Search results for: Teacher student relationship
Page 5/10 95 items
The authors argue that it is crucial to prepare early childhood teachers to create high-quality environments that facilitate the development of all children. The Early Childhood Ecology Scale-Revised (ECES-R) has been developed as a reflective tool to help early childhood teacher candidates examine their beliefs concerning classroom ecology. The authors posit that the ECES-R identifies five dimensions that promote a high-quality, culturally responsive classroom ecology. These dimensions include the sociocognitive, sociocultural, sociolinguistic, socioemotional, and sociophysical dimensions.
Updated: Dec. 30, 2012
Boundaries and Bricolage: Examining the Roles of Universities and Schools in Student Teacher Learning
This article describes a study that examines the boundary encounter between four sets of three participants on a distance education programme in initial teacher education. The study investigates the boundary zone created when the triad talk about teaching and learning as they collaboratively plan a lesson, and then when they talk about it afterwards. The main focus of the study was on the learning opportunities that are presented to student teachers as they engage in conversations about teaching and learning with their mentor and university tutor.
Updated: Sep. 27, 2012
This article provides an overview of the treatment of classroom management in teacher education and teaching around the world. Six approaches to classroom management are distinguished: classroom management approaches that focus on external control of behaviour, on internal control, on classroom ecology, on discourse, on curriculum, and on interpersonal relationships. This article then presents an analysis of the six approaches across countries and cultures.
Updated: Jul. 30, 2012
Building Caring Relationships between a Teacher and Students in a Teacher Preparation Program Word-by-Word, Moment-by-Moment
The authors' purpose was to illustrate the process by which caring relationships between students and their teacher educator developed in the context of preservice reading preparation that made use of online communication as one class activity.
Updated: Jun. 27, 2012
In this article, the authors report on the results of an ethnographically-grounded investigation of agency work among nine pre-service teachers. The main objective is to determine how agency emerges and is constructed in situated discourse practices within the context of a teacher education program embedded in the collective inquiry approach. Here, agency work emerged in interactional spaces containing the pre-service teachers, educators, the surrounding field of others, and the subject discipline(s) embedded in a particular cultural context including its tools and practices.
Updated: Jun. 20, 2012
A Multilevel Analysis of the Impact of a Professional Learning Community, Faculty Trust in Colleagues and Collective Efficacy on Teacher Commitment to Students
The current study investigated the relationships between a professional learning community (PLC), faculty trust in colleagues, teachers’ collective efficacy, and their commitment to students. The findings from the Hong Kong teacher sample indicated that two PLC factors including collective learning and application and supportive conditions – structures, and the factors faculty trust in colleagues and collective teacher efficacy could significantly and positively account for the school-level variances of teachers’ commitment to students.
Updated: Jun. 20, 2012
In this article the authors analyze three episodes from an elementary mathematics teacher education class: two where students were positioned as children learning mathematics and a more extended one where students were positioned as teachers. The instructors presented the figured world of reform pedagogy in at least two ways over the course of the semester: by describing it and approximating it in class activities. The authors propose that by recognizing certain models of identity for children learning math, students in Mathematics for Elementary Teachers drew on corresponding models of identity for elementary mathematics teachers.
Updated: May. 13, 2012
The Influence of Affective Teacher–Student Relationships on Students’ School Engagement and Achievement: A Meta-Analytic Approach
The authors investigated the associations between affective qualities of teacher–student relationships (TSRs) and students’ school engagement and achievement by using a meta-analytic approach. Overall, associations of both positive and negative relationships with engagement were medium to large, whereas associations with achievement were small to medium.
Updated: Apr. 24, 2012
Knowing How to Know: Building Meaningful Relationships Through Instruction That Meets the Needs of Students Learning English
In this article, the authors wish to highlight the need for teachers to build healthy and productive relationships with students while at the same time finding ways to provide them with more effective instruction and programming. Accordingly, the authors present a synopsis of what scholars know about helping preservice teachers learn about students learning English. Finally, the authors provide some specific exercises and procedures that they have employed to help preservice teachers move in the direction of learning about and developing relationships with students.
Updated: Feb. 21, 2012
The current article intends to examine the impact of discipline styles on a range of factors, including: students’ respect for the rights of others; their level of connection to peers/school; their general wellbeing; and how much they like their teacher and subject. The results showed that discussion, involvement, hinting, and use of recognition and rewards encourage greater levels of communal responsibility. The results indicate that these other strategies influence the results and consequences of punishment.
Updated: Feb. 13, 2012