ISBN:
9789460919398
Language:
English
Pages:
Online-Ressource (VIII, 256 p, digital)
Series Statement:
Advances in Learning Environments Research 3
Series Statement:
Educational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001
Series Statement:
SpringerLink
Series Statement:
Bücher
Parallel Title:
Erscheint auch als Interpersonal Relationships in Education: An Overview of Contemporary Research
Keywords:
Teacher-student relationships
;
Interpersonal relations
;
School personnel management
;
Education
;
Education
;
Lehrer
;
Verhalten
;
Schüler
;
Zwischenmenschliche Beziehung
Abstract:
Preliminary Material /Theo Wubbels , Perry den Brok , Jan van Tartwijk and Jack Levy -- Introduction to: Interpersonal relationships in education /Theo Wubbels , Perry den Brok , Jan van Tartwijk and Jack Levy -- Teacher-student relationships and adolescent competence at school /Kathryn R. Wentzel -- Understanding discordant relationships between teachers and disruptive kindergarten children /Jantine L. Spilt and Helma M.Y. Koomen -- An observational study of teachers’ affilliation and control behaviours towards kindergarten children /Debora L. Roorda , Helma M. Y. Koomen and Frans J. Oort -- Elementary teachers need to recognize bullying before it peaks at the middle school /Janet M. McGee -- Exploring patterns of interpersonal relationships among teachers /Nienke M. Moolenaar , Alan J. Daly and Peter J.C. Sleegers -- School principal-staff relationship effects on school climate /Heather E. Price -- The impact of teacher and principal interpersonal behaviour on student learning outcomes /Maria Georgiou and Leonidas Kyriakides -- The ecology of curriculum enactment /Walter Doyle and Dennis Rosemartin -- Relations among beginning teachers’ self-reported aggression, unconscious motives, personality, role stress, self-efficacy and burnout /Philip Riley , Helen M.G. Watt , Paul. W. Richardson and Nilusha de Alwis -- Students’ perceptions of their teachers’ classroom management in elementary and secondary science lessons and the impact on student achievement /Katharina Fricke , Isabell van Ackeren , Alexander Kauertz and Hans E. Fischer -- Teacher-student interpersonal behaviour in the turkish primary to higher education context /Sibel Telli and Perry den Brok -- Teacher-student interpersonal relationships during the first year of secondary education /Ridwan Maulana , Marie-Christine Opdenakker , Perry den Brok and Roel J. Bosker -- Let’s make things better /Theo Wubbels , Mieke Brekelmans , Perry den Brok , Jack Levy , Tim Mainhard and Jan van Tartwijk -- Notes on Contributors /Theo Wubbels , Perry den Brok , Jan van Tartwijk and Jack Levy.
Abstract:
This book brings together recent research on interpersonal relationships in education. Clearly, positive teacher-student relationships strongly contribute to student learning. Problematic relationships on the other hand can be detrimental to student outcomes and development. Productive learning environments are characterized by supportive and warm interactions throughout the class: teacher-student and student-student. Similarly, teacher learning thrives when principals facilitate accommodating and safe school cultures. The contributions to this book are based on presentations at the first International Conference on Interpersonal Relationships in Education: ICIRE 2010 held in Boulder, Colorado, the United States and include among others keynote addresses by Kathryn Wentzel, Walter Doyle and Theo Wubbels. The chapters help explain how constructive learning environment relationships can be developed and sustained. Contributions come from among others educational and social psychology, teacher and school effectiveness research, and communication and language studies, among other fields. They cover relationships of teachers with individual students and among peers, and relationships between teachers and teachers and principals
Description / Table of Contents:
Interpersonal Relationships in Education; TABLE OF CONTENTS; ACKNOWLEDGEMENTS; 1. INTRODUCTION TO: INTERPERSONAL RELATIONSHIPS IN EDUCATION; CONTENTS OF THE BOOK; THEORETICAL PERSPECTIVES; Developmental Psychological Theory; Interpersonal Theory; Dynamic Systems Theory; Social Network Theory; School Effectiveness Theory and School and Class Climate; Classroom Management Theories; INSTRUMENTS; Student-Teacher Relationship Scale; Questionnaire on Teacher Interaction (QTI); Students' Perceptions of Classroom Management; Observational Measures; CONCLUSION; REFERENCES; STUDENT ORIENTED
Description / Table of Contents:
2. TEACHER-STUDENT RELATIONSHIPS AND ADOLESCENT COMPETENCE AT SCHOOLINTRODUCTION; DEFINITIONS AND CONCEPTUAL MODELS; Defining Teacher-Student Relationships; Defining Motivation at School; Explanatory Models; INTEGRATION AND EXTENSION OF THEORETICAL PERSPECTIVES; Evidence of the Interactive Influence of Emotional Support and Expectations fromTeachers on Motivation; Methodological Challenges; Theoretical Challenges; REFERENCES; 3. UNDERSTANDING DISCORDANT RELATIONSHIPS BETWEEN TEACHERS AND DISRUPTIVE KINDERGARTEN CHILDREN: An Observational Study of Teachers' Pedagogical Practices; INTRODUCTION
Description / Table of Contents:
PERSPECTIVES ON GENDER DIFFERENCESPRESENT RESEARCH; METHOD; Sample and Selection; Measures and Procedures; Analyses; RESULTS; DISCUSSION; REFERENCES; 4. AN OBSERVATIONAL STUDY OF TEACHERS' AFFILLIATION AND CONTROL BEHAVIOURS TOWARDS KINDERGARTEN CHILDREN: Associations with Teacher-Child Relationship Quality; INTRODUCTION; Interpersonal Theory; Developmental Systems Model of Teacher Child Relationships; Child Characteristics and Teachers' Interactive Behaviours; PRESENT STUDY; METHOD; Sample and Selection; Instruments; Analyses; RESULTS; DISCUSSION; Qualifications; NOTES; REFERENCES
Description / Table of Contents:
5. ELEMENTARY TEACHERS NEED TO RECOGNIZE BULLYING BEFORE IT PEAKS AT THE MIDDLE SCHOOLINTRODUCTION; Bullying is Developmental; Perceptions of Students; STATEMENT OF THE PROBLEM; Research Question; METHODS; Background Information; Population; Sample Size; Instrumentation; Description of Instrument by Sections; Instrument Reliability and Validity; Data Collection; Data Analysis; LIMITATIONS OF STUDY; RESULTS; Teacher Demographic Variables; Where, What Grade, and How Often Teachers Intervene?; What Students, Parents and Teachers Should Do to Prevent Bullying; DISCUSSION
Description / Table of Contents:
Significance of the StudyFuture Studies; Final Comments; REFERENCES; SCHOOL ORIENTED; 6. EXPLORING PATTERNS OF INTERPERSONAL RELATIONSHIPS AMONG TEACHERS: A Social Network Theory Perspective; INTRODUCTION; SOCIAL CAPITAL THEORY; SOCIAL NETWORK THEORY; SOCIAL NETWORK MECHANISMS; THE CONTENT OF NETWORKS IN SCHOOLS; The Content of Resources Affects the Structure of a Social Network; NETWORK FORMATION IN SCHOOLS; Characteristics of Individuals, Relationships, and Context Shape Social Networks; Individual Behaviour Shapes Social Networks; NETWORK EFFECTS IN SCHOOLS
Description / Table of Contents:
Network Structure Affects Teacher and School Outcomes
Note:
Includes bibliographical references
DOI:
10.1007/978-94-6091-939-8
URL:
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