Understanding the Nature and Mechanism of the Teacher - Student Relationship: A Multiple Case Study

Learning to relate to others that differ from you is one of the central aims of citizenship education. Schools can be understood as practice grounds for citizenship, where students’ citizenship is not only influenced by the formal curriculum, but also by their experiences in the context of teacher–student and student–student relations. In this article we therefore investigate how the practice of dealing with difference is enacted in schools. Data were collected through an exploratory multiple case study in four secondary schools, combining interviews and focus groups. Despite the differences between the schools in terms of population and location, in all schools the reflection on the enactment of ‘dealing with differences’ was limited in scope and depth. ‘Being different’ was understood primarily in terms of individual characteristics. Furthermore, in all schools there was limited reflection on being different in relation to teachers and the broader community. Finally, relevant differences for citizenship were confined to the category of ‘ethnic and cultural diversity’. This article calls for preparing teachers to consider a broader array of differences to practice dealing with differences with their students and to support students in reflecting on the societal implications of being different from each other.

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The Experience of Creating Community

Journal of Research in Music Education ◽

10.1177/0022429416648292 ◽

2016 ◽

Vol 64 (2) ◽

pp. 220-237 ◽

Cited By ~ 5

Author(s):

Elizabeth Cassidy Parker

Keyword(s):

High School ◽

Nel Noddings ◽

Teacher Student ◽

Teacher Student Relationship ◽

Teachers Experiences ◽

Research Questions ◽

Choral Teachers ◽

Student Relationship ◽

Choral Programs

The purpose of this intrinsic case study was to explore four midwestern choral teachers’ experiences of creating and sustaining community within their public school choirs. Research questions included (1) how choral teachers describe their experiences of creating choral communities, (2) how the teacher–student relationship is experienced, and (3) what challenges get in the way of sustaining choral communities. Writings by Edith and Victor Turner, Martin Buber, and Nel Noddings were used as a theoretical lens. Participants were selected purposively and represented heterogeneous choral programs, different school sizes, and diverse population densities. Participants included one 8th-year middle school male choral teacher, two female high school choral teachers who had taught for more than 18 years each, and one male middle and high school choral teacher who had taught for 12 years. Cases were bounded by interviews, written and observational data, and artifacts. The data collection included 20 observations, 12 interviews with choral teachers, and 16 student interviews. Data analysis was inductive; 31 codes emerged and were gathered into four themes including support and care, fostering a sense of belonging and acceptance, quality creates and inhibits community, and program legacy and vision. Teacher profiles are included in the findings.

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Metaphors we teach by

Metaphor and the Social World ◽

10.1075/msw.19021.har ◽

2021 ◽

Vol 11 (1) ◽

pp. 46-70

Author(s):

Bridgette Martin Hard ◽

Nathan Liang ◽

Michelle Wong ◽

Stephen J. Flusberg

Keyword(s):

Educational Interventions ◽

Complex Activity ◽

Teacher Responsibility ◽

Teacher Student ◽

Teacher Attributes ◽

Teacher Student Relationship ◽

Novel Method ◽

Student Relationship

Abstract Teaching is a complex activity that people often discuss metaphorically, as when a professor is described as a sculptor molding impressionable students. What do such metaphors reveal about how people conceptualize teaching? Previous work has addressed related questions largely via researcher intuition and qualitative analyses of teacher attitudes. We sought to develop a more principled method for mapping the entailments of metaphorical concepts, using teaching metaphors as a case study. We presented participants with one of four common metaphors for the teacher-student relationship (identified in a preliminary study) and asked them to rate the degree to which a series of teacher attributes fit the metaphor. We then used iterated exploratory factor analysis to identify a small number of dimensions that underlie people’s conceptions of teachers and examined whether the metaphors systematically differed along these dimensions. We found that teaching metaphors bring to mind distinct, coherent clusters of teacher attributes and different intuitions about teacher responsibility and power – a finding we replicated in a larger, pre-registered follow-up study using a new set of participants. This work provides a novel method for mapping the entailments of metaphorical concepts and sets the stage for educational interventions centered on shifting lay theories of teaching.

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Exploring Positive School Attributes: Evidence From School Leader and Teacher Perspectives

SAGE Open ◽

10.1177/21582440211061572 ◽

2021 ◽

Vol 11 (4) ◽

pp. 215824402110615

Author(s):

Avinash Auliah ◽

Lei Mee Thien ◽

Siaw Hui Kho ◽

Nordin Abd Razak ◽

Hazri Jamil ◽

...

Keyword(s):

School Context ◽

Case Study Research ◽

Positive Relationships ◽

Teacher Student ◽

Teacher Student Relationship ◽

Positive Meaning ◽

Student Relationship ◽

Teachers Perspectives ◽

Positive Engagement

The extent to which school stakeholders perceive positive school attributes remains unclear in the literature. This study seeks to provide an understanding of positive school attributes from the school leaders and teachers’ perspectives in the Malaysian school context. This study employed a qualitative case study research design with 14 informants selected from seven Malaysian secondary schools. The thematic analysis informed six emerging themes: (1) stimulating positive emotion, (2) promoting positive engagement, (3) fostering positive relationships, (4) cultivating positive meaning, (5) nurturing positive accomplishment, and (6) cultivating spirituality in expressing positive school attributes. Fostering positive relationships were specified as (1) teacher-teacher relationship, (2) teacher-student relationship, and (3) student-student relationship. Cultivating spirituality is a newly emerged theme that is added to the unique positive school attributes. These newly added components of the existing PERMA model can trigger further research in positive education studies.

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Relationship Between Teachers and Students for Motivation (A Case Study of Community School of Nepal)

Research Journal of Education ◽

10.32861/rje.67.63.71 ◽

2020 ◽

pp. 63-71

Author(s):

Shankar Bahadur Rawal

Keyword(s):

Sampling Technique ◽

Research Paper ◽

Academic Learning ◽

Teacher Expectation ◽

Teacher Student ◽

Teacher Student Relationship ◽

Teachers And Students ◽

Phenomenological Research Design ◽

Student Relationship

This research paper is focused to analyze how teachers - students’ relationship plays a crucial role in students’ motivation in learning. This paper is based on the Gardner model of motivation. By adopting a qualitative method approach and a phenomenological research design, the research paper has been prepared. Convenience sampling technique has been used in it. Data were collected by using a questionnaire and unstructured interview via telephone. Four issues were identified between the teachers-student’s relationships throughout the unstructured interview: the importance of teacher-student relationship, teacher expectation, students’ motivation, and increase in academic learning. The delimitation of this researcher was to collect the data from the telephone call due to the high transmission and risk of communicable diseases like corona virus (COVID -19) spreading all over the world. The research found out that, the better contact and mutual relationship between teachers and students result in higher students’ motivation in learning.

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Die Problematik der Implementierung von Kinästhetik in Einrichtungen der stationären Langzeitpflege – Eine Multiple Case-Study

Pflege ◽

10.1024/1012-5302/a000780 ◽

2020 ◽

pp. 1-9

Author(s):

Carola Maurer ◽

Heidrun Gattinger ◽

Hanna Mayer

Keyword(s):

Multiple Case Study ◽

Multiple Case

Zusammenfassung. Hintergrund: Einrichtungen der stationären Langzeitpflege investieren seit Jahren Ressourcen in die Entwicklung der Kinästhetikkompetenz der Pflegenden. Aus aktuellen Studien geht hervor, dass die Implementierung, bzw. die nachhaltige Förderung der Kinästhetikkompetenz problematisch ist, vertiefte Erkenntnisse zu den Ursachen fehlen jedoch. Fragestellung: Welche Hemmnisse verhindern eine nachhaltige Implementierung von Kinästhetik in Einrichtungen der stationären Langzeitpflege? Methode: Es wurde eine Multiple Case-Study in drei Einrichtungen der deutschsprachigen Schweiz durchgeführt. Aus leitfadengestützten Interviews und (fallbezogener) Literatur zum externen Kontext wurden in den Within-Case-Analysen die Daten induktiv verdichtet und diese Ergebnisse in der Cross-Case-Synthese miteinander verglichen und abstrahierend zusammengeführt. Ergebnisse: Die Synthese zeigt, dass die Implementierung von Kinästhetik innerhalb der Einrichtung auf drei verschiedenen Ebenen – der Leitungs-, Pflegeteam- und Pflegeperson-Ebene – als auch durch externe Faktoren negativ beeinflusst werden kann. Schlussfolgerungen: In der Pflegepraxis und -wissenschaft sowie im Gesundheitswesen benötigt es ein grundlegendes Verständnis von Kinästhetik und wie dieses im Kontext des professionellen Pflegehandelns einzuordnen ist. Insbesondere Leitungs- und implementierungsverantwortliche Personen müssen mögliche Hemmnisse kennen, um entsprechende Strategien entwickeln zu können.

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