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Full-Text Articles in Education
How Teacher-Student Relationships Shape Student Engagement And Interest In Science, Destini N. Braxton
How Teacher-Student Relationships Shape Student Engagement And Interest In Science, Destini N. Braxton
Theses and Dissertations
The current research on emotional engagement and teacher-student relationship is abundant and acknowledges education as an environment that thrives on social interactions and causes a variety of emotions to be present in the classroom. However, research on the relationship between Black and Latinx students’ teacher-student relationships and students’ emotional engagement and interest in science in urban middle school science classrooms remains scarce. Unfortunately, Black and Latinx students often experience a) mixed social interactions with their teachers, b) a lack of relatability to science instruction, and c) a combination of positive and negative emotions during science instruction and activities. This phenomenological, …
Teacher Judgment Accuracy Of Student Perceptions Of Closeness And Conflict In Teacher-Student Relationships, Collin Seastrand
Teacher Judgment Accuracy Of Student Perceptions Of Closeness And Conflict In Teacher-Student Relationships, Collin Seastrand
Theses and Dissertations
Teacher decisions are largely influenced by the judgments that they make regarding their students' states of mind. Thus, it is important for teachers to be accurate in their judgments. The current study investigated the teacher judgment accuracy of student perceptions of the teacher-student relationship. In a Western state of the United States, 40 teachers used a prediction form to predict how their 4th "“ 6th grade students would rate the closeness and the conflict of their teacher-student relationship via the Student Perception of Affective Relationship with Teacher Scale (SPARTS, Koomen & Jellesma, 2015). Students then took the survey, and teacher …
Social-Emotional Learning In High School: A Mixed-Methods Evaluation Of The Strong Teens Program, Oscar Olaya
Social-Emotional Learning In High School: A Mixed-Methods Evaluation Of The Strong Teens Program, Oscar Olaya
Theses and Dissertations
Strong Teens is a curriculum designed to help students develop the social-emotional skills needed to manage challenges and become successful socially and academically (Carrizales- Engelmann et al., 2016). Strong Teens has shown promise among adolescents, but this was the first study to evaluate the newly updated version of the intervention in a high school setting. The curriculum was implemented by a special education teacher with students at-risk for emotional and behavioral disorders. A mixed method design was used to evaluate outcomes with 16 ninth grade students. Overall findings suggest that Strong Teens was effective at improving students' social emotional knowledge …
Exploring Teacher Beliefs Of Adolescent Developmental Needs Through Positive Student Comments Of Their Teachers, Elizabeth Bowers Hinchcliff
Exploring Teacher Beliefs Of Adolescent Developmental Needs Through Positive Student Comments Of Their Teachers, Elizabeth Bowers Hinchcliff
Theses and Dissertations
This study seeks to qualitatively examine the intersection between teachers' practical reasoning and beliefs, adolescent developmental needs, and positive teacher-student relationships. Positive comments about middle school teachers were gathered anonymously from middle school students (grades 6-8; ages 11-14) and coded according to four developmental domains: physical, social, emotional, and physical. Chi square analysis was used to determine statistical significance of which domains students alluded to most often when describing their teachers. The six middle school teachers who were mentioned most frequently in the student comments participated in semi-structured, open-ended interviews in which they were asked about the developmental needs of …
The Influence Of Mindfulness On Teacher-Student Relationships, Classroom Climate, And School Culture: Secondary Educators’ Perspectives, Margaret Lane Dunne
The Influence Of Mindfulness On Teacher-Student Relationships, Classroom Climate, And School Culture: Secondary Educators’ Perspectives, Margaret Lane Dunne
Theses and Dissertations
Research suggests that the relationships students share with teachers have the power to enhance or hinder students’ learning and overall well-being. Thus, there is a critical need for educational leaders to implement systems that develop teachers’ abilities to connect with and positively support students. The focus of this phenomenological study was to explore a purposefully selected group of participants’ perceptions of how their mindfulness practices influence their work as secondary educators. Participants of the study included secondary educators from varied academic departments, varied years of teaching experience, and varied years engaged in mindfulness practice. Participants were drawn from two suburban, …
Self-Study Of A Teacher's Practices Of And Experience With Emotion Regulation, Lauren Elyse Paravato
Self-Study Of A Teacher's Practices Of And Experience With Emotion Regulation, Lauren Elyse Paravato
Theses and Dissertations
In the past decade, educational researchers have engaged in research on teacher emotion regulation. However, there has never been an in-depth look at teacher emotion regulation studied from the first person perspective of the teacher. This study seeks to offer just such a perspective. The self-study explored how, across time, I as the teacher participant, teaching in a mid-socioeconomic suburb of Utah, responded emotionally in terms of classroom interactions. Over a 4-month period, I made daily "in the moment" recordings of emotional classrooms situations and at the end of each week, the collection of recordings was reviewed and coded, creating …
The Relationship Of Empathy And Seminary Teachers' Effectiveness, Chet W. Harris
The Relationship Of Empathy And Seminary Teachers' Effectiveness, Chet W. Harris
Theses and Dissertations
This study was conducted for the primary purpose of discovering the relationship of two personal variables to effective seminary teaching.
It was hypothesized that:
(1) There is no significant difference between seminary teachers whom the department considers as very effective (high-rated) and seminary teachers whose teaching effectiveness is questioned by the department (low-rated) in their ability to empathize with the self concept of their students.
(2) there is no significant difference between seminary teachers who are high-rated and seminary teachers who are low-rated in their ability to sociempathise (perceive student's social status among peers).