scholarly journals Emergency online school learning during COVID-19 lockdown: A qualitative study of adolescents’ experiences in Italy

2022 ◽  
Author(s):  
Iana Tzankova ◽  
Christian Compare ◽  
Daniela Marzana ◽  
Antonella Guarino ◽  
Immacolata Di Napoli ◽  
...  
Keyword(s):  
High School ◽  
Content Analysis ◽  
Collaborative Learning ◽  
Qualitative Study ◽  
Teaching And Learning ◽  
Student Relationships ◽  
Teacher Student Relationships ◽  
Teacher Student ◽  
Online School ◽  
School Learning

AbstractThe COVID-19 pandemic caused abrupt and profound changes to teaching and learning. The present study seeks to understand adolescents’ experiences of the emergency adoption of online school learning (OSL) during the first national lockdown in Italy. Sixty-four students in their final two years of high school were interviewed and content analysis was performed. The findings describe students’ views of the changes related to OSL according to structural, individual and relational dimensions. Schools’ lack of organization, overwhelming demands, as well as experience of difficulties in concentration, stress and inhibited relationships with teachers and classmates were among the challenges evidenced in the transition. OSL, however, has also made it possible to experience a new flexibility and autonomy in the organization of learning. The study stresses the importance of fostering adaptation of teacher-student relationships and collaborative learning in order to improve schools’ preparedness for digital transitions in and out of emergencies.

Creating Relationships Responsive to Students' Needs

2020 ◽  
pp. 46-59
Author(s):  
Brianne N. Kramer
Keyword(s):  
College Students ◽  
High School ◽  
Adverse Childhood Experiences ◽  
Childhood Experiences ◽  
Student Relationships ◽  
Teacher Student Relationships ◽  
The Third ◽  
Teacher Student ◽  
Adverse Childhood

The purpose of this chapter is to discuss the author's experiences in teaching and mentoring high school and college students. One experience shared identifies the challenges students from minoritized populations may have with teachers from the dominant majority and the effects this has on students. Another experience shared details the importance of strong teacher-student relationships and how many times they are forged during participation in extra- or co-curricular activities. The third experience shared focuses on working with students who have had trauma in their backgrounds or who have had adverse childhood experiences. The chapter concludes with some helpful tips for teachers.

scholarly journals Teacher-Student Relationships and High School Drop-out: Applying a Working Alliance Framework

2020 ◽  
pp. 082957352097255
Author(s):  
Rick N. Noble ◽  
Nancy Heath ◽  
Amanda Krause ◽  
Maria Rogers
Keyword(s):  
High School ◽  
Secondary School ◽  
Working Alliance ◽  
School Engagement ◽  
School Setting ◽  
Drop Out ◽  
Central Component ◽  
Student Relationships ◽  
Teacher Student Relationships ◽  
Teacher Student

Relationships with teachers are a central component of a student’s school environment, and have been shown to be related to school engagement and persistence in secondary school. Working alliance is a conceptualization of professional relationships that emphasizes not only the emotional bond between a professional and their client, but also their collaboration on the goals and tasks of their work together. While this theory has garnered considerable support in the fields of counseling and healthcare, working alliance has only recently begun to be investigated in an education setting. The present study sought to investigate working alliance between students and teachers as a broader framework for relationships in a high school setting. Specifically, the primary objective was to examine the use of the working alliance framework in teacher-student relationships to predict risk of high school student drop-out. A series of multiple regressions was used to test this objective. Results demonstrated that student-rated school working alliance predicted risk of drop-out, and that the relationship was partially mediated by student engagement. These results provide evidence for the validity of the construct of working alliance as a useful conceptualization for teacher-student relationships, and enhance our understanding of working alliance in a secondary school setting. Implications for educators and practitioners are discussed.

The Influence of Affective Teacher–Student Relationships on Students’ School Engagement and Achievement

2011 ◽  
Vol 81 (4) ◽  
pp. 493-529 ◽  
Author(s):  
Debora L. Roorda ◽  
Helma M. Y. Koomen ◽  
Jantine L. Spilt ◽  
Frans J. Oort
Keyword(s):  
High School ◽  
Secondary School ◽  
School Engagement ◽  
Analytic Approach ◽  
Positive Relationships ◽  
Student Relationships ◽  
Teacher Student Relationships ◽  
Teacher Student ◽  
Negative Relationships

A meta-analytic approach was used to investigate the associations between affective qualities of teacher–student relationships (TSRs) and students’ school engagement and achievement. Results were based on 99 studies, including students from preschool to high school. Separate analyses were conducted for positive relationships and engagement ( k = 61 studies, N = 88,417 students), negative relationships and engagement ( k = 18, N = 5,847), positive relationships and achievement ( k = 61, N = 52,718), and negative relationships and achievement ( k = 28, N = 18,944). Overall, associations of both positive and negative relationships with engagement were medium to large, whereas associations with achievement were small to medium. Some of these associations were weaker, but still statistically significant, after correction for methodological biases. Overall, stronger effects were found in the higher grades. Nevertheless, the effects of negative relationships were stronger in primary than in secondary school.

Students' Perceptions of School Climate and Trait Test Anxiety

2012 ◽  
Vol 111 (3) ◽  
pp. 761-764 ◽  
Author(s):  
Yang Yang Liu
Keyword(s):  
High School ◽  
High School Students ◽  
School Climate ◽  
Test Anxiety ◽  
School Students ◽  
Student Relationships ◽  
Teacher Student Relationships ◽  
Teacher Student ◽  
Chinese High School Students ◽  
Perceptions Of School

In a sample of 916 Chinese high school students, the relations among the students' perceptions of school climate and their trait test anxiety were examined. The results indicated that students' perceptions of teacher-student relationships and student-student relationships negatively predicted their trait test anxiety. Furthermore, girls had higher scores on trait test anxiety than boys.

scholarly journals Democracy in the classroom

2018 ◽  
Vol 10 (2) ◽  
pp. 181-194
Author(s):  
Tony Leach
Keyword(s):  
Classroom Practice ◽  
Teaching And Learning ◽  
Third Space ◽  
Democratic Citizenship ◽  
Student Relationships ◽  
Role Identities ◽  
Teacher Student Relationships ◽  
Teacher Student ◽  
Teachers And Students ◽  
School Democracy

This article presents the case for a progressive education that embraces notions of democratic values in the classroom, and an education for democratic citizenship. Informed by John Dewey’s and Martin Buber’s philosophies of education, and Homi Bhabha’s concept of ‘third space’ work, the article examines the problematic and contested issues of emancipation and empowerment for learning in the classroom and across the school. Democracy in schooling requires a learning environment where teachers and students are encouraged and empowered to engage in mutual dialogue over matters to do with teaching and learning. Acknowledging this requirement, and the traditional agential and power-related positioning of teacher–student relationships and role identities in the classroom and across the school, this article argues for the creation of learning environments where classroom practice is democratically ‘top-down’ teacher-guided and ‘bottom-up’ student-informed.

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