Exploring middle school teachers’ perceptions of factors affecting the teacher–student relationships

2021 ◽  
Author(s):  
Farshad Ghasemi
Keyword(s):  
Middle School ◽  
Middle School Teachers ◽  
School Teachers ◽  
Student Relationships ◽  
Factors Affecting ◽  
Teachers Perceptions ◽  
Teacher Student Relationships ◽  
Teacher Student

Perceptions of Middle School Teachers on Technology Integration

2021 ◽  
pp. 16-32
Author(s):  
Inaya Jaafar ◽  
Aubrey Statti ◽  
Kelly M. Torres
Keyword(s):  
Middle School ◽  
Middle School Teachers ◽  
Interpretative Phenomenological Analysis ◽  
Phenomenological Analysis ◽  
Structured Interviews ◽  
School Teachers ◽  
Teachers Perceptions ◽  
Teacher Student ◽  
Teacher Student Relationship ◽  
Student Relationship

Using an interpretative phenomenological analysis, this research explored how technology affects the teacher-student relationship in the middle school classroom, and in addition, investigated the middle school teachers' perceptions of the teacher-student relationship when the technology was integrated. This chapter reports on data collected from 16 middle school teachers in Grades 6, 7, and 8 within one school district in northern New Jersey. The data sources included one-to-one semi-structured interviews and a focus group consisting of 10 out of the 16 middle school teachers from the various core subjects (English language arts, mathematics, social studies, and science). The data were analyzed by coding and generating themes in a qualitative approach as recommended in an interpretative phenomenological analysis.

iPads in the Classroom

2017 ◽  
Vol 13 (4) ◽  
pp. 74-86 ◽  
Author(s):  
Janet M. Ferguson ◽  
James N. Oigara
Keyword(s):  
Middle School ◽  
New York ◽  
Middle School Teachers ◽  
Teaching And Learning ◽  
Online Survey ◽  
New Technologies ◽  
Positive Impact ◽  
School Teachers ◽  
Teachers Perceptions ◽  
Teaching Learning

In education, new technologies are used to improve the process of teaching and learning. This study examined middle school teachers' perceptions regarding the use of iPads for instruction. The participants, 53 middle school teachers in Western New York, responded to an online survey, asking them questions about how they felt about the 1:1 iPad initiative at their school. Data analysis included open and axial coding for identification of themes and patterns, as well as quantitative statistical analysis. The results showed mixed findings, as some teachers believed that iPads had a positive impact on the teaching-learning process by improving student engagement and communication, while some responded with concerns that iPads caused student distraction and allowed off-task behaviors in the classroom. The findings also suggest that teachers need targeted professional development on pedagogical and practical use of this technology to be able to successfully integrate it into their practice.

Students’ adjustment at school: The role of teachers’ need satisfaction, teacher–student relationships and student well-being

2020 ◽  
Vol 41 (6) ◽  
pp. 499-521
Author(s):  
Maria S. Poulou
Keyword(s):  
Teaching Experience ◽  
Well Being ◽  
Need Satisfaction ◽  
Strengths And Difficulties Questionnaire ◽  
Behavioral Difficulties ◽  
Student Relationships ◽  
Teachers Perceptions ◽  
Teacher Student Relationships ◽  
Teacher Student ◽  
Strengths And Difficulties

This study investigated how teachers’ perceptions of their psychological need stisfaction, teacher-student relationships and students’ perceptions of well-being relate to students’ emotional and behavioral difficulties. One-hundred eighty-three elementary teachers with an average of 23 years of teaching experience, completed the Basic Need Satisfaction at Work Scale, the Student-Teacher Relationships Scale, and the Strengths and Difficulties Questionnaire. Seventy-five students aged 11 years old, completed the Subjective Well-Being measure and the Strengths and Difficulties Questionnaire. SEM analyses revealed that teachers’ perceptions of need satisfaction and students’ perceptions of well-being were not associated with students’ emotional and behavioral difficulties. Rather, teacher-student relationships were robust predictors of these difficulties. Findings and implications for research and practice are discussed.

scholarly journals AN ANALYSIS OF TEACHER COMMUNICATION BEHAVIORS THAT FACILITATE THE TEACHER-STUDENT RELATIONSHIP IN MIDDLE SCHOOL

2021 ◽  
Vol 8 (7) ◽  
Author(s):  
Kelli Smith
Keyword(s):  
Middle School ◽  
School Setting ◽  
Middle School Education ◽  
Student Interactions ◽  
Communication Behaviors ◽  
Student Relationships ◽  
Teacher Communication ◽  
Teacher Student Relationships ◽  
Teacher Student ◽  
Eighth Grade Students

This study focused on teacher communication behaviors and teacher-student interactions in the middle school setting as they relate to teacher-student relationships. Thirty-seven teachers and 218 sixth, seventh, and eighth grade students participated in this explanatory sequential mixed methods study. The Questionnaire on Teacher Interaction (QTI) survey was employed to measure ideal teacher communication behaviors and actual teacher communication behaviors in the middle school classroom. Implications for middle school education are discussed, including recommendations for future study with communication behaviors and teacher-student relationships.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0821/a.php" alt="Hit counter" /></p>

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