Teacher–Student and Student–Teacher Victimization and their Interrelationship

2018 ◽  
pp. 132-155
Author(s):  
Ron Avi Astor ◽  
Rami Benbenishty
Keyword(s):  
Corporal Punishment ◽  
Student Teacher ◽  
Cultural Beliefs ◽  
School Level ◽  
Teacher Unions ◽  
Cultural Groups ◽  
Teacher Student ◽  
Teacher Victimization ◽  
Research In Education

This chapter examines the victimization of teachers by students and victimization of students by teachers and explores their interrelationships. The chapter reviews the literature on these issues and notes the paucity of research in education on the prevalence and consequences of victimization of students by teachers—this, in contrast to a recent worldwide interest in the victimization of teachers by students. The chapter examines cultural beliefs and shifting norms with regards to corporal punishment of students. A study of student–teacher mutual victimization as reported by Israeli students from several cultural groups. The chapter suggests that students’ reports of being victimized by their teachers are associated with their reports of victimizing teachers, both on the student and school level (especially with regard to more physical and sexual types of victimization) and for all three cultural groups. The chapter explores the role of teacher unions in teacher perpetration and victimization.

scholarly journals Fostering EFL/ESL Students' State Motivation: The Role of Teacher-Student Rapport

2021 ◽  
Vol 12 ◽  
Author(s):  
Yanzhi Meng
Keyword(s):  
Positive Psychology ◽  
Student Teacher ◽  
Self Determination ◽  
Goal Theory ◽  
Esl Students ◽  
Teacher Student ◽  
Teacher Trainers ◽  
Teacher Rapport ◽  
State Motivation

It is maintained that one of the significant determining issues of success is motivation, and enhancing EFL/ESL students' motivation is dominant in cultivating their learning in the classroom. Moreover, teachers are reflected as the most noteworthy figure of any scholastic organization and the positive rapport between students and teachers is significant for learners' state motivation. In line with the investigations of teacher-student rapport, principles from positive psychology (PP), and motivational theories such as self-determination and rhetorical/relational goal theory, the present theoretical review seeks this type of relationship and its effects on learners' motivation. Student-teacher rapport results in progressive practices for learners, as well as superior classroom involvement, and motivation. Subsequently, the helpfulness of findings for teachers, learners, materials developers, and teacher trainers are conferred.

scholarly journals “We Respect Them, and They Respect Us”: The Value of Interpersonal Relationships in Enhancing Student Engagement

2021 ◽  
Vol 11 (10) ◽  
pp. 634
Author(s):  
Joanne Banks ◽  
Emer Smyth
Keyword(s):  
Student Engagement ◽  
Young People ◽  
School Engagement ◽  
Qualitative Interviews ◽  
Individual Characteristics ◽  
School Level ◽  
Early School Leaving ◽  
Teacher Student ◽  
Early School

Attempts to understand the patterns behind student disengagement and early school leaving have traditionally focussed on early school leavers’ individual characteristics. More recently, however, studies have begun to focus on the extent to which early school leaving is shaped by school-level factors, and in particular the central role of teachers and pedagogy, in (dis)engaging students. Studies have consistently shown how negative teacher–student relations can dominate the lives of young people, leading to poor attendance and behavioural issues which often culminate in them disengaging, leaving or being expelled from school. Furthermore, there is a growing interest in the role of pedagogical strategies in enhancing teacher–student relations, increasing student engagement and bringing about more socially just systems of education. Using in-depth qualitative interviews with staff working in a school engagement programme aimed at preventing early school leaving (the School Completion Programme) and young people who have left school early and who are now participating in an alternative education setting in Ireland as well as staff in those settings (the National Youthreach Programme), this paper provides a unique comparison of two approaches to learner engagement. Findings highlight the centrality of caring and respectful relationships between teachers and students across the two programmes. This paper suggests that aspects of the ‘productive pedagogies’ framework are being used to overcome barriers by placing equal emphasis on student wellbeing and formal learning. However, both programmes operate outside ‘mainstream’ education, with little scope for integration with the mainstream system. This paper concludes that at the micro level, the programmes are effective in re-engaging young people with education but argues that this has little impact at a broader level, where mainstream school practices impacting on student disengagement and early school leaving remain unchanged.

Cognition and communication in culture's evolutionary landscape

2004 ◽  
Vol 27 (6) ◽  
pp. 748-749 ◽  
Author(s):  
Mark Schaller
Keyword(s):  
Cultural Beliefs ◽  
Cognitive Architecture

Atran & Norenzayan's (A&N's) analysis fits with other perspectives on evoked culture: Cultural beliefs might emerge simply from the fact that people share a common cognitive architecture. But no perspective on culture can be complete without incorporating the unstoppable role of communication. The evolutionary landscape of culture will be most completely mapped by theories that describe specifically how communication translates evolved cognitive canals into cultural beliefs.

scholarly journals The Role of Cultural Beliefs, Norms, and Practices in Nigerian Women’s Experiences of Sexual Abuse and Violence

2021 ◽  
pp. 107780122110001
Author(s):  
Chinyere Elsie Ajayi ◽  
Khatidja Chantler ◽  
Lorraine Radford
Keyword(s):  
Sexual Abuse ◽  
Conceptual Framework ◽  
Cultural Beliefs ◽  
Rape Myths ◽  
Framework Analysis ◽  
Women’S Experiences ◽  
Male Privilege ◽  
Women's Experiences ◽  
Bride Price

This study aims to explore if and how cultural beliefs, norms, and practices might contribute to Nigerian women’s experiences of sexual abuse and violence. In-depth narrative interviews were conducted with 12 women of Nigerian origin living in the Northwest of England who had experienced sexual abuse and violence. Women’s accounts were analyzed thematically, and drawing upon a feminist-intersectional conceptual framework, analysis reveals that male privilege defined by gendered role and expectation, religious beliefs, rape myths, and bride-price with the associated practice of libation may have contributed to women’s experiences of sexual abuse and violence.

scholarly journals Dampness and student-reported social climate: two multilevel mediation models

2021 ◽  
Vol 20 (1) ◽  
Author(s):  
Eerika Finell ◽  
Asko Tolvanen ◽  
Juha Pekkanen ◽  
Timo Ståhl ◽  
Pauliina Luopa
Keyword(s):  
Indoor Air ◽  
Social Climate ◽  
School Level ◽  
Data Sets ◽  
Student Relationships ◽  
Teacher Student Relationships ◽  
Teacher Student ◽  
Mediational Models ◽  
The Relationship ◽  
Perceptions Of School

Abstract Background Little previous research has analysed the relationship between schools’ indoor air problems and schools’ social climate. In this study, we analysed a) whether observed mould and dampness in a school building relates to students’ perceptions of school climate (i.e. teacher-student relationships and class spirit) and b) whether reported subjective indoor air quality (IAQ) at the school level mediates this relationship. Methods The data analysed was created by merging two nationwide data sets: survey data from students, including information on subjective IAQ (N = 25,101 students), and data from schools, including information on mould and dampness in school buildings (N = 222). The data was analysed using multilevel mediational models. Results After the background variables were adjusted, schools’ observed mould and dampness was not significantly related to neither student-perceived teacher-student relationships nor class spirit. However, our mediational models showed that there were significant indirect effects from schools’ observed mould and dampness to outcome variables via school-level subjective IAQ: a) in schools with mould and dampness, students reported significantly poorer subjective IAQ (standardised β = 0.34, p < 0.001) than in schools without; b) the worse the subjective IAQ at school level, the worse the student-reported teacher-student relationships (β = 0.31, p = 0.001) and class spirit (β = 0.25, p = 0.006). Conclusions Problems in a school’s indoor environment may impair the school’s social climate to the degree that such problems decrease the school’s perceived IAQ.

Closing Achievement Gaps: Examining the Roles of School Background and Process

2021 ◽  
pp. 001312452198944
Author(s):  
Huang Wu ◽  
Jianping Shen ◽  
Jessaca Spybrook ◽  
Xingyuan Gao
Keyword(s):  
Achievement Gap ◽  
Teacher Collaboration ◽  
White Students ◽  
Science Achievement ◽  
Linear Models ◽  
Achievement Gaps ◽  
School Level ◽  
Academic Learning ◽  
Closing Achievement Gaps

The purpose of this study was to examine the role of school background and school process in closing achievement gaps between White and non-White students in science. To answer the research questions, a series of two-level hierarchical linear models (HLM) was performed on the fourth-grade U.S. portion of the 2015 Trends in International Mathematics and Science Study (TIMSS) data. Results indicate that (a) the science achievement gap between White and non-White students is 0.21 standard deviation, holding student and school background constant; (b) the science achievement gap varies across schools; (c) none of the school background variables are associated with the achievement gap in a school; and (d) school emphasis on student academic learning is not only associated with higher school-level science achievement, but also with a narrower science achievement gap between White and non-White students. However, teacher collaboration is not associated with school-level science achievement but is associated with a larger achievement gap. Implications, limitations, and recommendations for further research are discussed.

scholarly journals The developing role of occupational therapists in school-based practice: Experiences from collaborative action research in Pakistan

2020 ◽  
Vol 83 (6) ◽  
pp. 375-386
Author(s):  
Debbie Kramer-Roy ◽  
Denise Hashim ◽  
Nighat Tahir ◽  
Areeba Khan ◽  
Asma Khalid ◽  
...  
Keyword(s):  
Action Research ◽  
Occupational Therapy ◽  
Inclusive Education ◽  
Primary Schools ◽  
Occupational Therapists ◽  
Collaborative Action Research ◽  
School Level ◽  
Collaborative Action ◽  
School Based

Introduction Occupational therapists around the world increasingly seek to support the participation of children with disabilities and special educational needs in mainstream education. Contemporary school-based occupational therapy practice is progressing from an individual, impairment focus towards collaborative, universal interventions at the whole class and whole school level. Participation-focused practice and collaboration is particularly important, but uncommon, in low-resource contexts such as Pakistan. Methods This article reports on collaborative action research that developed the role of occupational therapy in inclusive education in Karachi, Pakistan. A research team consisting of occupational therapists and teachers worked with five local primary schools, using the action research cycles of plan–implement–observe–reflect to develop practical strategies, materials and inclusive lesson plans to facilitate the participation of all children in all school-based occupations. Findings Support from school management and interdisciplinary collaboration were crucial for implementing change. In addition, strategies like inclusive lesson planning were found to benefit all children in class. Collaborative action research led to increased professional confidence in the teachers and occupational therapists, and skill development through developing a resource guide, running workshops and presenting at (inter)national conferences. Conclusion Collaborative action research was an effective means to develop the occupational therapy role in inclusive education practices in Pakistan, develop culturally appropriate educational resources, and upskill local therapists and teachers.

Student–Teacher Relationships and Attention Problems in School-Aged Children: The Mediating Role of Emotion Regulation

2018 ◽  
Vol 11 (2) ◽  
pp. 309-320
Author(s):  
Susanna Pallini ◽  
Giovanni Maria Vecchio ◽  
Roberto Baiocco ◽  
Barry H. Schneider ◽  
Fiorenzo Laghi
Keyword(s):  
Emotion Regulation ◽  
Student Teacher ◽  
Attention Problems ◽  
Mediating Role ◽  
School Aged Children ◽  
Teacher Relationships ◽  
Student Teacher Relationships

The Role of Situational Context in High School Teachers Use of Graphing Calculator in Mathematics Instruction

2016 ◽  
Vol 6 (2) ◽  
pp. 29-45
Author(s):  
Francis Nzuki
Keyword(s):  
Mathematics Instruction ◽  
Graphing Calculators ◽  
Graphing Calculator ◽  
Structured Interviews ◽  
Equity Issues ◽  
Teachers Perceptions ◽  
Teacher Student ◽  
Mediating Tools ◽  
Student Subject

By taking into consideration the significance of the socio-economic contexts, this research investigates teachers' perceptions of the role of graphing calculators, as mediating tools, to help facilitate mathematics instruction of students from two different SES backgrounds. The main source of data are in-depth semi-structured interviews with four teachers, two from each SES school. In general, the participants' perceptions of the role of the graphing calculator were dependent on the context within which it was used. Also, the participants played a crucial role in determining the nature of graphing calculator use with the low-SES school's participants appearing not to involve their students in lessons that capitalized on the powerful characteristics of graphing calculators. To tease out the role of the situation context, a four-component framework was conceptualized consisting of teacher, student, subject matter, and graphing calculator use. The components of the framework were taken to be continuously in interaction with one another implying that a change or perturbation in one of the components affected all the other components. The continuous interactions of the components of this framework suggest that equity issues in connection to the nature of graphing calculator use should be an ongoing process that is continuously locating strategies that will afford all students appropriate access and use of graphing calculators.

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