scholarly journals The role of a restorative justice advisory model in building strong student-teacher relationships and ensuring a positive entry into high school

2020 ◽  
Author(s):  
Karyn Marie Ferdella
Keyword(s):  
High School ◽  
Restorative Justice ◽  
Student Teacher ◽  
Teacher Relationships ◽  
Positive Entry ◽  
Student Teacher Relationships ◽  
Advisory Model

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

School-related stressors in adolescents

1998 ◽  
Vol 8 ◽  
pp. 1-8 ◽  
Author(s):  
John P. Fanshawe ◽  
Paul C. Burnett
Keyword(s):  
High School ◽  
High School Students ◽  
School Psychologists ◽  
Student Teacher ◽  
Teaching Methods ◽  
School Environment ◽  
School Students ◽  
Teacher Relationships ◽  
Student Teacher Relationships ◽  
Perceptions Of School

The aim of this study was to investigate high school students' perceptions of school-related problems. Some 1583 high school students responded to the 35 item High School Stressors Scale (Burnett & Fanshawe, 1997) which measures nine areas of problems experienced by adolescents in schools. These are Teaching Methods, Student-Teacher Relationships, School Workload, School Environment, Feeling Vulnerable, Personal Organization, Achieving Independence, Anxiety about the Future, and Relationships with Parents. The results are discussed and implications for educators, guidance officers and school psychologists working in high schools are presented.

Student-teacher relationships and bullying: The role of student social status

2018 ◽  
Vol 63 ◽  
pp. 1-10 ◽  
Author(s):  
C. Longobardi ◽  
N.O. Iotti ◽  
T. Jungert ◽  
M. Settanni
Keyword(s):  
Social Status ◽  
Student Teacher ◽  
Teacher Relationships ◽  
Student Teacher Relationships

scholarly journals Love, Trust, and Camaraderie: Teachers’ Perspectives of Care in an Urban High School

2019 ◽  
Vol 52 (6) ◽  
pp. 904-926
Author(s):  
Julia C. Ransom
Keyword(s):  
High School ◽  
Student Teacher ◽  
Ethic Of Care ◽  
Mathematics Classroom ◽  
Urban High School ◽  
Teacher Relationships ◽  
And Performance ◽  
And Mathematics ◽  
Authentic Care ◽  
Student Teacher Relationships

Many scholars have found that student–teacher relationships are an integral part to student success in schools. The quality of relationships has implications for student engagement and performance. The most successful student–teacher relationships have characteristics of the ethic of care. The purpose of this qualitative study was to examine the perspectives of care of two teachers within a peer learning structured STEM (science, technology, engineering, and mathematics) classroom in an urban high school. In the Peer Enabled Restructured Class (PERC), student facilitators work with teachers to lead instruction. The findings indicated that teachers saw themselves as caring, but their articulations of care varied from authentic care to aesthetic care. The study has implications for teacher preparation and practice as teachers who are prepared and knowledgeable about the importance of relationships and care have the potential for better success with their students.

Academic Year Changes in Student-Teacher Developmental Relationships and Their Linkage to Middle and High School Students’ Motivation: A Mixed Methods Study

2019 ◽  
Vol 40 (4) ◽  
pp. 499-536 ◽  
Author(s):  
Peter C. Scales ◽  
Kent Pekel ◽  
Jenna Sethi ◽  
Rachel Chamberlain ◽  
Martin Van Boekel
Keyword(s):  
High School ◽  
High School Students ◽  
Mixed Methods ◽  
Student Teacher ◽  
Academic Motivation ◽  
Mixed Methods Study ◽  
Developmental Relationships ◽  
School Students ◽  
Teacher Relationships ◽  
Student Teacher Relationships

Student-teacher relationships that improve over time may help slow or prevent declines in student motivation. In a diverse sample of 1,274 middle and high school students from three schools, this mixed-methods study found that those who improved in developmental relationships with teachers reported greater academic motivation, and more positive perceptions of school climate and instructional quality. Improvements in teacher-student relationships had some positive effects on students’ grade point averages (GPAs) but they varied by school as well as by aspect of the relationship measured. No differences by poverty status were seen in any of these results. Student focus groups yielded additional understanding of the actions and mechanisms through which student-teacher relationships improve. Results of this study suggest that if individual educators and entire school communities focus on strengthening student-teacher relationships, significant improvements can be made in students’ motivation, engagement, and performance.

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