PEER AND TEACHER PREFERENCE, STUDENT-TEACHER RELATIONSHIPS, STUDENT ETHNICITY, AND PEER VICTIMIZATION IN ELEMENTARY SCHOOL

2016 ◽  
Vol 53 (5) ◽  
pp. 488-501 ◽  
Author(s):  
Feihong Wang ◽  
Kevin A. Leary ◽  
Lorraine C. Taylor ◽  
Melissa E. Derosier
Keyword(s):  
Elementary School ◽  
Peer Victimization ◽  
Student Teacher ◽  
Teacher Relationships ◽  
Teacher Preference ◽  
Student Teacher Relationships

School choreographies of care: being seen, safe, and believed

2020 ◽  
pp. 121-162
Author(s):  
Wendy Luttrell
Keyword(s):  
Elementary School ◽  
Adult Female ◽  
Student Teacher ◽  
Teaching And Learning ◽  
Active Role ◽  
Care Work ◽  
Teacher Relationships ◽  
Student Teacher Relationships ◽  
Affective Dimensions ◽  
The Web

This chapter explores how the children portrayed the hub of classroom life, the web of adult female caregivers in their “schoolplaces.” Just as they used their cameras to highlight their mothers as loving, caring, and present, and to portray themselves as active participants in their own family choreographies of care, they also used them to render visible the care work taking place in their elementary school. Their images and accounts depicted a school choreography of care that was similarly intentional and relational, and also influenced by gendered and racialized undercurrents. From the children's perspective, schools are “affective enterprises” in which both teaching and learning are deeply intertwined with relational, ethical, and affective dimensions of care and interdependence in ways that challenge an individualized and unidirectional concept of care. Moreover, the children express a critical awareness that learning goes beyond student–teacher relationships. Even when teachers are perceived as “nice” and “caring” and children's educational needs are met, students also recognize that they themselves are playing an active role in this dynamic—they are helping each other to make learning happen.

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

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

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

Student–Teacher Relationships and Attention Problems in School-Aged Children: The Mediating Role of Emotion Regulation

2018 ◽  
Vol 11 (2) ◽  
pp. 309-320
Author(s):  
Susanna Pallini ◽  
Giovanni Maria Vecchio ◽  
Roberto Baiocco ◽  
Barry H. Schneider ◽  
Fiorenzo Laghi
Keyword(s):  
Emotion Regulation ◽  
Student Teacher ◽  
Attention Problems ◽  
Mediating Role ◽  
School Aged Children ◽  
Teacher Relationships ◽  
Student Teacher Relationships

Caring as an Authoritative Act

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

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

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