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The Role of Caring in the Teacher‐Student Relationship for At‐Risk Students
Abstract
This study uses information from both teachers and students to explore how the perceptions of each other's investment in the relationship affects the productivity of the relationship. Using the National Longitudinal Study of 1988 (NELS), I analyze the conditions and academic consequences of students’investment in the relationship with teachers and school. I find that teachers’perceptions that the student puts forth academic effort and students’perceptions that teachers are caring are each weakly associated with mathematics achievement for most students. For students who are judged by their teachers as at risk of dropping out of high school, however, the value for math achievement of having teachers who care is substantial and mitigates against the negative effect of having been judged as at risk. The results suggest that social capital, as defined by a relationship that facilitates action, is especially high for at-risk students who feel their teachers are interested, expect them to succeed, listen to them, praise their effort, and care.
... More recent research shows that students who feel their teacher is caring for them exhibit higher levels of self-esteem and well-being, and this in return influences how meaningful the teacher finds his/her job (Lavy & Naama-Ghanayim, 2020). Teacher care is especially important for at-risk students who benefit from knowing that their teachers are interested, expect them to succeed, listen to them, praise their effort, and care (Muller, 2001). Implementing policies that care for students' psychological and social well-being, not just academic achievement, can improve student behaviour (Doyle & Doyle, 2003). ...
... As stated above, perceived care is one of the main aspects of 'pedagogy of care' and is supported by research in this area indicating that it is important that the students know that their teachers care for their learning and their wellbeing (Lavy & Naama-Ghanayim, 2020;Muller, 2001;Noddings, 1995;Teven & McCroskey, 1997). Steered by this line of research, the qualitative analysis searched for comments that indicated students' awareness of teacher care. ...
... The comment by this student also indicated that they were motivated to continue their study despite all the challenges, which is aligned with Teven and McCroskey (1997) stating that students who believe their teachers care for them are more likely to engage with the class. As mentioned above, Muller (2001) indicated that care is particularly important for at-risk students. In this unit, students were still transitioning from school to university when they were forced to shift to online learning. ...
Research shows that students who believe their teachers are caring for them are more likely to engage with the class and exhibit higher levels of self-esteem and well-being. What we learn from the past should guide our present practice to pave the way for a more authentic relationship with our students in the future. This paper reports a case study of how a ‘pedagogy of care’ was implemented in a first-year large teacher-education unit of study at an Australian university during the transition to fully online learning and teaching in response to the pandemic. The paper reports the strategies adopted by the teaching team and the results of an online survey conducted with the students about their experience of the transition. The qualitative survey responses were organised into themes that illustrated how students perceived teacher care. According to the students, teachers cared when they organised consistent synchronous sessions, provided opportunity for interaction between students, recorded lectures, were lenient, modified assessment, marked assessments quickly, exhibited positivity, and acknowledged challenges due to COVID-19. These themes were then classified into two broad categories on a continuum ranging between the delivery of the unit to interpersonal or human aspects.
... Some research on caring teacher-student relationships has also been situated in the context of mathematics education, documenting that caring teacher-student relationships can support students' learning of mathematics and engagement with mathematics. For example, when secondary school students perceived that their mathematics teachers cared for them, they reported increased effort (Muller, 2001;Stipek, 2006). Additionally, for students deemed by their teachers to be atrisk of dropping out of high school, when they perceived their teachers cared for them they performed better in mathematics compared to -at-risk students‖ who did not perceive that their teacher cared for them (Muller, 2001). ...
... For example, when secondary school students perceived that their mathematics teachers cared for them, they reported increased effort (Muller, 2001;Stipek, 2006). Additionally, for students deemed by their teachers to be atrisk of dropping out of high school, when they perceived their teachers cared for them they performed better in mathematics compared to -at-risk students‖ who did not perceive that their teacher cared for them (Muller, 2001). In other words, the perception that their teacher cared, listened to them, and expected them to succeed mitigated the negative effects of having been deemed at-risk in the first place. ...
In this article, the author draws on theories of care to lay out a theoretical map of sorts on what an effective, caring teacher–student relationship that supports student learning might “look like.” In so doing, theories of culturally relevant pedagogy are considered, as these not only illustrate effective practices caring teachers employ but also because such theories provide models of classroom practices that consider explicitly issues of race, culture, and power. The author aims to illuminate the complex, nuanced, and, at times, overwhelming descriptions of what it means to be a caring teacher in the service of student learning. The author concludes by considering models of professional development that hold potential for supporting mathematics teachers in developing teacher–student relationships reflective of “caring with awareness.”
... For instance, teachers may look to their colleagues or principals to inform how they construct their roles and value certain tasks (Midthassel, 2004;Milner et al., 2012). If they see their peers actively engaging in relationship-building behaviors with students, they may come to believe those behaviors are the expected norm at their school (Muller, 2001;Wang & Du, 2014). Similarly, the extent to which (and how) school leaders communicate about TSRs can send signals as to whether they believe the role of building positive TSRs is the norm. ...
... Teachers decide whether to invest in or disengage from a relationship with a student, and very often, teachers will invest in students whom they expect to succeed (Muller, 2001). When working with students who struggle academically, teachers tend to feel more confident in their abilities to help students with whom they have better relationships (Yeo et al., 2008). ...
Few question the value of teacher-student relationships (TSRs) for educational outcomes. TSRs are positively associated with students’ achievement and engagement, as well as teachers’ well-being. Building and maintaining these crucial classroom relationships, however, is not easy. Drawing on prominent motivation theories in educational psychology, I present the Motivating Teacher-Student Relationships framework for understanding what motivates teachers to build positive TSRs. In particular, I focus on how teachers’ motivational beliefs about TSRs energize, direct, and sustain their efforts to engage in relationship-building behaviors and, thus, lead to positive relationships with their students. To build positive TSRs, teachers must believe it is their role to build TSRs, value TSRs, and believe they can successfully build TSRs (i.e., have relational self-efficacy). These beliefs are shaped by teachers’ sociocultural contexts and can facilitate or undermine the development of these learning relationships. With a greater understanding of how motivational beliefs influence social relationships, the field of education can more effectively develop theoretically grounded interventions to improve TSRs and mitigate inequality.
... The boys also spoke to the levels of frustration they felt when teachers did not provide sufficient academic support. Muller (2001) found that both teachers and students spoke to the importance of investment in the student-teacher relationship. At-risk students who believed that their teacher was invested in their learning tended to report greater connection with their teachers and demonstrated higher academic growth and lower rates of dropout (Muller, 2001). ...
... Muller (2001) found that both teachers and students spoke to the importance of investment in the student-teacher relationship. At-risk students who believed that their teacher was invested in their learning tended to report greater connection with their teachers and demonstrated higher academic growth and lower rates of dropout (Muller, 2001). Boys in our study also discussed that disengaged teachers fostered learning environments in which students would shut down. ...
Research has consistently shown that Black boys experience opportunity gaps in the American public education system. Beyond disproportionate outcomes in academics and behavioral outcomes, Black boys have less access to mental health support and may experience heightened symptoms due to systemic inequities. Despite many hypotheses, few explanations account for the lived experiences of Black boys. Research indicates that positive student–teacher relationships may increase academic, mental health, and behavioral outcomes for diverse learners. An exploration of the teacher–student relationship that centers the voices of Black males is needed to understand how to best develop a school culture that promotes the well-being of all students. This paper explores Black middle school male students’ perceptions of the student–teacher relationship. Participants included 12 Black boys in a public middle school in two urban districts in the Midwest. Students identified the need to be recognized as individuals, the need for warm, authentic relationships to feel connected to the school environment and acknowledge that racism is a barrier to student–teacher relationships and the overall sense of connectedness. These findings have potential implications for fostering better student–teacher relationships, thereby impacting students’ well-being, identity development, and addressing the student achievement gaps for Black boys.
... Teachers may be considered weak ties in adolescents' networks. In addition to the academic benefits of close student-teacher relationships (Croninger and Lee 2001;Crosnoe, Johnson, and Elder 2004;Hallinan 2008;Muller 2001), recent studies suggest that teachers help upwardly mobile youth navigate institutions (Gonzales 2011;Lareau 2015;Stanton-Salazar 2011). Further, in mentoring relationships with adults in formal social roles, such as teachers, the instrumental component may be more important than affective components (Beam, Chen, and Greenberger 2002). ...
... Even when Mrs. Brady was transferred to another school for Gabby's senior year, she had lunch with Gabby regularly and contacted Gabby's new teachers with "pointers on how to handle her." Although Gabby posed behavioral challenges, Mrs. Brady persisted with the relationship sustained by their mutual regard for each other and Gabby's gestures of gratitude.We know that students evaluate whether teachers care about them(Muller 2001); I found that teachers also assessed student behavior for care. Mentors valued small acts of reciprocal care that signaled commitment or simply showed affection. ...
How people forge ties and build social connections, particularly social connections which help to advance their life chances, has long-been of sociological interest. Research on social capital, cultural capital, and trust within communities, in different ways, investigates the same fundamental process: how do interpersonal relationships—social ties—and cultural knowledge help young people get ahead? Studies have primarily focused on quantity of ties but not as much on the quality and dynamics. This dissertation, based on in-depth interviews and ethnographic observations, explores the connection between students and institutional agents in three interrelated but distinct ways. First, I investigate undergraduates’ perspectives on forming resourceful ties with institutional agents on campus—faculty, advisors, and administrators. Class differences persist: compared to their middle-class peers, students from working-class backgrounds more often miss out on forging these connections that can assist them beyond providing academic support. However, even among middle-class students, their strategies differ by race. White middle-class students demonstrate an embodied ease where they balance familiarity with deference to authority figures. On the other hand, black middle-class students rely on professional self-presentation when interacting with institutional agents and some express distrust of the institution. Second, I investigate from the perspective of undergraduate academic advisors the quality of their connections with students of different class backgrounds. Some middle-class and upper-class students view advisor-student relationships as more instrumental. More affluent students go over their advisors’ heads, activating hierarches, slipping through cracks, and pursuing accommodations. Students choose to activate cultural capital, not for a relationship, but for an advantage. Students from working-class backgrounds can miss out on personal accommodations because they do not enact the same assertive strategies as middle-class students. Finally, in a study of high school teachers and their mentorships with low-income black students, I show that relationships must be appropriately maintained or students risk losing assistance. Mutual trust and reciprocity are critical to maintaining social capital. In all, this dissertation considers the bridges and barriers that young people of diverse social backgrounds face as they navigate forming and leveraging ties—ties which help students comply with institutional standards.
... Evidence suggests that experiencing a supportive relationship with a teacher is important to positive school engagement and counterbalances the social resources and capital that immigrant youth might be missing (Brewster & Bowen, 2004). A number of studies have shown the importance of teacher support for ethnically diverse underrepresented minority student populations with regards to their achievement for middle school (Reyes, Brackett, Rivers, White, & Salovey, 2012) and high school students (Crosnoe, Johnson, & Elder, 2004;Muller, 2001). Additionally, some evidence also supports the positive associations of a perceived supportive teacher relationship with student engagement and motivation for ethnically diverse underrepresented middle school students (Garcia-Reid et al., 2015;Garcia-Reid, Reid, & Peterson, 2005;Kiefer, Alley, & Ellerbrock, 2015;Riconscente, 2014). ...
... Fewer scholars have investigated this association for underrepresented high school youths (e.g., Rosenfeld, Richman, & Bowen, 2000). Muller (2001) found that a positive perceived student-teacher relationship was particularly important for at-risk students. Other studies have also found a positive impact of perceived teacher support on student engagement (Brewster & Bowen, 2004) and achievement (Murray, 2009) for low-income at-risk Hispanic youths. ...
This study utilized growth curves and change models to understand the impact of student perceptions of teacher caring on the development of math motivation for an ethnically and linguistically diverse sample of adolescents in middle school (N = 1926) and high school (N = 1531). Using an expectancy-value framework, growth curves revealed declining math motivation for both middle school and high school cohorts. However, perceived teacher caring buffered against these declines and was positively associated with math self-efficacy and subjective task values. Change models revealed that perceived teacher caring at the beginning of the school year increased math motivation by the end of the year. The results shed light on the important role that student-teacher relationships play in influencing math motivation during adolescence.
... This was evident in their high regards for LSE, and its positive impacts that they have seen on children's academic performances, disciplinary behaviors, adaptation skills, and psychosocial competencies thus corroborating with the findings of Adams (2010) and Muller (2001). ...
... Moreover, as LSE was a non-examinable subject, teachers and schools in Bhutan, as was reported by Zhao (2011), also focused more on examinable subjects as students' academic results determined the schools' annual performance rankings. Another reason could be due to the effects of students' academic results on teachers' performance ratings in their Individual Work Plans (IWPs Powdyel, 2014), not positive behavioral changes (Dorji & Yangzome, 2018) and social connectivity (Adams, 2010;Muller, 2001). ...
Considering Life Skills Education (LSE) as an important component of youth education, the Ministry of Education adopted it as a national programme in 2008 (Department of Youth and Sports, 2014). However, due to a dearth of studies, there is little evidence of the status of LSE and the challenges of implementing it in schools. To investigate them, the researchers employed a qualitative research design. The qualitative data were collected from four principals and 16 teachers through semi-structured interviews and essay writing. The key findings revealed that though the schools currently teach LSE, however, it was ineffectively implemented due to various challenges such as time constraint, teachers' lack of knowledge of life skills, inadequate teaching-learning materials, absence of fulltime counsellor, and lack of school-parent partnership. The key recommendations include the Ministry of Education to consider providing necessary supports and instruct school administrators and teachers to explore alternatives that may promote LSE teaching across all levels of schools.
... In addition, teacher attitudes are perceived as having a high impact on student engagement. It is relevant for student engagement that the teacher's attitude and the T and L approaches are positive and motivating (Muller, 2001;Anderson et al., 2004;Klem and Connell, 2004;Roorda et al., 2011;Tang and Hu, 2022). Also, it has been shown that a positive relationship between student and teacher is important for student engagement and achievement (Roorda et al., 2011). ...
We are in an era where keeping students focused and interested can be challenging. Furthermore, it is relevant, in avoiding students dropping out and increasing students’ achievements, to research how student engagement can be nurtured and how this aspect is influenced by teacher attitude and the teaching and learning (T and L) approaches. With the purpose of engaging a large biochemistry class of first-year students ( n = 170 in the pilot study and n = 147 in the full project) from the Biomedical Sciences degree at the University of Aveiro in Portugal, a combination of two different learning methodologies was implemented: Team-based Learning (TBL) and Spaced Learning (SL). The main objectives of this pedagogical innovation were to promote collaboration between students, keep students engaged throughout the semester, and keep the teacher satisfied through the participation of students in class and positive feedback. A typical class involved various steps which combined different facets of TBL and SL: a bibliography was provided one week in advance to the students for them to get familiarized with it; in class, the students answered an individual quiz, followed by a group quiz; the next step was solving a problem. Meanwhile, an SL break occurred in which students did distracting activities (usually physical activities). Lastly, a short seminar in the form of a Q & A occurred to clarify any doubts. The assessment of this class involved different individual and group components. Qualitative and quantitative data were collected through focus group interviews, questionnaires, and observation techniques. After analyzing the results, in general, we can conclude that students seem to prefe learning with TBL and SL than with traditional methodologies. Students emphasized the SL as a positive strategy. Furthermore, they acknowledge that teacher attitude was crucial for their engagement.
... Kompetenzerleben kann ebenfalls in Verbindung mit unterstützendem Lehrkraftverhalten gebracht werden (Danielsen et al., 2009;Tian et al., 2016). Eine sichere und fürsorgliche Beziehung steht dabei in Verbindung mit steigenden Schulleistungen sowie kognitiven und sozialen Kompetenzen, einem positiven akademischen Selbstkonzept und besseren eigenen Erfolgserwartungen (Muller, 2001;Patrick, 2004;Wentzel, 2012). Basierend auf den Ergebnissen bezüglich der Hauptfragestellung dieser Studie scheint bei der Betrachtung der psychologischen Grundbedürfnisse in Bezug auf Bullying insbesondere die Frustrationsebene Bedeutsamkeit zu besitzen. ...
Wenn Entstehungsprozesse und Hintergründe von Bullying untersucht werden, wird in der Fachliteratur deutlich, dass Täter*innen Bullying betreiben, um persönliche Ziele zu verfolgen. Als erstrebenswerte Ziele können die Befriedigung der psychologischen Grundbedürfnisse nach sozialer Eingebundenheit, Kompetenzerleben und Autonomie genannt werden. Der vorliegende Beitrag stellt die These auf, dass Bullying als Kompensationshandlung initiiert wird, wenn es nicht anderweitig zur Befriedigung des grundlegenden Bedürfnisses nach sozialer Eingebundenheit und zu Frustrationsgefühlen in diesem Bereich kommt. Die Ergebnisse deuten an, dass Lehrkraftverhalten, das sich auf die Bedienung dieses psychologischen Grundbedürfnisses fokussiert, zur Reduzierung von Bullying beitragen könnte. In diesem Beitrag werden die Daten von N = 541 Lernenden der Klassenstufen sieben
bis zehn im Rahmen eines Strukturgleichungsmodells analysiert und die Beziehung von Bullyingverhalten dem Bedürfnis nach sozialer Eingebundenheit und dem unterstützenden Lehrkraftverhalten gegenüber den Lernenden betrachtet. Die Ergebnisse deuten an, dass unterstützendes Lehrkraftverhalten im Zusammenhang mit Bullying stehen könnte und sich Teile dieses Zusammenhangs über die Frustration des Bedürfnisses nach sozialer Eingebundenheit erklären lassen könnten.
By examining the processes of development and the motivation of bullying, it becomes evident in the literature that perpetrators engage in bullying in order to pursue personal goals. Sustainable goals can include the satisfaction of basic psychological needs for social relatedness, competence, and autonomy. This paper posits that bullying is initiated as an act of compensation if the basic need for social relatedness is not satisfied or even frustrated. Findings suggest that teacher behavior that focus on attending this basic psychological need may help reduce bullying. This paper analyzes data from N = 541 learners in grades seven to ten within a structural equation model to examine the relationship of bullying,the need for social relatedness, and supportive teacher behavior. The results suggest that supportive teacher behavior is related to the development of bullying and that parts of this relationship can be explained by the frustration of the need for social relatedness.
... Kompetenzerleben kann ebenfalls in Verbindung mit unterstützendem Lehrkraftverhalten gebracht werden (Danielsen et al., 2009;Tian et al., 2016). Eine sichere und fürsorgliche Beziehung steht dabei in Verbindung mit steigenden Schulleistungen sowie kognitiven und sozialen Kompetenzen, einem positiven akademischen Selbstkonzept und besseren eigenen Erfolgserwartungen (Muller, 2001;Patrick, 2004;Wentzel, 2012). Basierend auf den Ergebnissen bezüglich der Hauptfragestellung dieser Studie scheint bei der Betrachtung der psychologischen Grundbedürfnisse in Bezug auf Bullying insbesondere die Frustrationsebene Bedeutsamkeit zu besitzen. ...
Zusammenfassung Wenn Entstehungsprozesse und Hintergründe von Bullying untersucht werden, wird in der Fachliteratur deutlich, dass Täter*innen Bullying betreiben, um persönliche Ziele zu verfol-gen. Als erstrebenswerte Ziele können die Befriedigung der psychologischen Grundbedürf-nisse nach sozialer Eingebundenheit, Kompetenzerleben und Autonomie genannt werden. Der vorliegende Beitrag stellt die These auf, dass Bullying als Kompensationshandlung in-itiiert wird, wenn es nicht anderweitig zur Befriedigung des grundlegenden Bedürfnisses nach sozialer Eingebundenheit und zu Frustrationsgefühlen in diesem Bereich kommt. Die Ergebnisse deuten an, dass Lehrkraftverhalten, das sich auf die Bedienung dieses psycho-logischen Grundbedürfnisses fokussiert, zur Reduzierung von Bullying beitragen könnte. In diesem Beitrag werden die Daten von N = 541 Lernenden der Klassenstufen sieben bis zehn im Rahmen eines Strukturgleichungsmodells analysiert und die Beziehung von Bullyingverhalten dem Bedürfnis nach sozialer Eingebundenheit und dem unterstützenden Lehrkraftverhalten gegenüber den Lernenden betrachtet. Die Ergebnisse deuten an, dass unterstützendes Lehrkraftverhalten im Zusammenhang mit Bullying stehen könnte und sich Teile dieses Zusammenhangs über die Frustration des Bedürfnisses nach sozialer Eingebun-denheit erklären lassen könnten. Schlüsselwörter: Bullying, Mobbing, Lehrkraftverhalten, Prävention, psychologische Bedürf-nisse Examining the relationship of bullying, the need for social relatedness, and supportive teacher behavior among secondary school students Abstract By examining the processes of development and the motivation of bullying, it becomes evident in the literature that perpetrators engage in bullying in order to pursue personal goals. Sustainable goals can include the satisfaction of basic psychological needs for social relatedness, competence, and autonomy. This paper posits that bullying is initiated as an act of compensation if the basic need for social relatedness is not satisfied or even frustrat-4
... A person must be entrusted with the care, welfare, or upkeep of something or someone to be a caregiver and be involved in tasks that are beneficial to the person being cared for, which requires exerting a lot of effort and giving the person being cared for their complete attention (Noddings, 1984). It has been determined that the student's opinion of their teacher's value and support for them is a crucial element of the teacher-student connection (Muller, 2007;Noddings, 1984Noddings, , 1992. Research shows that caring is crucial to creating and maintaining successful teacher-student relationships. ...
The need for resilience among educators has become a critical demand during the COVID-19 pandemic when in-person classes were restricted and were converted into distance learning and eventually shifted to blended learning as governments opened borders and health safety protocols eased down. Hence, this study focuses on understanding how educators of technology-based courses in public higher education across academic landscapes have navigated for continuous instructional delivery. This study utilizes the Straussian approach of Grounded Theory. This design uses a three-stage coding methodology: open, axial, and selective coding. The study generates the Theory of Educators Teaching Technology-Based Courses across academic landscapes, which postulates that educators in technology-based courses undergo phases of metamorphosis that include visioning, learning, rationalizing and doing, and modernizing, ultimately allowing them to become resilient and adaptive to the shifting landscapes of the academe caused by the COVID-19 pandemic.
... In terms of youths' academic development, a number of studies using ethnically diverse samples, including Hispanic students, found positive associations between teacher emotional support and students' grades and standardized achievement scores (Crosnoe et al., 2004;Muller, 2001;Murray, 2009;M. R. Reyes et al., 2012;Riconscente, 2014). ...
Social support has a well-documented impact on adolescent educational success. Nonetheless, there has been less focus on the relationship between social supports and educational attainment for Latinas. Using a sample of 138 Hispanic females (ages 25–31) from an ongoing longitudinal National Science Foundation (NSF)-funded study (2004–present), we identified key sources of social support (family, teachers, and peers) and types of social support (emotional, informational, and instrumental) in the educational pipeline of Hispanic females. We also examined the associations between social supports and their educational attainment. Through descriptive analyses, we found that family was perceived to provide the most support followed by peers and teachers in adolescence. Through regression analyses, we found that family support positively predicted their educational attainment. Our findings highlight the importance of family-rendered support for educational attainment while also expanding our understanding of the social support mechanisms for Hispanic females.
... Good and Brophy (1997) stated that the academic success of students is strongly related to what the teachers expect from the students. This proposition is also supported by Muller (2001) stating that what teachers do and what attitudes they show in the form of expectations from students, greatly relates to the academic success of students. Alderman (1990) also accept the fact that teacher's expectations greatly influence the academic performance of at-risk students and he identifies the teacher expectations as the feelings given to students that teachers are really looking forward to their success and that the objectives will be achieved by them and the assurance that expertise needed for them to achieve teachers' expectations will be taught to them. ...
This study is conducted to explore and identify factors that put students at risk. Secondly, it introduces teaching practices that are found to be helpful in dealing with those students who are entitled at-risk. The data for the study has been collected through a critical review of available literature. The findings indicate that different factors related to school, personal life, family and community contribute in putting students at-risk. The findings also show that caring and committed teaching, involvement in learning, peer tutoring, tutoring and small groups are the beneficial teaching practices for students at-risk.
... Further, emotional support provided by teachers serves as an arena for comfort and promotes academic resilience (i.e., students succeeding academically, despite being exposed to an adverse life circumstance; Crosnoe et al., 2004;Wang et al., 1998). These findings indicate that teachers can facilitate academic resilience for children with conflict in their family environment (Muller, 2001;Nettles et al., 2000). ...
Focusing on the period of 54-months (i.e., 4.5 years) through age 15, the current study explored the longitudinal influence of early childhood relational adversity (i.e., low-quality mother-child relationship) on adolescents’ academic achievement and the moderating role of high-quality teacher-child interactions. Participants included 1077 children from the National Institute of Child Health and Human Development Study of Early Child Care and Youth Development. Academic success outcomes were obtained from official high school transcripts (i.e., grade point average at ninth grade) and direct assessments of adolescents’ cognitive abilities at age 15 (i.e., language, literacy, and mathematics). High-quality teacher-child interactions throughout elementary school (i.e., first grade, third grade, and fifth grade) were measured at the classroom level and assessed using an observational tool of emotional climate and classroom management. Analyses of data revealed a significant three-way interaction. High-quality teacher-child interactions throughout elementary school moderated the relation between early childhood relational adversity and adolescent math development for children from middle and upper-class families, but not for children from lower-class families. Furthermore, child gender was found to moderate the relation between high-quality teacher-child interactions and adolescent language development. Specifically, high-quality teacher-child interactions were positively associated with adolescent female language development but negatively associated with male language development. Implications for the findings, future research, academic programs, and interventions are discussed.
... Our keywords were academic outcome(s), grades, academic attainment AND possible self(ves), future selves, possible identities, aspirations, and expectations. We followed up this search by looking at the reference list of selected papers and querying experts, yielding five additional relevant studies (Beal & Crockett, 2010;Destin & Oyserman, 2010;Messersmith & Schulenberg, 2008;Muller, 2001;Oyserman et al., 2021). In total, we found 20 longitudinal studies that measured both possible identities and subsequent academic outcomes. ...
Introduction:
We review the longitudinal evidence documenting that middle and high school students with school-focused possible future identities subsequently attain better school outcomes. Consistent results across operationalizations of possible identities and academic outcomes imply that results are robust. However, variability in study designs means that the existing literature cannot explain the process from possible identity to academic outcomes. We draw on identity-based motivation theory to address this gap. We predict that imagining a possible school-focused future drives school engagement to the extent that students repeatedly experience their school-focused future identities as apt (relevant) and actionable (linked to strategies they can use now).
Methods:
We operationalize aptness as having pairs of positive and negative school-focused possible identities (balance) and actionability as having a roadmap of concrete, linked strategies for school-focused possible selves (plausibility). We use machine learning to capture features of possible identities that predict academic outcomes and network analyses to examine these features (training sample USA 47% female, Mage = 14, N1 = 602, N2 = 540. Test sample USA 55% female, Mage = 13, N = 247).
Results:
We report regression analyses showing that balance, plausibility, and our machine algorithm predict better end-of-school-year grades (grade point average). We use network analysis to show that our machine algorithm is associated with structural features of possible identities and balance and plausibility scores.
Conclusions:
Our results support the inference that student academic outcomes are improved when students experience their school-focused possible identities as apt and actionable.
... Teachers' respectful behavior toward students has important consequences for children's academic and social development. When teachers treat their students respectfully, this promotes positive teacher-student relationships, which in turn has a significant long-term positive impact on students' academic achievements (Muller, 2001). ...
Even after spending five to six years sitting in a classroom almost every day for anywhere between four to seven hours, a significant share of students in low- and middle-income countries are still not able to read, write, or do basic arithmetic. What explains this “learning crisis?” A growing body of evidence suggests that poor teaching practices and little to no learning inside the classroom are the main culprits. As such, the learning crisis reflects a teaching crisis. So what can teachers do inside the classroom to tackle these joint crises? This paper systematizes the evidence regarding effective teaching practices in primary school classrooms, with special focus on evidence from low- and middle-income countries. By doing so, the paper provides the theoretical and empirical foundations for the content of the newly developed Teach classroom observation tool. Implications for teacher education and evaluation are also discussed.
... On the contrary, positive teacher-student relationships foster secondary school students' engagement (for meta-analyses, see Quin, 2017;Roorda et al., 2017), classroom participation and interest in school activities (Archambault et al., 2013;Muller, 2001), and academic achievement (for meta-analyses, see Cornelius-White, 2007;Roorda et al., 2017). Positive relations with teachers can thus be a protective factor against academic failure and school dropout of students at risk (Archambault et al., 2009;Wang & Fredricks, 2014). ...
Student cooperativeness underlies high quality teacher-student relationships, and has been positively associated with students' school engagement. Fostering cooperative rather than oppositional student behavior might be especially helpful for protecting at-risk students against academic failure. To understand how exactly students' cooperativeness can be fostered, we investigated the interpersonal behaviors of secondary school teachers and at-risk students during dyadic interactions (N = 82 dyads) in the context of positive teacher-student relationships. Using Continuous Assessment of Interpersonal Dynamics, moment-to-moment teacher and student behavior was captured in terms of interpersonal agency (dominance vs. submissiveness) and communion (opposition vs. cooperation). Time-series analyses were used to analyze interpersonal behavior within individuals, within dyads, and between dyads. Cooperative student behavior was most likely if teachers acted friendly and cooperatively and if teachers ‘loosened up’ their agency and the structure they imposed on the interaction repeatedly, which may give students more freedom to express themselves and to cooperate.
... Teachers provide the greatest impact on student achievement (Hanushek, 2011); therefore, administrators must ensure that the right teachers are serving the right students, especially at-risk students, who are the most vulnerable to negative academic outcomes. Social capital for at-risk students who can develop relationships with teachers they perceive as caring is higher and may contribute to their success (Muller, 2001). By employing this type of action research at the building level, practioners can see how their staff could potentially influence at-risk students' graduation status by making better resource and human resource allocation decisions. ...
... The influence of social capital on students' educational achievements has been established (Pishghadam & Zabihi, 2011) and might explain the disparities in academic success and why some schools and students outperform others (Plagens, 2011;Rogošić & Baranović, 2016). Social capital influences educational attainment, such as high-school graduation and college enrollment (Carbonaro, 1998;Muller & Ellison, 2001), grades, and test scores (Hao & Bonstead-Bruns, 1998), and students' educational outcomes (Israel et al., 2001;Muller 2001). Perna and Titus (2005) argue that increased social capital enables parents to develop positive academic patterns such as expectations and obligations and become more confident in advocating for their children. ...
One feature of deprived communities is a lack of social capital. Yet, research reports that social capital contributes to poverty reduction and positively impacts schools and student educational outcomes. In South Africa, there is a deficit in social capital in under-resourced and underperforming schools that limits students’ educational opportunities and achievement. Partners for Possibility (PfP) responds to the lack of social capital in South African schools by partnering school principals and business leaders to develop support structures such as collaboration, networking, and professional learning communities. Findings from a site visit, conversational interviews, and examining participants’ portfolios indicate that PfP provides opportunities for developing three types of social capital: structural, cognitive, and relational. These produce options that would otherwise be unavailable to these students. The discussion raises issues about social capital as a resource for development and offers suggestions for further research.
... Empirical research on student-teacher relationships (STRs) consistently emphasizes their benefit to students. Over the last four decades, qualitative and quantitative literature has identified associations between strong STRs and improved academic, social, and developmental outcomes, including deeper academic engagement (e.g., Fredricks, Blumenfeld, & Paris, 2004;Murray & Zvoch, 2011), increased academic achievement (e.g., Lewis et al., 2012), resiliency in the face of trying life circumstances (e.g., Werner & Smith, 1982, 2001, and lower incidences of health-risk behaviors such as smoking and alcohol use (e.g., Darwich, Hymel, & Waterhouse, 2012;Resnick et al., 1997). Students who report having a strong, supportive relationship with a teacher are also less likely to drop out of school (Tuck, 2012). ...
Background
A large body of survey-based research asserts that the quality and strength of student-teacher relationships (STRs) predict a host of academic and nonacademic outcomes; however, advances in survey design research have led some to question existing survey instruments’ psychometric soundness. Concurrently, qualitative research on STRs has identified important developmental and sociocultural variation in the ways students define, understand, and react to relationships with their teachers. The questions raised by survey methodologists, together with the conceptual elaboration of STRs, suggest that survey instruments used to assess STRs are due for a systematic review.
Purpose/Research Questions
This review of survey instruments examines the strengths and shortcomings of existing measures of STRs. Specifically, we ask: How do student self-report survey instruments assess STRs? We examined the extent to which these instruments reflect current survey design principles and existing knowledge about how STRs work, particularly for adolescents.
Research Design, Data Collection, and Analysis
A systematic search of peer-reviewed journal articles that (a) focused on North American middle- or high-school students, (b) linked STRs to student outcomes, and (c) used a student-report measure of STRs yielded 66 studies for which we could obtain the full instrument. Instruments were analyzed using a literature-informed protocol and an iterative process that resulted in strong inter-rater agreement. We used tables and matrices to examine patterns, themes, and outliers in our coded data.
Findings
The 66 studies varied considerably with respect to how they operationalized STRs and how they addressed the validity of their instruments. Similar survey items were used to measure different constructs, and constructs with the same names were measured inconsistently across studies. Many instruments were limited by (a) items that included words with ambiguous meanings, (b) inconsistent identification of instruments’ focal students and teachers across instruments, and (c) the use of negatively worded items to measure STRs’ strength.
Conclusions and Recommendations
If STR research is to meet its promise to guide and inform teachers’ efforts to develop and sustain effective relationships with their students, the field needs to properly identify those behaviors that make a difference for different students and those that do not. The next generation of student-report STR survey instruments requires more stringent attention to construct specification and validity, as well as to item generation (specifically, language use), in order to most effectively measure and identify aspects of STRs that affect student performance and well-being.
... Advancement in technology regardless of facing all the challenges helps us to implement and plan the content in multiple ways for E-learning. Faculty members of any educational institution may contribute by guiding the students about digital learning too, which enhances their motivation towards such academic setup [16]. Students' satisfaction and positive perception about the learning process are very important for the readiness and motivation of the students. ...
The study explored the moderating role of teachers’ academic support between students’ satisfaction with online learning and academic motivation during the pandemic of COVID-19 in Pakistan. It was hypothesized that teachers’ academic support is likely to moderate the relationship between students’ satisfaction with online learning and the academic motivation of undergraduate students. A correlational research design was used and a sample of 406 students (male and female) within the age ranges of 18–22 years (M = 21.09, SD = 1.41 (male); M = 20.18, SD = 0.71 (female)) were included. The sample was selected through the purposive sampling strategy from different universities in Punjab, Pakistan. Students’ Satisfaction with Online Learning Questionnaire, Teachers’ Academic Support Scale, and Academic Motivation Scale were used. The results of moderation analysis through PROCESS macro 3.5 revealed that teachers’ academic support played a moderating role in students’ satisfaction with online learning and the academic motivation of undergraduate students. Findings will provide support to educational administrators, policymakers, course designers, and curriculum developers for organizing the curriculum and formulating a system to identify that students need different support optimally in a digital learning environment.
... Review studies also suggested the association between negative teacher-student relationships and student mental health problems such as depressive symptoms, aggression, anxiety, and other psychological problems (Dods, 2013;Krane, Karlsson, Ness, & Kim, 2016). Some findings showed that students' perception of being openly humiliated, labeling, and punished by teachers negatively impacts their wellbeing (McGrath & Bergen, 2015;Muller, 2001). Therefore, these findings increase the likelihood that shortened TARQ scores will be negatively correlated with the scores of WHO-5-J (Hypothesis 2). ...
... On campuses where administrators have fostered collaborative and supportive relationships, these relationships extend throughout the school web (Madhlangobe & Gordon, 2012) bringing the ESL teacher into a collaborative partnership that naturally produces more tools and resources. Furthermore, these relationships extend from the teachers to the students, to the parents, and to the community (Brooks, Jean-Marie, Normore, & Hodgins, 2007;Madhlangobe & Gordon, 2012;Muller, 2001). The data shows that sustainability is stronger when stakeholders are involved in planning and decision-making when implementing EL policy as practice. ...
... Perceived instructor credibility, according to the participants of the study, would drive them to put in more efforts in their academic study, engage in activities and classroom instruction, and face the learning challenges. The findings, hence, supported the argument that different dimensions of credibility engender different learning outcomes; for example, the instructor caring increases the effort and intention of the students to keep learning and furthering their education (Won et al., 2017), as well as their willingness to articulate their challenges and weaknesses (Muller, 2001). Instructor competence can improve the classroom engagement, knowledge retention, and learning of the students by enabling them to seek advice, raise questions, and complete assignments and in-class tasks (Frymier and Houser, 2000). ...
In instructional contexts, instructor credibility or ethos is deemed to play a paramount role in teacher–student interaction and relationships. Much effort has been devoted to instructor credibility conceptualization, measurement, and its association with other instructional variables of interest in dominantly quantitative inquiries. However, little research has been undertaken in second-language education in which communication is both a means and an end. This qualitative research set out to explore the perception of the students of instructor credibility in the context of higher English education and how gender, nativeness, and subject matter might impact their perceptions. It also aimed to study how instructor credibility could, in turn, influence the engagement and success of the students. Thirteen senior students of English as a foreign language from a university in Iran participated in this study. They were given a scenario about their prospective professors for two courses of “Research Methodology” and “Essay Writing.” The professors included four native English- and Persian-speaking male and female PhD holders. The participants were, then, interviewed about their perceptions of instructor credibility, their choices of instructors, and how they would affect their engagement. The data were recorded, transcribed, and recursively analyzed using an inductive thematic analysis. While instructor credibility is commonly characterized as a three-dimensional construct, involving competence, character, and caring, the data analysis generated a new component of performance concerned with the effectiveness of classroom knowledge presentation and activity organization. Caring also emerged as a constituent of a more inclusive component of rapport. Interestingly, albeit they viewed native English professors as generally more competent due to their nativeness, they perceived non-native professors as more credible for both courses, mainly because of their rapport building and familiarity with the needs and challenges of the students. Most of the participants also viewed male professors as more competent and communicative for both courses. The participants also tended to argue that perceived instructor credibility would encourage them to put in more effort in their academic undertakings and to engage in class activities. This would ultimately enhance their academic achievements and success. The paper discusses the findings and implications for second-language instructor credibility conceptualization and practice.
... Elle porte parfois sur les interventions didactiques et parfois sur les comportements des élèves. 6. L'établissement de relations harmonieuses Pour fournir un enseignement individualisé et intervenir efficacement auprès des élèves, l'enseignant doit savoir ce qui caractérise chacun: ses forces, ses difficultés, ses qualités et ses intérêts (Bowen et al., 2005;Bru et al., 2002;Klem et Connell, 2004;Muller, 2001). Le fait d'établir une relation chaleureuse, caractérisée par l'implication émotionnelle, peu de dépendance et de conflits (Harme et Pianta, 2001) avec chacun des élèves favorise leur motivation, leur réussite et le développement d'un sentiment d'appartenance à l'école (Lapointe et Legault, 2004;Murdock et Miller, 2003). ...
... Teachers' respectful behavior toward students has important consequences for children's academic and social development. When teachers treat their students respectfully, this promotes positive teacher-student relationships, which in turn has a significant long-term positive impact on students' academic achievements (Muller, 2001). ...
... To foster such an environment, teachers must build positive relationships with and among students (Cornelius-White, 2007;Kiuru et al., 2015;McGrath & Van Bergen, 2015;Muller, 2001). They must maintain classroom norms and procedures that support students in becoming responsible for their own behavior (Charney, 1993;Egeberg et al., 2016;Marzano et al., 2003;Pianta & Hamre, 2009) and ensure constructive use of time and high student engagement (Hamre & Pianta, 2010). ...
Research focused on emotionally supportive teaching has typically run in parallel to the study of rigorous, standards-aligned mathematics teaching. However, recent work theorizes that positive and warm classroom environments may be necessary to help students meet the ambitious goals outlined in newer mathematics standards. We analyze the relationship between facets of classroom environments and the prevalence of standards-aligned mathematics instruction across more than 400 mathematics lessons in Washington, D.C., classrooms. We find no evidence of consistent standards-aligned mathematical engagement absent an engaging, emotionally supportive learning environment. These findings suggest that efforts to help teachers make the instructional shifts outlined in college and career ready standards might also need to support the provision of productive, warm, and nurturing learning environments.
... In the last three decades, more and more scholars have emphasized the importance of social capital, since it affects a wide array of educational outcomes, ranging from enrollment, attendance, attainment and educational achievement (e.g. Fasang, Anette, Mangino, & Bruckner, 2011;Muller, 2001;Grootaert, 1999;Smith et al., 1995). There is continuous debate about how to think about social capital and how to properly measure diverse conceptualizations of social capital (cf. ...
Improving access to and quality of education is necessary condition to prepare a skilled workforce to advance a country from one economic level to the next level. However, increasing access to and quality of education alone is not sufficient without equitable learning for all. Equal opportunity on education affects an individual’s life because it has the potential to improve the ability to think critically, to solve problems and to make appropriate decisions. Indonesian government simultaneously improves access to and quality of education for all citizens. Although its efforts had noticeable impact, many of the targets to improve access to and quality of education nevertheless still have not been achieved and education inequality is still persistent.
This dissertation studies the complex and multifaceted phenomenon of inequality in access to and quality of education. It uses analyses drawn from a multilevel multi-resource framework involving various nation-wide surveys, administrative datasets and experts’ interview data from three non-governmental organizations in Indonesia to comprehend some of the mechanisms behind the unequal access to and quality of education. It suggests that the impact of and interplays between human, social, economic, political and infrastructural capital at the individual, household, school, community and government level are important on inequality in access to and quality of education in Indonesia.
Some of the questions discussed in the four empirical chapter of the dissertation include: Which characteristics at the level of municipalities, households and children help to explain why children never attend or drop out from school in Indonesia? To what extent and under which conditions can variations in preschool participation be explained by differences in household-level and community-level resources, and what is the moderating role of social capital? To what extent did the decentralization of Indonesia’s educational sector affect (variability in) educational attainment at the provincial and municipal levels? How can variations in the (gender and parental socio-economic status related gaps of) academic achievement of students attending private Islamic schools be explained by ideological and organizational differences of their schools?
Which characteristics at the level of municipalities, households and children help to explain why children never attend or drop out from school in Indonesia?
We examine the relationship between municipality and household characteristics and the likelihood of children out of schooling. Building on opportunity structure approach, we theorize that a set of municipality and household characteristics could either hinder or facilitate children to be out of school. Hypotheses are tested using data from 221,392 children, nested in 136,182 households in 497 municipalities. Multilevel multinomial analyses show municipality education expenditure can help prevent dropout but it could not attract children to attend school to begin with. In contrast, the availability of schools decreases the likelihood that children never attend school but it does not reduce dropout. High municipality poverty rates increase the likelihood of children never attending school, but they also lead to lower dropout rates. Family factors, such as wealth, education investment and educational background also reduce the likelihood that children are out of school. Belonging to a female-headed household increases the likelihood that children never attend or drop out from school.
To what extent and under which conditions can variations in preschool participation be explained by differences in household-level and community-level resources, and what is the moderating role of social capital?
Drawing on social capital theory, we theorize that high levels of household and community social capital not only lead to higher preschool enrollment rates, but also temper the negative effects of low socio-economic status on preschool attendance. Hypotheses on socio-economic status and social capital effects and their interaction were tested with Indonesian survey data, collected in 2009, on 43,879 children nested in 42,855 households in 14,774 villages. Multilevel logistic regression analyses confirm the strong negative main effects of low socio-economic status. In addition, low levels of access to modern mass media significantly decrease preschool attendance. Social capital represented by household association and community reciprocity increase preschool participation. Social capital based on perceived reciprocity compensates low-income parents that empower them to send their children to preschool. Our findings revealed three interplay mechanisms: (1) reciprocity can compensate low-income families for sending their children to preschool as a within-level cross-resource effect; (2) living in a higher trust strengthen the effect of association on preschool participation as a between-level single-resource effect; (3) residing in urban area reinforces the effect of associations but it weaken the effect of reciprocity on preschool participation as a between level cross resource effect consists in urbanization.
To what extent did the decentralization of Indonesia’s educational sector affect (variability in) educational attainment at the provincial and municipal levels?
We advance existing research by examining the influence of both municipal factors and other explanatory variables on educational attainment in Indonesia. In particular, we hypothesize that after decentralization, 1) educational attainment is higher compared to the pre-decentralization era, 2) regional variations in educational attainment will have increased, and 3) the fiscal capacity, degree of urbanization, and development will be higher; the higher the municipality’s mean year of schooling. The latter is also expected for the newly created municipalities of the past years. Hypotheses are tested using panel data on 5,541,983 respondents aggregated to 3,880 observations in 491 districts/cities in 32 provinces for the pre and post-decentralization periods. Multilevel analyses reveal that after decentralization, the length of schooling slightly increased but progress in the length of schooling slightly decreased. In addition, educational attainment variation between provinces slightly decreased but the variation among municipalities increased. Moreover, the degree of municipalities’ development and urbanization have a significantly positive impact on improving educational attainment while the fiscal capacity and the status of being a new municipality do not have a significant effect on extending the length of schooling.
How can variations in the (gender and parental socio-economic status related gaps of) academic achievement of students attending private Islamic schools be explained by ideological and organizational differences of their schools?
We investigate the effects of different organizational governance (tracks) and ideological organization (streams) of private Islamic schools on student achievement and achievement gaps. Drawing on an education production function approach, we outline differences in investment and resource allocation decisions across these tracks and streams. Hypotheses are tested using Indonesian data collected in 2013 on 156,952 students in 3,150 schools in 366 municipalities. Evidence showed that student achievement and achievement gaps vary over private Islamic school tracks and streams. Even though student achievement and achievement gaps are strongly determined by student and family characteristics, the results show that differences between school tracks and streams also play an important role. Moreover, this study found two interplay mechanisms: (1) attending in Traditionalist and Modernist streams significantly decrease the achievement of female students as an example of between-level and cross-resource effects; (2) being located in a municipality with a high poverty rate decreases the positive effect of madrasah on student achievement as a between-level single-resource effects.
... Most of the research that has examined the factors and processes that benefit lowachieving students, including QTSRs and intentions to graduate, have largely focused on only at-risk samples, rather than comparative samples (for samples of only low-achieving students, see Hughes et al., 2008 andLiew et al., 2010; for samples of only students with multiple risk factors, see Brewster &Bowen, 2004 andWatson et al., 2016; for an exception, see Muller, 2001). While this work is critical in providing evidence about which factors and processes may best support these students, such research is unable to provide insight about how these QTSRs, Intentions to Graduate, and High School Completion 9 factors and processes impact low-achieving students as relative to more highly achieving students. ...
Introduction:
Stage-environment fit theory (SEF) posits that students leave school when their environments do not meet their needs. Quality teacher-student relationships (QTSRs) are a critical element of students' environments. Moreover, QTSRs help students internalize positive intentions to graduate. QTSRs and intentions to graduate have both been identified as separate determinants of high school completion. These factors may also form a longitudinal socio-motivational process that supports graduation. However, few studies have examined such processes.
Methods:
This investigation examined data from N = 4691 Australian secondary students (43% female) included in the Longitudinal Survey of Australian Youth (LSAY) 2009 cohort. Participants were in grade 10 at Time 1 (Mage = 15.74; SD = 0.28), with a total of four annual time points examined. Longitudinal probit regression was used to examine the extent to which grade 10 QTSRs predicted students' intentions to graduate (in grades 10 and 11), and QTSRs and intentions to graduate predicted high school completion. Multi-class analysis and indirect effects testing were also conducted.
Results:
Grade 10 QTSRs are positively associated with grade 10 intentions to graduate and grade 11 intentions to graduate (beyond the effects of grade 10 intentions to graduate). QTSRs and intentions to graduate were also positively associated with increased chances of high school completion. QTSRs were found to play a stronger role for low-achieving students over time.
Conclusions:
Overall, QTSRs and intentions to graduate appear to be significantly associated with intentions to graduate and high school completion, especially for low-achieving students. Intervention implications are signalled.
... Perez (2000) describes the positive influence the communication of care has on culturally diverse students. Other care researchers have also drawn attention to the fact that at-risk students benefit from teacher caring (Muller, 2001;Sanders & Jordan, 2000;Shann, 1999). Educational care can profoundly influence all students, but could, in fact, be transformational for some students, particularly students that are traditionally deemed to be at-risk. ...
Introduction
This study delves into the influence of perceived teacher caring on the wellbeing of Chinese English as a Foreign Language (EFL) students, with a specific focus on the potential mediating effect of grit. With a sample size of 748 EFL students hailing from diverse Chinese universities, we aimed to shed light on the connections between perceived teacher caring, student wellbeing, and the mediating factor of grit.
Methods
To address our research questions, we collected data through self-report questionnaires that gauged perceived teacher caring, student wellbeing, and levels of grit. By utilizing structural equation modeling, we were able to rigorously assess both the direct and indirect impacts of teacher caring on student wellbeing.
Results
Our analysis uncovered a noteworthy and positive correlation between perceived teacher caring and student wellbeing. Furthermore, our findings indicated that grit plays a significant mediating role in this relationship. This suggests that students who exhibit higher levels of grit are more inclined to experience heightened levels of wellbeing.
Discussion
The outcomes of this study underscore the significance of nurturing positive teacher-student relationships within the EFL context. The identification of grit as a mediator emphasizes its role in fostering enhanced student wellbeing. These findings collectively emphasize the intertwined nature of teacher caring, grit, and student wellbeing. Educators should consider these insights for their teaching practices, while researchers can use this study as a foundation for further investigations in this domain.
In today's inclusive and diverse society, students' first exposure to diverse backgrounds, opinions, and skills occurs in the classroom. Social-emotional learning (SEL) aims to help individuals understand their ideas and feelings, become more self-aware, and build empathy for others to assist all students to be successful. It is the teacher's responsibility to raise concerns and affection for students and to attend to their needs and feelings. Pre-service teacher preparation is training and development that teachers get before they start their teaching career as role models for their students and to help them become part of a collaborative and supportive learning community. This research discusses the level of social-emotional learning and the social dimension of pre-service teachers and analyzes its relationships. In this study, descriptive correlational research was used. A research-made survey questionnaire was used as the research instrument. The following are significant findings of the study: Pre-service teachers' levels of social-emotional learning in terms of self-awareness, self-management, social awareness, relationship skills, and responsible decision-making are highly competent. Pre-service teachers' levels of social dimensions in terms of belongingness at school, social learning experiences, and relationships with teachers, peers, and parents are highly competent. The research reflects that it is possible to integrate SEL in a classroom setting considering classrooms as the central location of learning where the students spend the majority of their time.
Moral education is an enduring concern for societies committed to the value of justice and the wellbeing of children. What kind of moral guidance do young people need to navigate the social world today? Which theories, perspectives, values, and ideals are best suited for the task? This volume offers educators insight into both the challenges and promises of moral education from a variety of ethical perspectives. It introduces and analyses several important developments in ethics and moral psychology and discusses how some key moral problems can be addressed in contemporary classrooms. In doing so, Moral Education in the 21st Century helps readers develop a deeper understanding of the complexities of helping young people grow into moral agents and ethical people. As such, researchers, students, and professionals in the fields of moral education, moral psychology, moral philosophy, ethics, educational theory, and philosophy of education will benefit from this volume.
This dissertation documents the elements that characterize the perspectives and practices of four high school teachers identified as highly effective educators working with immigrant-origin Latina and Latino students in urban settings. They are distinguished in consistently taking into account their students' cultural backgrounds and personal narratives. Using portraiture methodology, this study examines the development of their cultural competencies and the myriad ways each one promotes, supports, and celebrates the learning of their immigrant-origin Latinx students. Data sources include semi-structured interviews with the teachers, administrators, and members of the community, classroom observations and audio files, extensive field notes, and demographic data about the local context of the school where the four teachers have been teaching.
The teachers' commitment to serve immigrant-origin students was manifested in their persistent efforts to get to know their students well, to build strong relationships and to validate their voices. With rigor and thoughtfully planned lessons, they engaged their students in Socratic discourse about controversial current political issues and debates.
These teachers demonstrated cariño, an ethical and moral foundation of teaching and education more generally. The ethic of cariño is explored and further conceptualized throughout this work. Eight emergent themes were found to demonstrate the ethic of cariño—four focused on perspectives and four on practices. The four perspectives that drove these teachers ranged from critical consciousness and equity-driven perspectives to embracing a reflective ethos viewing their students wholistically. The practices they manifested included curricular rigor and building relationships with students as well as engaging them and developing relevant curricula.
The four perspectives and practices were not fixed categories, and all four teachers illustrated them in different degrees. The data sources revealed a fluid and dynamic relationship between the teacher practices and the teacher perspectives—a cyclical process that was generative in nature and informed the teacher's instructional choices. What was the same was how these eight themes combined in their teaching to illustrate the ethic of cariño that teachers used in approaching their immigrant-origin students.
The portraits of the four teachers affirm existing research on the potential equity and culturally responsive contributions that teachers who work with immigrant-origin Latinx youth can provide in their classroom context. This work raises questions to the field about how teachers understand and make sense of the lived experiences of immigrant-origin youth and how they might develop their teaching craft to promote equity and social justice in their approaches to culturally and linguistically diverse students.
The central focus of this study is the perceived frequency and consequences of ethnic microaggressions. Research in this area of adolescent literature on ethnic discrimination is underdeveloped. Evidence showing that microaggressions are not interchangeable with blatant forms of discrimination and can have a severe negative impact on well-being is scarce. This study focuses on (a) three subdimensions of microaggressions (denial of ethnic reality, emphasis on differences, and negative treatment, (b) differences in frequency based on Muslim affiliation, country of origin, and generational status, (c) the relationship of microaggressions with self-esteem and sense of academic futility, and (d) the protective role of teachers. We use a dataset of 2,763 students of immigrant descent from 64 Belgian secondary schools. The results show that a denial of ethnic reality and negative treatment are related to less self-esteem and more academic futility. The opposite is true for emphasis on differences.
Student-teacher relationships are a key element of schooling that affect students’ well-being. This is especially true in conflict-affected contexts. However, there is little research on which dimensions of the relationship are most important for student well-being in such contexts, and even fewer studies deploying cross-country methodology. This study addresses that gap by drawing from multi-site comparative case studies including interviews with 75 students from multiple schools in displacement settings in South Sudan and Uganda during four field visits in 2019. We identify four salient dimensions of student-teacher relationships that are associated with student well-being in both countries. The first dimension is teachers’ fulfilment of expectations related to their role as educators. The second is how teachers expressed and enacted care for learners. The third dimension is how teachers and learners expressed respect for each other. The fourth dimension is how comfortable learners felt in seeking help from their teachers.
The members of a virtual learning community, including both personal-based and school-based, are often critical to students' overall academic success. However, the extent of these relationships differs quite widely in a virtual learning environment as compared to a traditional, face-to-face environment. While there is evidence of the importance of these relationships on academic achievement, less synthesized are how these members act together to impact student engagement, a critical function of online learning success. In this chapter, the authors describe a comprehensive framework, guided by prior research, and how students' support system, both in school and at home, help impact four primary dimensions of student engagement, including behavioral, cognitive, social, and affective. Finally, the chapter provides some recommendations for educator preparation programs.
This book examines the extent to which British-born Black African youth have access to opportunities and support during their preschool , primary school and secondary school years. Through the voice of British-born Black African youth, this book explores why and how some racial-ethnic and linguistic minority students fail academically while students from other linguistic minorities excel despite coming from similar socioeconomic backgrounds. Drawing on interpretive-qualitative research analysis, the author demonstrates the racial dimension of social capital in education that challenges the traditional social capital theory, which recodes structural notions of racial inequality as primarily cultural, social, and human capital processes and interactions. In contrast to the focus on achievement gaps, the concept of opportunity gaps shows how and why language policies have shaped the educational experiences and outcomes of linguistic minority students. This book will be of interest to policy makers, practitioners and scholars of Multicultural Education, Black and African Diaspora Studies and Educational Sociology.
Chapter 1 Introduction
ABSTRACT
The introductory chapter begins by briefly explaining the representation by the popular press, the media and mainstream educational researchers of Black Africans as “Model Black” in Britain and North America, and public perceptions of their academic success. It focusses on the ways the previous and current research studies have framed Black Africans in education, paying close attention to the overemphasis on Black African students' success and how this lends itself to the perpetuation of the “Model Black” myth, which overlooks their racialised educational experiences within schools. In addressing the academic achievement gap between anglophone and non-anglophone Black African students, the review goes on to challenge the assumptions of those who believe that there are “inherent deficiencies” in English as an additional language (EAL) Black African students and in their heritage languages that do not allow them to succeed academically. The second part of this chapter presents the rationale for the study and explicitly discusses the significance of the qualitative methodological approach used to explore how race shapes everyday practices and experiences in schools, and how and why the academic outcomes of EAL Black African students differ from those of other racial and linguistic minority students even though they come from similar socio-economic backgrounds.
Increased use of high-stakes testing has been accompanied by an expansion of summer school programming. Few investigations focus on student experience within these programs. Using multiple methods, we examined how low-performing students attending the Chicago Public Schools’ Summer Bridge program perceived their summer learning environments. Students reported substantial increases in academic press and personalism between the school year and summer. Qualitative analysis revealed that over half of the students characterized their experience as substantively better in the summer than in the school year. They particularly focused on exposure to new content, increased attention from teachers, and an improved classroom climate that helped in the mastery of material.
VULNERABILITAȚI
ÎN ASISTENȚA SOCIALA
This chapter opens with a brief definition of key terms such as “Muslim diasporas,” “prevention of violent extremism” (PVE), “countering violent extremism” (CVE) and discusses the role of Islamophobia in radicalization and its impacts on the prevention of radicalization. The size of the Muslim population in each of the selected five Western countries and the appearance of jihadist, left- and right-wing-groups, as well as the number of attacks resulting from these milieus are briefly discussed at the beginning of the country reports. The main body of this chapter discusses academic, governmental, and civil society approaches to PVE/CVE. For each country, some PVE examples are presented which might be helpful to policymakers and practitioners. A literature review regarding PVE/CVE approaches in each country seeks to provide an overview of the academic state of the art concerning the prevention of radicalization. Finally, a number of recommendations with regard to future PVE initiatives are provided, based on the author’s field research in Salafi milieus in various European countries.
This chapter explores 15 strategies being employed at various public military charter schools across the United States to support the socio-emotional learning and education of the whole learner. These research-based strategies are intended to overcome and vanquish the adverse childhood experiences (identified in a Kaiser health study), various forms of trauma, and typical “at risk” factors so common amongst families who tend to choose public military academies in the hopes these schools will “fix” the many challenges their children face. Through a careful examination of each strategy (including its research basis and benefits and challenges), the author provides a glimpse into a possible formula other public and private schools might consider employing to meet the socio-emotional and educational needs of students impacted by a cacophony of life's challenges.
This chapter explores 15 strategies being employed at various public military charter schools across the United States to support the socio-emotional learning and education of the whole learner. These research-based strategies are intended to overcome and vanquish the adverse childhood experiences (identified in a Kaiser health study), various forms of trauma, and typical “at risk” factors so common amongst families who tend to choose public military academies in the hopes these schools will “fix” the many challenges their children face. Through a careful examination of each strategy (including its research basis and benefits and challenges), the author provides a glimpse into a possible formula other public and private schools might consider employing to meet the socio-emotional and educational needs of students impacted by a cacophony of life's challenges.
Perceptions about the relationship between teacher and student refer to the confidence, motivation and interest of the students, and to the expectations and attitudes of the teachers. With the aim of arousing and encouraging discussions about these aspects that can, eventually, improve the relationship between teachers and students through the study of a teacher’s perceptions about this relationship, this article was carried out in the light of Critical Discourse Analysis and studies focusing on teachers’ expectations. The corpus – answers to a questionnaire applied to a high school teacher at a San Diego/CA suburban school – was submitted to the analysis of the author’s position regarding her role as teacher. The willingness to engage in a good relationship with students was present in the corpus as expected. However, there were a few unexpected occurrences: predominantly dominant attitude about problem solving, heterogeneity in the division of responsibilities, and explicit citation of power struggle in the classroom.
Cercetările privind percepțiile profesorilor specializați în educație timpurie privind integrarea tehnologiei în procesul educațional au fost criticate pentru că nu au acordat suficientă atenție caracteristicilor pedagogice unice ale educației timpurii. S-a constatat existența unor diferențe importante între educatori și învățători și faptul că este nevoie de metodologii diferite pentru aceste două profile profesionale. O diferență se referă la sarcinile de bază ale educației copilului și a educației timpurii: în timp ce educația-care este înțeleasă aici ca un proces prin care copiii construiesc cunoștințe și abilități-este accentuată în pedagogia școlii, în educația timpurie se acordă o pondere egală în îngrijire, care se referă la oferirea de îngrijire fizică și a avea o atitudine grijulie față de copii. Utilitatea analizei cadrelor derivă din natura sa bidirecționa lă : metaforic vorbind, oferă cercetătorului o lupă, permițându-i să-și concentreze privirea analitică pe detaliile situațiilor sociale și un telescop prin care cercetătorul poate explora rolul discursului la nivel macro în modelarea interacțiunii și dinamicii dintre cadre diferite. Integrarea tehnologică a fost considerată crucială pentru copiii care nu aveau acces la tehnologie acasă, dar dăunătoare pentru cei despre care se credea că folosesc tehnologia în exces. Cu alte cuvinte, analiza cadrelor recunoaște complexitatea minții umane recunoscând că un professor, în funcție de situație, poate fi atât pentru cât și împotriva utilizării tehnologiei. Un alt merit al analizei cadrelor este acela că recunoaște faptul că percepțiile nu sunt doar structuri interne ale profesorilor, ci sunt modelate de circumstanțe istorice, culturale și materiale mai largi, o problemă care a fost trecută cu vederea în primii ani de cercetare a integrării tehnologice. Cuvinte cheie: framing, teoria cadrelor, digitalizare, asistență comunitară 1. Teoria cadrelor în digitalizare Conceptul de digitizare, reflectă tranziția de la date de tip analogic la format digital, sau pe scurt, începutul erei digitalizării (Rad, D., Demeter, E., Ignat, S., Rad, G., 2020). Cu ani în urmă, și chiar și în prezent, educația în România și procesele educaționale în general, erau analogice. Transformare digitală, se referă la crearea de concepte educaționale inovatoare, rezuntate în urma proceselor de digitalizare (Rad,
This article integrates findings from three independent studies (one national quantitative and two urban qualitative) to analyze two aspects of the teacher-student relationship: (a) how teachers and students each view their mutual relationship and (b) how this relationship affects students’subsequent academic performance. All three studies corroborate the significant finding that teachers base their educational expectations heavily on students’ test scores, whereas the students shape their own educational expectations largely from their perceptions of their teachers’ expectations as well as their test scores. Teachers’ reliance on test scores masks racial differences in their expectations, which students may perceive as racism.
Two studies were conducted to determine (1) whether differential educational experiences contribute to differential growth on Scholastic Aptitude Test (SAT) scores and (2) whether such experiences must occur over a long rather than a short duration to have impact. Specific content knowledge in mathematics/science and verbal areas taught during a short time interval did not increase SAT-M and SAT-V scores even when the content was of the type required to solve SAT problems. Exposure to academically rigorous educational experiences over a long time period (5 yrs) did relate to the development of abilities measured by SAT. In addition, students who experienced very large gains on SAT over this 5-yr period, in comparison with students with small gains, were achieving better in a more rigorous program of high school courses in mathematics and science for the SAT-M and in verbal areas for the SAT-V. Results support the position that educational experiences over time influence SAT scores.
Many studies have shown that academic achievement is highly correlated with social class. Few, however, have attempted to explain exactly how the school helps to reinforce the class structure of the society. In this article Dr. Rist reports the results of an observational study of one class of ghetto children during their kindergarten, first- and second-grade years. He shows how the kindergarten teacher placed the children in reading groups which reflected the social class composition of the class, and how these groups persisted throughout the first several years of elementary school. The way in which the teacher behaved toward the different groups became an important influence on the children's achievement. Dr. Rist concludes by examining the relationship between the "caste" system of the classroom and the class system of the larger society.
This paper suggests that students' opportunities to learn may be stratified both between and within schools: Schools serving a more affluent and able clientele may offer more rigorous and enriched programs of study, and students in college-preparatory curricular programs may have greater access to advanced courses within schools. This notion is tested with a longitudinal, nationally representative sample of public school students from the High School and Beyond data base. The results show few between-school effects of school composition and offerings but important within-school influences of curriculum tracking and coursetaking. In most cases, the difference in achievement between tracks exceeds the difference in achievement between students and dropouts, suggesting that cognitive skill development is affected more by where one is in school than by whether or not one is in school.
National education standards are obviously a big step politically, but are they a big step educationally as well? Will schools really become better? Opinions among education's influentials are sharply divided. Empirical evidence is assembled to address the promise of standard setting for school improvement. From the evidence, it is predicted that standards will not lead to a standardization of practice, stifle creativity, or endanger minority students. The benefits from standard setting are less easily predicted; they depend heavily on the quality of implementation. It is probable that some teachers, some schools, and perhaps even some whole school districts would make substantial progress.
Prologue: Learning from the Past 1. Progress or Regress? 2. Policy Cycles and Institutional Trends 3. How Schools Change Reforms 4. Why the Grammar of Schooling Persists 5. Reinventing Schooling Epilogue: Looking toward the Future Notes Acknowledgments Index
The Dreamkeepers: Successful Teachers of African American Children. Gloria Ladson-Billings. San Francisco: Jossey-Bass Publishers, 1994. 187 pp.
In 1970 the Harvard Educational Review published an article by Ray Rist that described how, for the one class of children he observed, their public school not only mirrored the class system of the larger society but also actively contributed to maintaining it. Now, thirty years later, the Editorial Board of the Harvard Educational Review has decided to reprint this article as part of the HER Classics Series. We hope that by reacquainting readers with this article, and by introducing it to new readers, we can encourage all of us to think about the work that remains in creating a just and equitable educational experience for all children.
Many studies have shown that academic achievement is highly correlated with social class. Few, however, have attempted to explain exactly how the school helps to reinforce the class structure of the society. In this article, Dr. Rist reports the results of an observational study of one class of ghetto children during their kindergarten, first- and second-grade years. He shows how the kindergarten teacher placed the children in reading groups which reflected the social class composition of the class, and how these groups persisted throughout the first several years of elementary school. The way in which the teacher behaved toward the different groups became an important influence on the children's achievement. Dr. Rist concludes by examining the relationship between the "caste" system of the classroom and the class system of the larger society.
Two studies were conducted to determine (1) whether differential educational experiences contribute to differential growth on Scholastic Aptitude Test (SAT) scores and (2) whether such experiences must occur over a long rather than a short duration to have impact. Specific content knowledge in mathematics/science and verbal areas taught during a short time interval did not increase SAT-M and SAT-V scores even when the content was of the type required to solve SAT problems. Exposure to academically rigorous educational experiences over a long time period (5 yrs) did relate to the development of abilities measured by SAT. In addition, students who experienced very large gains on SAT over this 5-yr period, in comparison with students with small gains, were achieving better in a more rigorous program of high school courses in mathematics and science for the SAT-M and in verbal areas for the SAT-V. Results support the position that educational experiences over time influence SAT scores. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
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