined the direct and indirect effects between training in the Responsive Classroom® (RC) approach, teachers' uptake of RC practices, and teacher-student interaction quality, using a structural equation modeling framework. A total of 24 schools were randomly assigned to experimental or control conditions. Third- and fourth-grade teachers in treatment schools (n=132) received training in the RC approach, whereas teachers in control schools (n=107) continued "business as usual." Observers rated teachers' fidelity of implementation (FOI) of RC practices 5 times throughout the year using the Classroom Practices Observation Measure. In addition, teachers completed self-report measures of FOI, the Classroom Practices Teacher Survey and Classroom Practices Frequency Survey, at the end of the school year. Teacher-student interactions were rated during classroom observations using the Classroom Assessment Scoring System. Controlling for teachers' grade level and teacher-student interaction quality at pretest, RC training was expected to predict posttest teacher-student interaction quality directly and indirectly through FOI. Results supported only a significant indirect effect, β=0.85, p=.002. Specifically, RC teachers had higher levels of FOI of RC practices, β=1.62, p<.001, R2=.69. In turn, FOI related to greater improvement in teacher-student interaction quality, β=0.52, p=.001, R2=.32. Discussion highlights factors contributing to variability in FOI and school administrators roles in supporting FOI. Copyright © 2013 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.

Teacher Competence and Teacher Quality in Cambodia's Educational Context Linked to In-Service Teacher Training: An Examination Based on a Questionnaire Survey

ERIC Educational Resources Information Center

Phin, Chankea

2014-01-01

Competent teacher is an indispensable pillar for students' learning outcome and education quality improvement. This paper examines Cambodian teachers' perception regarding: (1) teacher competence and improving education quality and (2) ensuring teacher quality and in-service teacher training. This study used questionnaire that targeted a line of…

The Subak Cultural Landscape as Environmental Education: Knowledge, Attitudes, and Experiences of Balinese Teachers, Student Teachers, and Students

ERIC Educational Resources Information Center

Surata, Sang Putu Kaler; Vipriyanti, Nyoman Utari

2018-01-01

Bali's subak cultural landscape, with its ancient and extensive paddy-fields and irrigation system, is a valuable resource for place-based education. However, this landscape is threatened by various problems. Here we analyze the relationships among Balinese teachers, student teachers, and students, and review their knowledge, attitudes, and…

[Different configurations of violence in pedagogical relationships between teachers and students of higher education].

PubMed

Cruz, Gênesis Vivianne; Pereira, Wilza Rocha

2013-01-01

The aim of this study was to investigate the different settings of violence in pedagogical relations between teachers and students in a higher education from the theory of violence symbolic power. Twelve interviews were conducted with students from six courses of graduation from a higher educational institution; it was used the content analysis to interpret the data. It was found that violence is configured from the most subtle to the most noticeable way and that, although violence was present in the pedagogical processes of the context studied, this was not fully realized, probably because of the reproduction of the symbolic order, socially constructed and internalized by teachers and students. It is considered that the teaching practice needs to be improved in order to make the classroom democratic spaces and to make the students share responsibility for the pursuit of knowledge. We conclude that violence in relationships pedagogical produces certain effects, changes and consequences both, immediate and delayed, which can be minimized.

Teacher and Student Intrinsic Motivation in Project-Based Learning

ERIC Educational Resources Information Center

Lam, Shui-fong; Cheng, Rebecca Wing-yi; Ma, William Y. K.

2009-01-01

In this study we examined the relationship between teacher and student intrinsic motivation in project-based learning. The participants were 126 Hong Kong secondary school teachers and their 631 students who completed evaluation questionnaires after a semester-long project-based learning program. Both teachers and students were asked to indicate…

Enhancing mathematics teachers' quality through Lesson Study.

PubMed

Lomibao, Laila S

2016-01-01

The efficiency and effectivity of the learning experience is dependent on the teacher quality, thus, enhancing teacher's quality is vital in improving the students learning outcome. Since, the usual top-down one-shot cascading model practice for teachers' professional development in Philippines has been observed to have much information dilution, and the Southeast Asian Ministers of Education Organization demanded the need to develop mathematics teachers' quality standards through the Southeast Asia Regional Standards for Mathematics Teachers (SEARS-MT), thus, an intensive, ongoing professional development model should be provided to teachers. This study was undertaken to determine the impact of Lesson Study on Bulua National High School mathematics teachers' quality level in terms of SEARS-MT dimensions. A mixed method of quantitative-qualitative research design was employed. Results of the analysis revealed that Lesson Study effectively enhanced mathematics teachers' quality and promoted teachers professional development. Teachers positively perceived Lesson Study to be beneficial for them to become a better mathematics teacher.

Relationships of Teachers' Language and Explicit Vocabulary Instruction to Students' Vocabulary Growth in Kindergarten

ERIC Educational Resources Information Center

Bowne, Jocelyn Bonnes; Yoshikawa, Hirokazu; Snow, Catherine E.

2017-01-01

This study evaluates the relationships between aspects of Chilean teachers' explicit vocabulary instruction and students' vocabulary development in kindergarten. Classroom videotapes of whole-class instruction gathered during a randomized experimental evaluation of a coaching-based professional development program were analyzed. The amount of…

Latent Factors in Student-Teacher Interaction Factor Analysis

ERIC Educational Resources Information Center

Le, Thu; Bolt, Daniel; Camburn, Eric; Goff, Peter; Rohe, Karl

2017-01-01

Classroom interactions between students and teachers form a two-way or dyadic network. Measurements such as days absent, test scores, student ratings, or student grades can indicate the "quality" of the interaction. Together with the underlying bipartite graph, these values create a valued student-teacher dyadic interaction network. To…

Teacher-child relationships and classroom-learning behaviours of children with developmental language disorders.

PubMed

Rhoad-Drogalis, Anna; Justice, Laura M; Sawyer, Brook E; O'Connell, Ann A

2018-03-01

Children with developmental language disorders (DLDs) often struggle with classroom behaviour. No study has examined whether positive teacher-child relationships may act as a protective factor for children with DLDs in that these serve to enhance children's important classroom-learning behaviours. To examine the association between the quality of teacher-child relationships and teacher-rated classroom-learning behaviours of children with DLDs in both preschool and kindergarten. Longitudinal data were collected on 191 preschoolers (mean = 42.4 months of age, SD = 11.6 months) with DLDs in special education classrooms during preschool and in kindergarten. Teacher-child relationship quality was assessed in preschool, and children's classroom-learning behaviours were measured in preschool and kindergarten. Regression models were used to examine the relationship between teacher-child relationship quality and children's concurrent and future classroom-learning behaviours. Positive teacher-child relationship quality in preschool was associated with better classroom-learning behaviours in preschool and kindergarten for children with DLDs. Preschool teacher-child relationship quality characterized by low levels of conflict and high levels of closeness was associated with positive classroom-learning behaviours during preschool. Teacher-child conflict but not closeness was predictive of children's classroom-learning behaviours in kindergarten. These results suggest that the quality of the teacher-child relationship for children with DLDs during preschool is associated within their learning-related behaviours in the classroom both concurrently and in the subsequent year. Findings suggest that teacher-child relationships should be explored as a mechanism for improving the learning-related behaviours of children with DLDs. © 2017 Royal College of Speech and Language Therapists.

An Examination of the Impact of Teacher Quality and "Opportunity Gap" on Student Science Achievement in China

ERIC Educational Resources Information Center

Zhang, Danhui; Campbell, Todd

2015-01-01

This study aims to better understand questions related to the impact of teacher quality and access to qualified teachers in China. A large-scale data set collected in 2010 in China was used along with concurrently collected teacher questionnaires. In total, surveys from 9,943 8th grade students from 343 middle schools in 6 provinces were used,…

The Relationship of AP® Teacher Practices and Student AP Exam Performance. Research Report No. 2007-5. ETS RR-05-10

ERIC Educational Resources Information Center

Paek, Pamela L.; Braun, Henry; Trapani, Catherine; Ponte, Eva; Powers, Don

2008-01-01

This report analyzes the relationship of Advanced Placement Program® (AP®) teacher practices and student performance on AP Biology and AP U.S. History Exams. Using a national survey of AP teachers, the study developed four models for each subject with public school teachers only and both public and nonpublic school teachers, using two standards of…

Chinese College Students' Perceptions of Characteristics of Excellent Teachers

ERIC Educational Resources Information Center

Liu, Shujie; Keeley, Jared; Buskist, William

2015-01-01

We "employed the Teacher Behavior Checklist" (TBC) to investigate Chinese college students' perceptions of excellent teachers' qualities and then compared the results to those from previously collected data from American and Japanese students. Chinese students tended to favor additional structure both in the classroom and in teachers'…

Teacher Decision-Making in Student Retention.

ERIC Educational Resources Information Center

Cross, Ray

This investigation at a southern Texas school district examined three factors that bear on teachers' decisions to recommend first- and second-grade students for retention: (1) criteria used by teachers, (2) degree to which criteria are common among teachers, and (3) relationship of recommendations for promotion or retention to objective measures…

Classroom relationship qualities and social-cognitive correlates of defending and passive bystanding in school bullying in Sweden: A multilevel analysis.

PubMed

Thornberg, Robert; Wänström, Linda; Hong, Jun Sung; Espelage, Dorothy L

2017-08-01

Using the social-ecological and social cognitive theories as integrated guiding frameworks, the present study examined whether moral disengagement and defender self-efficacy at the individual level, and moral disengagement, quality of teacher-student relationships and quality of student-student relationships at the classroom level were associated with passive bystanding and defending in bullying situations. Participants were 900 Swedish students from 43 classrooms, ranging in age from 9 to 13years. Multilevel regression analyses revealed that passive reactions by bystanders were associated with greater moral disengagement and less defender self-efficacy. Defending, in turn, was associated with less moral disengagement and greater defender self-efficacy and classroom student-student relationship quality. Furthermore, students who scored high in moral disengagement were even less prone to defend victims when the classroom student-student relationship quality was low, but more prone to act as defenders when the classroom student-student relationship quality was high. In addition, the negative association between defender self-efficacy and passive bystanding was stronger both in classrooms with higher student-student relationship quality and in those with lower class moral disengagement. Implications for prevention are discussed. Copyright © 2017 Society for the Study of School Psychology. All rights reserved.

Observed Emotions as Predictors of Quality of Kindergartners’ Social Relationships

PubMed Central

Hernández, Maciel M.; Eisenberg, Nancy; Valiente, Carlos; Spinrad, Tracy L.; VanSchyndel, Sarah K.; Diaz, Anjolii; Silva, Kassondra M.; Berger, Rebecca H.; Southworth, Jody

2018-01-01

This study evaluated whether positive and anger emotional frequency (the proportion of instances an emotion was observed) and intensity (the strength of an emotion when it was observed) uniquely predicted social relationships among kindergarteners (N = 301). Emotions were observed as naturally occurring at school in the fall term and multiple reporters (peers and teachers) provided information on quality of relationships with children in the spring term. In structural equation models, positive emotion frequency, but not positive emotion intensity, was positively related to peer acceptance and negatively related to peer rejection. In contrast, the frequency of anger provided unique positive prediction of teacher–student conflict and negative prediction of peer acceptance. Furthermore, anger intensity negatively predicted teacher–student closeness and positively predicted teacher–student conflict. Implications for promoting social relationships in school are discussed. PMID:29861553

Teacher Misbehavior and Its Effects on Student Interest and Engagement

ERIC Educational Resources Information Center

Broeckelman-Post, Melissa Ann; Tacconelli, Angelica; Guzmán, Jaime; Rios, Maritza; Calero, Beverly; Latif, Farah

2016-01-01

This study sought to investigate whether there was any relationship between teacher misbehaviors and student interest and engagement. Consistent with Emotional Response Theory and models for how teacher behavior impacts student interest and engagement, teacher misbehaviors were strongly correlated with student interest and weakly correlated with…

Teacher Quality, Job-Embedded Professional Development, and School-University Partnerships

ERIC Educational Resources Information Center

Dana, Nancy Fichtman

2010-01-01

There are few conversations about teaching these days that do not include talk about teacher quality. Yet, within the conversations about improving teacher quality, the dialogue is often political--consumed with one-dimensional solutions for improving teacher quality, such as linking teacher pay to student performance. Absent from the pervasive…

Power-Solidarity Relationship of Teachers with Their Future Colleagues

ERIC Educational Resources Information Center

Acikalin, Isil

2007-01-01

Classroom talk is an example of institutional discourse, based on asymmetrical distribution of communicative rights and obligations between teachers and students. Teachers hold power and solidarity relationships with their students. It has been assumed that, in general, women are more concerned with solidarity while men are more interested in…

Teacher-student interactions and domain-specific motivation: The relationship between students' perceptions of teacher interpersonal behavior and motivation in middle school science

NASA Astrophysics Data System (ADS)

Smart, Julie Brockman

2009-11-01

This study examined interactions between middle school science students' perceptions of teacher-student interactions and their motivation for learning science. Specifically, in order to better understand factors affecting middle school students' motivation for science, this study investigated the interactions between middle school students' perceptions of teacher interpersonal behavior in their science classroom and their efficacy, task value, mastery orientations, and goal orientation for learning science. This mixed methods study followed a sequential explanatory model (Cresswell & Plano-Clark, 2007). Quantitative and qualitative data were collected in two phases, with quantitative data in the first phase informing the selection of participants for the qualitative phase that followed. The qualitative phase also helped to clarify and explain results from the quantitative phase. Data mixing occurred between Phase One and Phase Two (participant selection) and at the interpretation level (explanatory) after quantitative and qualitative data were analyzed separately. Results from Phase One indicated that students' perceptions of teacher interpersonal behaviors were predictive of their efficacy for learning science, task value for learning science, mastery orientation, and performance orientation. These results were used to create motivation/perception composites, which were used in order to select students for the qualitative interviews. A total of 24 students with high motivation/high perceptions, low motivation/low perceptions, high motivation/low perceptions, and low motivation/high perceptions were selected in order to represent students whose profiles either supported or refuted the quantitative results. Results from Phase Two revealed themes relating to students' construction of their perceptions of teacher interpersonal behavior and dimensions of their efficacy and task value for science. Students who reported high motivation and high perceptions of teacher-student

Handbook for Qualities of Effective Teachers

ERIC Educational Resources Information Center

Stronge, James H.; Tucker, Pamela D.; Hindman, Jennifer L.

2004-01-01

This book makes it much easier to implement a staff development, teacher education, or self-help program to improve the six research-based teacher qualities that are most apt to raise student achievement. Use the dozens of assessments, observation guides, planning tools, and other resources to: (1) Strengthen teachers' verbal abilities, content…

Quality Teaching Practices as Reported by Aboriginal Parents, Students and Their Teachers: Comparisons and Contrasts

ERIC Educational Resources Information Center

Lewthwaite, Brian Ellis; Boon, Helen; Webber, Tammi; Laffin, Gail

2017-01-01

This paper summarizes the findings from the first phase of a three-part project which, overall, investigates what Aboriginal students perceive as the qualities and actions of effective teachers and subsequently seeks to determine the impact of the enactment of these identified qualities on educational outcomes. This first phase of the research was…

Teacher Dispositions Affecting Self-Esteem and Student Performance

ERIC Educational Resources Information Center

Helm, Carroll

2007-01-01

Research supports several factors related to student success. Darling-Hammond (2000) indicated that the quality of teachers, as measured by whether the teachers were fully certified and had a major in their teaching field, was related to student performance. Measures of teacher preparation and certification were the strongest predictors of student…

Veteran Teachers' Job Satisfaction as a Function of Personal Demands and Resources in the Relationships with Their Students

ERIC Educational Resources Information Center

Veldman, Ietje; Admiraal, Wilfried; van Tartwijk, Jan; Mainhard, Tim; Wubbels, Theo

2016-01-01

Many teachers experience their profession as stressful, which can have a negative impact on their job satisfaction, and may result in burnout, absenteeism, and leaving the profession. The relationship with students can have both positive and negative implications for the job satisfaction of teachers, both early and later in their careers. The…