They need to be recognized as a person in everyday life: Teachers’ and helpers’ experiences of teacher–student relationships in upper secondary school

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.

Download Full-text

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

Review of Educational Research ◽

10.3102/0034654311421793 ◽

2011 ◽

Vol 81 (4) ◽

pp. 493-529 ◽

Cited By ~ 683

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.

Download Full-text

Investigating the relationship between hidden curriculum and academic optimism in upper secondary school students

Revista Tempos e Espaços em Educação ◽

10.20952/revtee.v14i33.16086 ◽

2021 ◽

Vol 14 (33) ◽

pp. e16086

Author(s):

Fatemeh Kariman ◽

Soolmaz Nourabadi

Keyword(s):

Secondary School ◽

Secondary School Students ◽

Hidden Curriculum ◽

Pearson Correlation ◽

Academic Optimism ◽

Upper Secondary School ◽

School Students ◽

Student Interactions ◽

Teacher Student ◽

Upper Secondary

This study aimed to determine the relationship between hidden curriculum and academic optimism in upper secondary school students. The research method was descriptive-correlational. The statistical population of this research consists of upper secondary school students of Pakdasht city in the academic year 2020-2021 with 3500 people. The sample size was determined based on Krejcie and Morgan table of 346 people. Also, for sampling, after estimating the sample size, the available random sampling method was use. In order to collect data, two standardized questionnaires were used for assessing the hidden curriculum (Fathi Vajargah) and the questionnaire for assessing academic optimism (Schennemoran). Descriptive statistics methods including: mean, percentage and frequency and inferential statistics such as: Pearson correlation test, one-sample t-test and multiple regression were used. SPSS22 was also used to analyze the collected data. The findings of Pearson correlation coefficient indicated that there is a significant relationship between the hidden curriculum and the academic optimism of the studied students at the alpha level of 0.01. Findings of one-sample t-test indicated that the students surveyed were at a relatively good level in terms of the components of academic optimism as well as the hidden curriculum. The results of correlation test showed that there is a significant relationship between the two components of the hidden curriculum (school social atmosphere and teacher-student interactions) with students 'academic optimism, but the findings showed that there isn’t any relationship between school organizational structure and students' academic optimism. The correlation coefficient also showed that there is a significant and direct relationship between the hidden curriculum and all components of students' academic optimism. Also, the findings of regression test indicated that the latent hidden curriculum variable explains 0.28 variance of academic optimism of the students and only the organizational structure of the school did not play a significant role in predicting students' academic optimism. Also, the findings of the regression test indicated that among components of hidden curriculum, the component of teacher-student interactions had the largest share in explaining and predicting changes in students' academic optimism.

Download Full-text

Concept of solubility, soft drinks and pectin jelly

LUMAT International Journal on Math Science and Technology Education ◽

10.31129/lumat.v1i2.1117 ◽

2013 ◽

Vol 1 (2) ◽

pp. 219-228

Author(s):

Arja Ollila ◽

Tanja Aho ◽

Tiina Helminen ◽

Anne Helppolainen ◽

Katri Mäkelä ◽

...

Keyword(s):

Organic Chemistry ◽

Secondary School ◽

Everyday Life ◽

Soft Drinks ◽

Upper Secondary School ◽

Chemical Bonds ◽

Chemical Work ◽

Upper Secondary

The aim of this double class is to demonstrate and emphasise the concept of solubility and associate it with everyday life by preparing and eating simple food in school. This lesson is suitable for upper secondary school and with certain limitations to secondary school. Solubility is discussed in 7th grade chemistry in connection to the study of chemical work methods. In secondary school the work can be used in connection with organic chemistry when learning about sugars and carbohydrates. In upper secondary school concepts detailing substance structure and chemical bonds are further elaborated on and applied to various circumstances.

Download Full-text