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| Author | : Matteo Angelo Fabris |
| Publisher | : Frontiers Media SA |
| Total Pages | : 212 |
| Release | : 2022-11-24 |
| Genre | : Social Science |
| ISBN | : 2832506844 |
| Author | : Claudio Longobardi |
| Publisher | : Frontiers Media SA |
| Total Pages | : 156 |
| Release | : 2024-06-28 |
| Genre | : Education |
| ISBN | : 2832550983 |
Since the publication of Robert Pianta's 2001 handbook on the quality of the teacher-student relationship, much has been accomplished and research contributions have multiplied from different authors and countries. This testifies to the richness and continuous evolution of this field of research. The quality of the teacher-student relationship has been recognized as an important factor in the psychological development of students and seems to increase their adjustment to the school context. A good quality of relationship, according to attachment theorists, is characterized by closeness, affection, and respect. In this direction, the teacher can offer a relational context that can support the child in their learning processes and psychological development, preventing negative outcomes. The research focused on defining the salient features of this educational relationship and refining tools that could collect the perceptions of students and teachers, trying to identify the possible outcomes associated and the mechanisms involved.
| Author | : Irene García-Moya |
| Publisher | : Springer Nature |
| Total Pages | : 120 |
| Release | : 2020-05-15 |
| Genre | : Psychology |
| ISBN | : 303043446X |
This book argues for the importance of connectedness in student-teacher relationships during adolescence and advocates a more holistic and proactive approach to wellbeing in education. Combining education, psychology and health promotion perspectives, the book begins by providing an overview of theoretical frameworks in the study of student-teacher relationships and makes the case that good relationships with teachers are essential to students’ well-being in school. The book then goes on to present the concept of connectedness and discusses the main challenges regarding its conceptualisation in school research. García-Moya draws on qualitative findings from the Teacher Connectedness Project to offer an in-depth examination of the central attributes of student-teacher connectedness, as well as of the links between connectedness and authority from both students’ and teachers’ perspectives. This innovative project uses a synergistic approach to investigate the role of teachers as potential significant adults in students’ lives. The final chapter offers a summary of the key practical implications for teachers and educators and makes recommendations for future research directions in this area. This book will be a valuable resource for researchers and educators alike, as well as for anyone interested in the ongoing concerns about student wellbeing in schools.
| Author | : Jari-Erik Nurmi |
| Publisher | : Psychology Press |
| Total Pages | : 354 |
| Release | : 2001 |
| Genre | : Education |
| ISBN | : 9780815337034 |
This anthology examines Love's Labours Lost from a variety of perspectives and through a wide range of materials. Selections discuss the play in terms of historical context, dating, and sources; character analysis; comic elements and verbal conceits; evidence of authorship; performance analysis; and feminist interpretations. Alongside theater reviews, production photographs, and critical commentary, the volume also includes essays written by practicing theater artists who have worked on the play. An index by name, literary work, and concept rounds out this valuable resource.
| Author | : Constance Milbrath |
| Publisher | : Hogrefe Publishing |
| Total Pages | : 356 |
| Release | : 2008 |
| Genre | : Art |
| ISBN | : |
This book presents an innovative approach to the psychological study of childrenżs pictures, drawings, and art. With contributions from leading experts in the field, it compiles all the relevant theory and research on childrenżs developing conceptions of pictures, drawings, and art. It is the first book to focus explicitly on childrenżs knowledge and judgment of pictorial representations, including the understanding of their role as artist and viewer.
| Author | : Roger Wood |
| Publisher | : Cambridge Scholars Publishing |
| Total Pages | : 365 |
| Release | : 2018-06-11 |
| Genre | : Education |
| ISBN | : 1527512908 |
This book presents a potential hierarchy between the three basic psychological needs central to Self-Determination Theory (SDT). Findings from the author’s research suggest that the motivation to exercise autonomy is an outcome that is cumulatively influenced by the perceived quality of the teacher-student relationship and students’ perceived competence within specific learning contexts and with a specific teacher. These findings are the basis for three hypotheses regarding students’ motivation to engage with learning activities. The first is that perceived competence is informed by and reciprocally informs the quality of the teacher-student relationship. The second is that students’ perceived competence and the quality of the teacher-student relationship have a combined impact upon students’ autonomous motivation. The final posit is that a teacher can be autonomy supportive both prior to and during activities where students have opportunities to exercise their autonomy. Such autonomy support includes the influence of teacher feedback upon students’ perceived competence and their subsequent motivation to autonomously engage with learning activities. This research begins to unravel such motivational interplay through an SDT-informed model, which is used as the basis for discussing the specific influence of teacher feedback and autonomy support upon students’ engagement with learning activities in formal learning settings. The findings and model are worthy of further testing and development, as part of the wider agenda of student engagement, wellbeing and positive psychology prevalent in educational research, education psychology, and the philosophy of social motivation.
| Author | : |
| Publisher | : |
| Total Pages | : |
| Release | : 2004 |
| Genre | : |
| ISBN | : |
Both Attachment Theory and correlational studies suggest that high quality teacher relationships may play a role determining student social and academic outcomes, particularly for students who enter school with preexisting risk factors. Interventions involving play therapy methods have been shown to improve child-caregiver relationships and child outcomes. Though most of these techniques have been implemented with child-parent dyads, some have been adapted for use with students and teachers. The purpose of this study was to examine the effectiveness of one such technique, Banking Time, for improving student-teacher relationship quality, student behavior, and teacher time spent on instructional activities. Because student-teacher relationship quality was manipulated using Banking Time, the study was also intended to provide preliminary evidence regarding the causal association between relationship quality and student outcomes. Banking Time was tested using a multiple-baseline design with three early elementary school student-teacher dyads. Mild improvements were reported for one of the student-teacher dyads, but overall, there was little to no evidence that Banking Time enhanced student-teacher relationships or improved child behavior. The lack of significant findings is discussed in terms of limitations present in the current study as well as possible weaknesses in the Banking Time intervention itself. Implications for future research and practice are also presented.
| Author | : Nichole Stratton |
| Publisher | : |
| Total Pages | : 0 |
| Release | : 2021 |
| Genre | : |
| ISBN | : |
For elementary teachers, the importance of developing quality relationships with their students cannot be overstated. This paper reviews the literature on student-teacher relationship quality (STRQ), including how it is conceptualized and measured, theorized factors that influence it, and its observed impacts. This is primarily examined from the lens of attachment theory, as it dominates the research of student-teacher relationships (STRs) for children in kindergarten through fifth grade. Trends in findings are discussed with particular attention to students who historically have been marginalized and have experienced lower-quality relationships with their teachers. I conclude that high-quality STRs are an important aspect of pursuing educational justice and offer strategies for teachers to develop such relationships. Implications for future research are also discussed.
| Author | : Edmund Emmer |
| Publisher | : Routledge |
| Total Pages | : 745 |
| Release | : 2014-09-04 |
| Genre | : Education |
| ISBN | : 1135106835 |
The field of classroom management is not a neatly organized line of inquiry, but rather consists of many disparate topics and orientations that draw from multiple disciplines. Given the complex nature of the field, this comprehensive second edition of the Handbook of Classroom Management is an invaluable resource for those interested in understanding it. This volume provides up-to-date summaries of research on the essential topics from the first edition, as well as fresh perspectives and chapters on new topics. It is the perfect tool for both graduate students and practitioners interested in a field that is fascinating but not immediately accessible without the proper guidance.
| Author | : Jean Rudduck |
| Publisher | : A&C Black |
| Total Pages | : 206 |
| Release | : 2004-02-28 |
| Genre | : Education |
| ISBN | : 0826465307 |
This fascinating book focuses on those who are most affected by changes in education policy and systems—the pupils. It draws on empirical evidence from a number of research projects and distils this into a compelling account of contemporary schooling from the pupils' perspective. Jean Rudduck calls for a shift in the way we currently view young people at school and sets out a case for radically rethinking aspects of school organization, relationships and practice. Her research confirms that we need to see pupils differently, to re-assess their capabilities and reflect on what they are capable of being and doing.
