Student–teacher relationships: the alienation paradigm

2012 ◽  
pp. 81-110
Keyword(s):  
Student Teacher ◽  
Teacher Relationships ◽  
Student Teacher Relationships

scholarly journals Rethinking student-teacher relationships in higher education: a multidimensional approach

2021 ◽  
Author(s):  
Roland Tormey
Keyword(s):  
Higher Education ◽  
Classroom Management ◽  
Student Teacher ◽  
Three Dimensional ◽  
Three Dimensions ◽  
Theoretical Development ◽  
Multidimensional Model ◽  
Three Dimensional Model ◽  
Teacher Relationships ◽  
Student Teacher Relationships

AbstractStudent-teacher relationships play an important role in both teacher and student experiences in higher education and have been found to be linked to learning, classroom management, and to student absenteeism. Although historically conceptualised in terms of immediacy or distance and measured with reference to behaviours, the growing recognition of the role of emotions and of power—as well as the development of a range of multidimensional models of social relationships—all suggest it is time to re-evaluate how student-teacher relationships are understood. This paper develops a theoretical model of student-teacher affective relationships in higher education based on three dimensions: affection/warmth, attachment/safety, and assertion/power. The three-dimensional model was tested using the Classroom Affective Relationships Inventory (CARI) with data from 851 students. The data supported the use of this multidimensional model for student-teacher relationships with both two- and three-dimensional models of relationships being identified as appropriate. The theoretical development of a multidimensional model and the empirical development of an instrument with which to explore these dimensions has important implications for higher education teachers, administrators and researchers.

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

Caring as an Authoritative Act

2019 ◽  
pp. 154-182 ◽  
Author(s):  
Shannon Audley ◽  
Julia L. Ginsburg
Keyword(s):  
Critical Race Theory ◽  
Student Teacher ◽  
Critical Race ◽  
Race Theory ◽  
Institutional Authority ◽  
Teacher Relationships ◽  
Student Teacher Relationships

This chapter serves to discuss common perspectives of respect in the classroom and highlight ways to re-conceptualize authority in student-teacher relationships so that respect can be grounded in both authority and caring. The authors believe that through the framework of critical race theory, teachers can learn how to express caring respect in ways that will be validating to their students. Furthermore, because of this reframing of authority, teachers will be able to accept non-authority-based respect. Finally, this chapter encourages teachers to experience and understand respect in the ways that validate their students as people and honor their own abilities as teachers. Rather than using ideas of respect to exhibit and reinforce institutional authority, teachers can instead promote caring respect in their classrooms by highlighting students' voices and reflecting on their own roles as both an educator and a person.

Nurturing close student–teacher relationships

2020 ◽  
pp. 296-316
Author(s):  
Penny Van Bergen ◽  
Kevin McGrath ◽  
Daniel Quin
Keyword(s):  
Student Teacher ◽  
Teacher Relationships ◽  
Student Teacher Relationships

scholarly journals Humanizing Student–Teacher Relationships for Black Children: Implications for Teachers’ Social–Emotional Training

2020 ◽  
pp. 004208592093331
Author(s):  
Kamilah B. Legette ◽  
Leoandra Onnie Rogers ◽  
Chezare A. Warren
Keyword(s):  
Student Teacher ◽  
Black Youth ◽  
Emotional Learning ◽  
Racial Oppression ◽  
Social Emotional ◽  
School Cultures ◽  
Social And Emotional ◽  
Teacher Relationships ◽  
Inclusive School ◽  
Student Teacher Relationships

A growing number of scholars in the field of urban education compellingly demonstrate the myriad ways U.S. schooling for Black youth is dehumanizing. Social and emotional learning (SEL), particularly, transformative social emotional learning (TSEL) has come to the fore as a promising intervention to promote positive inclusive school cultures and relationships while recognizing and accounting for the realities of racial oppression. Here, we discuss teachers’ capacity to develop and negotiate student–teacher relationships that acknowledge and actively confront the dehumanization of Black youth in schools. We provide recommendations for teachers’ social emotional training that can effectively humanize learning environments for Black youth.

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