scholarly journals Associations Between Student Behavior, Teacher Practice Delivery and Teacher Student Relationships: An Integrative Data Analytic Approach

2021 ◽  
Author(s):  
Michael Broda ◽  
Kristen Granger ◽  
Robin Sayers ◽  
Melissa Washington-Nortey ◽  
Jason Chow ◽  
...  
Keyword(s):  
Early Childhood ◽  
Problem Behavior ◽  
Student Teacher ◽  
Student Behavior ◽  
Latent Profile Analysis ◽  
Age Groups ◽  
Student Relationships ◽  
Teacher Student Relationships ◽  
Student Teacher Relationship ◽  
Teacher Student

Abstract This study used integrative data analysis (IDA) to examine student teacher relationship profiles within student problem behavior, teacher delivered practices, and teacher-student relationships, and the influence of profiles on distal outcomes in early childhood and early elementary classrooms with students with or at risk for EBD. Typically, samples from these two age groups are considered separately, however, we use IDA procedures such as data harmonization to identify measures from three separate federally funded studies spanning ages (3-8) to examine these phenomena across these developmental ranges. Using an exploratory approach to latent profile analysis (LPA) and including Conflict, Closeness, Teacher Delivery of Practices, Social Skills, and Problem Behavior scores as indicators, we found significant evidence for the existence of four student teacher relationship profiles among our sample of 196 student-teacher dyads observed across three different datasets. These dyads roughly corresponded to what we describe as four different teacher-student interaction profiles: 1) Responsive, 2) Unresponsive, 3) Difficult, and 4) Challenging. Nearly 80 percent of dyads fell into profiles 1 or 3, with the remaining dyads split between profiles 2 and 4. Further, we found that profile membership did predict significant differences on most of the same measures observed at Time 2, in the Spring. Findings from the present study provide evidence that teacher student relationships in early childhood and elementary school classrooms are multifaceted and that transactional processes inherent in these relationships influence some outcomes at the end of the school year.

scholarly journals Perceptions of kindness in pre-service early childhood teachers

2021 ◽  
Vol 3 (1) ◽  
pp. 90-96
Author(s):  
Maria S. Poulou ◽  
Keyword(s):  
Early Childhood ◽  
Personal Development ◽  
Early Childhood Teachers ◽  
Student Relationships ◽  
Healthy Relationships ◽  
Teacher Student Relationships ◽  
Social And Emotional ◽  
Teacher Student ◽  
School Based ◽  
Scant Attention

Research evidence on Social and Emotional Learning implementation at schools has long been recognized. Most of the research however, has been focused on cultivating explicit social and emotional skills and relatively scant attention has been given to those positive human qualities or virtues such as kindness. Current study aims to illuminate pre-service early childhood teachers’ conceptualization of kindness. Two hundred and nineteen pre-service students described their perceptions of kindness. Kindness was conceptualized as a range of acts and words indicating respect, understanding and emotional support, which promote personal development and healthy relationships. Teachers’ kindness specifically was perceived important in cultivating students’ personality and teacher-student relationships. The findings of the study contribute to the topic of kindness in education which is a promising but undervalued area of school-based programming.

Teacher–Student Relationships in Special Education: The Value of the Teacher Relationship Interview

2018 ◽  
Vol 37 (7) ◽  
pp. 874-886
Author(s):  
Anne-Katrien Koenen ◽  
Eleonora Vervoort ◽  
Karine Verschueren ◽  
Jantine L. Spilt
Keyword(s):  
Special Education ◽  
Teacher Perceptions ◽  
Student Behavior ◽  
Student Interactions ◽  
Implicit Processes ◽  
Student Relationships ◽  
Teacher Student Relationships ◽  
Teacher Student ◽  
Independent Observations ◽  
Explicit Cognitions

Research on teacher–student relationships is mainly based on questionnaires investigating teachers’ explicit cognitions. However, it is also important to investigate implicit processes in social interactions, such as internalized feelings. The Teacher Relationship Interview (TRI) is a narrative method aimed at assessing teachers’ (implicit) mental representations of dyadic teacher–student relationships. The TRI may provide—for researchers as well as practitioners—a deeper understanding of teachers’ implicit cognitive and emotional processes elicited in teacher–student relationships, which can be useful for psychodiagnostic assessment and relationship-focused consultation with teachers. This study investigated the psychometric properties of the TRI in a special education sample of students with symptoms of attachment disorders ( N = 80). Expected interrelations of the TRI scales were found with a widely used questionnaire of teacher–student relationships, independent observations of teacher–student interactions, and teacher perceptions of student behavior.

scholarly journals Disaggregating Between- and Within-Classroom Variation in Student Behavior: A Multilevel Factor Analysis of Teacher Ratings of Student Prosociality and Aggression

2018 ◽  
Vol 39 (7) ◽  
pp. 993-1019 ◽  
Author(s):  
Aja Louise Murray ◽  
Ingrid Obsuth ◽  
Manuel Eisner ◽  
Denis Ribeaud
Keyword(s):  
Factor Analysis ◽  
Teacher Perceptions ◽  
Student Behavior ◽  
Teacher Ratings ◽  
Future Research ◽  
Student Relationships ◽  
Teacher Student Relationships ◽  
Teacher Student ◽  
Teacher Classroom ◽  
Classroom Level

Teacher ratings of student behaviors vary systematically both at the student and teacher/classroom level. Multilevel confirmatory factor analysis (ML-CFA) can disaggregate between- and within-teacher/classroom variance, identify an optimal psychometric model at each level, and test correlates of the resulting dimensions. In this study, 250 teachers (37% males) rated an average of 4.02 students (51% males; aged 10 years at Time 1 and 11 years at Time 2) from a normative sample of Swiss youth. Substantial and unidimensional between-teacher variation in ratings of both prosociality and aggression were identified, and this was stable across time. These dimensions were not associated at the between-teacher/classroom level with teacher gender or teacher–student relationships, although they were associated with teacher-student relationships at the within-teacher/classroom level. There was little between-teacher/classroom variation observed in student self-reports of prosocial and aggressive behavior, and multilevel CFA was not possible for these ratings. Future research should aim to identify sources of between-teacher/classroom variation. This should include factors that influence negative and positive teacher perceptions of and response biases related to student behavior as well as those that influence student behavior itself.

Perspectives of respect, teacher–student relationships, and school climate among boys of color: A multifocus group study.

2020 ◽  
Vol 21 (3) ◽  
pp. 345-356
Author(s):  
Christopher T. H. Liang ◽  
Gabrielle H. Rocchino ◽  
Malaïka H. C. Gutekunst ◽  
Cléopatre Paulvin ◽  
Katherine Melo Li ◽  
...  
Keyword(s):  
School Climate ◽  
Student Relationships ◽  
Teacher Student Relationships ◽  
Teacher Student ◽  
Boys Of Color

Positive And Supportive Teacher Student Relationship

Think India ◽  
2019 ◽  
Vol 22 (2) ◽  
pp. 2665-2673
Author(s):  
Parmanand Tripathi
Keyword(s):  
Learning Outcomes ◽  
Quantitative Research ◽  
Primary Objective ◽  
Learning Space ◽  
Student Relationships ◽  
Teacher Student Relationships ◽  
Teacher Student ◽  
Teacher Student Relationship ◽  
Student Relationship ◽  
The University

Every teacher must realize that he/she needs to be highly motivated, committed, passionate, and optimistic towards his/her students as well as his/her teaching in order to create a positive and productive impact on the students and their learning outcomes. It is a proven fact that teachers who are sincere, caring, approachable, supportive and inspiring can easily enable their students to become enthusiastic, successful and creative learners. John Hattie, a proponent of Evidence Based Quantitative Research Methodologies on the Influences on Student achievement, who is also a Professor of Education and Director of the Melbourne Education Research Institute at the University of Melbourne, Australia, has noted in his study that a harmonious classroom can assist with the development of creativity as well as reduce anxiety levels amongst students. In my opinion, the primary objective of all effective and conscious teachers should be to promote a safe and healthy learning environment wherein students will feel confident, comfortable, happy and accepted. Time and again, I am convinced of the fact that only effective and conscious teachers understand, acknowledge and therefore, appreciate the significance of creating a rapport and bonding with their students for providing an education that is positive, productive and progressive. When teachers display a positive and congenial attitude towards their students, they not only make them ‘learn better, faster and deeper’ but make them self-confident and self-reliant too. Building positive, supportive, cooperative and mutually strong teacher-student relationships is the key to create a welcoming, healthy and conducive learning space in which students are enabled to thrive, prosper and go on to become what they are meant to be in life. And it is only by forging and nurturing a strong and positive relationship with their students, can teachers create a healthy and conducive learning atmosphere wherein students feel welcome, accepted, respected, loved and cared for, wherein learning becomes fun and joy. Conscious and committed teachers promote the art of positive parenting in every classroom and in every school to enable the students to become confident learners by willingly and happily shouldering the responsibility of being their ‘second parents’.When teachers teach with passion, display positive attitude towards their students and their success, and show genuine care for them, the students reciprocate with respect for their teachers, interest and love for their learning.

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