Journal articles: 'Educational relationships'

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Magill, Michael K., Randall D. France, and Katharine A. Munning. "Educational Relationships." Medical Teacher 8, no. 2 (January 1986): 149–54. http://dx.doi.org/10.3109/01421598609010741.

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Steutel, Jan, and Ben Spiecker. "Authority in Educational Relationships." Journal of Moral Education 29, no. 3 (September 2000): 323–37. http://dx.doi.org/10.1080/03057240050137373.

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CIUCHI, Oana Mariana. "Educational Relationships and Interactions." Anuarul Universitatii Petre Andrei din Iasi - Fascicula: Asistenta Sociala, Sociologie, Psihologie 25 (2020): 01–10. http://dx.doi.org/10.18662/upasw/25/31.

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Given that the topic proposed by this paper is widely debated by both the sociology of education and the management of the classroom, as disciplinary branches of education, this is a synthetic approach from both disciplinary perspectives of the types of relationships and interactions which are outlined in the educational institutions and in the educational environment. Considering the context of the multiple challenges and socio-political changes to which the Romanian education system has had to adapt, in the recent decades, it is found that the interpersonal relationships and interactions established between educational actors are true “sources” and “resources” that ensure its functionality.

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Molinari, Luisa, Giannino Melotti, and Francesca Emiliani. "Children’s rights in educational relationships." European Journal of Psychology of Education 17, no. 2 (June 2002): 139–55. http://dx.doi.org/10.1007/bf03173255.

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Ganesh, L. S., and R. Rajagopalan. "Identifying temporal relationships in educational planning." Socio-Economic Planning Sciences 20, no. 4 (January 1986): 233–36. http://dx.doi.org/10.1016/0038-0121(86)90014-5.

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Palou, Juli, and Montserrat Fons. "Otherness and educational relationships in vulnerable contexts." Educar 54, no. 1 (January 23, 2018): 67. http://dx.doi.org/10.5565/rev/educar.917.

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Griffiths, Morwenna. "Educational Relationships: Rousseau, Wollstonecraft and Social Justice." Journal of Philosophy of Education 48, no. 2 (April 14, 2014): 339–54. http://dx.doi.org/10.1111/1467-9752.12068.

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Wikeley, Felicity, Kate Bullock, Yolande Muschamp, and Tess Ridge. "Educational relationships and their impact on poverty." International Journal of Inclusive Education 13, no. 4 (June 2009): 377–93. http://dx.doi.org/10.1080/13603110802141045.

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Johnson, G. M. "Vision, Educational Level, and Empowering Work Relationships." Journal of Visual Impairment & Blindness 89, no. 2 (March 1995): 112–19. http://dx.doi.org/10.1177/0145482x9508900206.

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Machinists (blind, sighted, and visually impaired) answered questions about trust, resource sharing, and empowerment in their work relationships. Employees with low vision were the least trusting and trusted, received the fewest shared resources, and reported proportionately more disempowering relationships. The more educated employees, regardless of their visual status, gave and received trust and resources more readily, saw more of their relationships as empowering, and were seen as empowering by others.

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Karimovna, Mom'inova Oftobxon. "The Factors That Form Students' Creative Relationships In The Educational Process." American Journal of Social Science and Education Innovations 03, no. 05 (May 7, 2021): 133–39. http://dx.doi.org/10.37547/tajssei/volume03issue05-24.

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To effectively organize the educational process as a skilled educator, it is well aware of the professional qualities required for teachers, able to organize the learning process effectively on the basis of creative, modern pedagogical technologies and we can tell the teacher to bring. This article explores the factors forming the creative attitude to the educational process.

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Young-Chool Choi. "Relationships among the Factors Which Affect Educational Competitiveness." Korean Journal of Local Government & Administration Studies 28, no. 3 (September 2014): 331–46. http://dx.doi.org/10.18398/kjlgas.2014.28.3.331.

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Battistella-Lima, Suzana, Tânia Veludo-de-Oliveira, and Edgard Barki. "Symbiotic relationships in educational services for vulnerable adolescents." Journal of Services Marketing 34, no. 6 (May 7, 2020): 819–31. http://dx.doi.org/10.1108/jsm-08-2019-0320.

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Purpose The purpose of this paper is to investigate whether and to what extent different forms of symbiotic relationships (named mutualism and collaboration) within a usage centre lead to different levels of value in use for its resource integrators. This study focusses on the educational services provided in deprived neighbourhoods to potentially vulnerable adolescents. Design/methodology/approach This study applies a two-phase sequential exploratory mixed-method design. The first phase included a qualitative study that involved both the focal (the students) and peripheral resource integrators (the students’ parents) of a Brazilian educational institution that had exceptional results. The qualitative findings were used to build a comparative multi-group survey with four subgroups in which 530 peripheral resource integrators participated. Findings A mutualistic educational institution in which the participation of students’ parents is mandatory creates more value in use than collaborative institutions in which parental participation is optional. In the context of educational services for vulnerable adolescents, value in use is echoed in the coexistence of families, greater caring about the students, and the encouragement from the adolescents’ positive beliefs about education and respectful relationships with others. Social implications Initiatives aimed at addressing social issues regarding children or adolescents in situations of vulnerability will achieve better results if their families are contemplated and involved. Originality/value This study is the first to empirically test Kleinaltenkamp et al.’s usage centre framework (2017). In so doing, the study advances the understanding of how the interdependence of actors in the usage processes leads to value creation for vulnerable populations.

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Risi, Susan, Rebecca Gerhardstein, and Janet Kistner. "Children's Classroom Peer Relationships and Subsequent Educational Outcomes." Journal of Clinical Child & Adolescent Psychology 32, no. 3 (August 2003): 351–61. http://dx.doi.org/10.1207/s15374424jccp3203_04.

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유주연. "Infant Teachers’ Educational Beliefs and Infant-Teacher Relationships." Journal of Korean Teacher Education 34, no. 1 (March 2017): 51–74. http://dx.doi.org/10.24211/tjkte.2017.34.1.51.

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Richardson, Michael J. "Relational Recognition, Educational Liminality, and Teacher–Student Relationships." Studies in Philosophy and Education 38, no. 5 (June 26, 2019): 453–66. http://dx.doi.org/10.1007/s11217-019-09672-1.

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唐, 涌. "On the Concepts of and the Relationships between “Educational Sciences” and “Educational Disciplines”." Advances in Education 11, no. 04 (2021): 1095–102. http://dx.doi.org/10.12677/ae.2021.114170.

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Oré-Calixto, Sofía, and Wagner Vicente-Ramos. "The effect of digital marketing on customer relationship management in the education sector: Peruvian case." Uncertain Supply Chain Management 9, no. 3 (2021): 549–54. http://dx.doi.org/10.5267/j.uscm.2021.6.007.

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The objective of the research was to determine the impact of Digital Marketing on customer relationship management (CRM) in an educational institution in central Peru. The study was carried out from the quantitative approach, with a non-experimental correlational transactional research design. A questionnaire was applied to 228 parents between the ages of 30 and 50 who belong to an educational institution in the city of Concepción in Peru. Using the structural equations model, it was found that Content Marketing has a significant influence on the operational management of customer relationships (p <0.05), as well as on the analytical management of customer relationships (p <0.05). Regarding the Marketing of social networks, it was identified that it has a significant influence on the operational management of customer relationships (p <0.05), as well as on the analytical management of customer relationships (p <0, 05), because the media used by educational institutions are attractive to parents. It is concluded that Digital Marketing has a great impact on customer relationship management (CRM) in the educational sector of a city in central Peru.

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Черниковская, Марина, and Marina Chernikovskaya. "Educational activity of students as a key element of the educational process in a higher educational institution." Journal of Management Studies 4, no. 9 (August 30, 2019): 1–9. http://dx.doi.org/10.12737/article_5d68d5afc3e7b8.63355269.

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The article is devoted to the study of the peculiarities of the organization of educational activity in a higher educational institution. It is prepared on the basis of monitoring results of students of higher educational institutions in Penza. More than 410 students from 6 regional universities took part in the monitoring. Elements of educational activity of students, such as participation in the educational process, building relationships in the university, independent work of students are considered. The main problems of students in the organization of the educational process, the features of the activity of students in training classes, during the passing of tests and examinations are revealed. The psychological atmosphere in higher education institutions in which students are trained, the level of building relationships in the student environment is analyzed. The answers to many questions on the educational activities of students are answered. Based on the results of the study, recommendations were developed to improve the effectiveness of student learning activities.

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Mustofa, Bisri, and Sunhaji Sunhaji. "Kedudukan dan Pengelolaan Konflik dalam Organisasi Pendidikan." Jurnal Kependidikan 8, no. 1 (May 29, 2020): 59–70. http://dx.doi.org/10.24090/jk.v8i1.4201.

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The purpose of this paper is to describe the position and management of conflict in educational organizations. it is a way of maintaining harmonious relationships at school. Harmonious relationships at school will make the learning environment comfortable and conducive to the learning process. Harmonious relationships at school will make the learning environment comfortable and conducive to the learning process. And vice versa, if the relationship between members of educational organizations is disharmonious, it can lead to an uncomfortable learning environment. This disharmonious relationship is usually caused by conflicts between individuals in schools. Conflict can become a serious problem in any organization, regardless of the form and level of complexity of the school organization, if the conflict is allowed to drag on without resolution. Therefore, the expertise to manage conflict is needed for every leader of educational organizations Keyword: Position and conflict management, Educational Organization

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Stanley, Scott M., Ryan G. Carlson, Galena K. Rhoades, Howard J. Markman, Lane L. Ritchie, and Alan J. Hawkins. "Best Practices in Relationship Education Focused on Intimate Relationships." Family Relations 69, no. 3 (December 18, 2019): 497–519. http://dx.doi.org/10.1111/fare.12419.

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Masood, Ambrin F., Lisa A. Turner, and Abigail Baxter. "Causal Attributions and Parental Attitudes toward Children with Disabilities in the United States and Pakistan." Exceptional Children 73, no. 4 (July 2007): 475–87. http://dx.doi.org/10.1177/001440290707300405.

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Researchers investigated the relationship between parental attributions for children's disabilities and the quality of parent-child relationships, in both U.S. and Pakistani families. Parents of children with disabilities identified potential causes of the disability and rated their parent-child relationships. Factor analysis of the causal attributions resulted in 7 factors which became the subscales used to predict parent-child relationships. Findings indicate (a) Pakistani parents rated their relationships more negatively, (b) parents who rated “Something I Did” as an influential cause rated their parent-child relationships more negatively, and (c) parents who rated “Parent's Age” as an influential cause rated their parent-child relationships more positively. More important, parent education potentially could decrease self-blame and improve the parent-child relationship for the parents and the children.

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Collins, W. Andrew, Katherine C. Haydon, and Paloma Hesemeyer. "Relating relationships: Development, expansion, and interrelations in relationship networks." International Journal of Behavioral Development 31, no. 6 (November 2007): 581–84. http://dx.doi.org/10.1177/0165025407080587.

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The four articles in this special section underscore three key themes in research on close relationships during adolescence: normative changes in their nature and functional significance; expansion and diversification of networks of relationships; and increasing interrelations among close relationships. We identify important ways in which the four articles both extend knowledge on these three points and inspire further advances by future researchers.

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Shin, Soyoung, and soung youn kwon. "Analysis of Relationships Among the Satisfaction of Educational Services, University Image and Educational Outcomes." Journal of Lifelong Learning Society 10, no. 2 (May 31, 2014): 1–23. http://dx.doi.org/10.26857/jlls.2014.05.10.2.1.

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Gasker, Janice A., and Toni Cascio. "Computer-Mediated Interaction: A Tool for Facilitating the Educational Helping Relationship." Journal of Baccalaureate Social Work 5, no. 2 (March 1, 2000): 145–59. http://dx.doi.org/10.18084/1084-7219.5.2.145.

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Recent literature highlights the importance of the educational helping relationship in adult learning. This study investigated computer-mediated interaction as a means of facilitating that relationship. A voluntary e-mail communication project along with a survey concerning students' perceptions of that project were conducted at a midsize public university. Students enrolled in an introductory” social work class reported positive effects on learning, on peer relationships, and on their relationships with their instructor. In addition, there was no significant difference between the rate of e-mail postings submitted by men and those submitted by women, which suggests that this mode of class participation may provide a level playing field for male and female students.

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Baoqing, Zhang. "On a Few Major Relationships in Today's Educational Work." Chinese Education & Society 33, no. 1 (January 2000): 7–37. http://dx.doi.org/10.2753/ced1061-193233017.

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Everatt, John, Yousuf Almurtaji, Abir Al-Sharhan, and Gad Elbeheri. "Relationships between emotion and educational achievement in Arabic children." Asia Pacific Journal of Developmental Differences 4, no. 1 (January 31, 2017): 67–86. http://dx.doi.org/10.3850/s2345734117000052.

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Mihalcea, Alexandru, Dragos Iliescu, and Margareta Dincă. "The Influence of the Educational Level on Couple Relationships." Procedia - Social and Behavioral Sciences 78 (May 2013): 41–45. http://dx.doi.org/10.1016/j.sbspro.2013.04.247.

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Noruzi, Alireza, and Clément Arsenault. "Educational supplementary bibliographic relationships from FRBR point of view." Library Collections, Acquisitions, and Technical Services 37, no. 1-2 (January 2013): 66–72. http://dx.doi.org/10.1016/j.lcats.2013.09.006.

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Sicilia, Miguel-Angel, Elena Garcia, Paloma Diaz, and Ignacio Aedo. "Using links to describe imprecise relationships in educational contents." International Journal of Continuing Engineering Education and Lifelong Learning 14, no. 3 (2004): 260. http://dx.doi.org/10.1504/ijceell.2004.004973.

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Srikanth, Manchikatla. "Semantic educational data extraction using structur-al domain relationships." International Journal of Engineering & Technology 7, no. 1.2 (December 28, 2017): 175. http://dx.doi.org/10.14419/ijet.v7i1.2.9060.

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In the mining industry', some of the domains are most popular and it plays a vital role in the specific area. Educational Mining and Web-Data Extraction are the two important factors play a leading role in mining industry. The main objective of the proposed system is to extract the related contents from web using semantic (relating to meaning in language or logic) principles as well as to allow the providers to dynamically generate the web pages for educational content and allow the users to search and extract the data from server based on content. The main model of this system is to illustrate the adaptive learning system. For demonstration we consider the semantic principles for Educational content over dynamic environment. This site allows the providers to create web pages related to educational content dynamically and this will be getting approved by the Administrator to live in process. Once the site is live the users can search for the exact content present into the site based on semantic principles. The proposed model is designed for dynamic web data extraction and content analysis from the extracted data due to educational principles. In the proposed system Semantic Web Extraction (SWE) procedures are highly analyzed and utilized for content manipulations. Energetic data extraction scheme for users based on educational content rather than header, title, meta tags and descriptions.

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Noruzi, Alireza, and Clément Arsenault. "Educational supplementary bibliographic relationships from FRBR point of view." Library Collections, Acquisitions, & Technical Services 37, no. 1-2 (September 2013): 66–72. http://dx.doi.org/10.1080/14649055.2013.10766348.

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Sosa, Alicia Salinas. "Involving Hispanic Parents in Educational Activities Through Collaborative Relationships." Bilingual Research Journal 21, no. 2-3 (April 1997): 285–93. http://dx.doi.org/10.1080/15235882.1997.10668665.

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Crosnoe, Robert, and Glen H. Elder. "Family Dynamics, Supportive Relationships, and Educational Resilience During Adolescence." Journal of Family Issues 25, no. 5 (July 2004): 571–602. http://dx.doi.org/10.1177/0192513x03258307.

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If problematic relationships with parents are an academic risk factor during adolescence, then nonparental sources of support (e.g., friends, siblings, and teachers) may be arenas of comfort that promote educational resilience in the face of such risk. In a series of structural models using the National Longitudinal Study of Adolescent Health, the authors found that nonparental relationships are more likely to be directly associated with academic behavior than to interact with parent-related risk. Protective interactions occur only among certain subgroups. For example, close relationships with teachers and involvement with friends protect against parent-related academic risk among Asian American adolescents, whereas support from friends operates similarly for younger girls. In other subgroups, parental and nonparental relationships interact but not in a protective way. These patterns demonstrate the complex interplay of developmental ecology and larger social structures during the adolescent stage of life as well as the context-specific nature of resilience.

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Acker, Sandra. "Teacher relationships and educational reform in England and Wales." Curriculum Journal 2, no. 3 (September 1991): 301–16. http://dx.doi.org/10.1080/0958517910020305.

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Cooper, Maria. "Reframing assessment: Reconceptualising relationships and acknowledging emotional labour." Contemporary Issues in Early Childhood 18, no. 4 (November 19, 2017): 375–86. http://dx.doi.org/10.1177/1463949117742784.

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Implementing relationships-based pedagogies in infant and toddler settings might assume that teachers’ experiences of emotional labour will be acknowledged. This assumption may be complicated by assessment practices that both rely on and detract from relationship-building opportunities with infants and toddlers. Assessment also relies on reciprocal relationships between teachers, and between teachers and families. Drawing on sociocultural theoretical perspectives, this article illustrates how one team of infant-toddler teachers in Aotearoa-New Zealand reframed their assessment understandings and practices to acknowledge their experiences of emotional labour with infants and toddlers. Consequently, positive changes in the teachers’ relationships with children, with families and with each other eventuated. The author argues that reconceptualising relationships in infant-toddler settings requires an understanding of assessment as a reflexive, relational process that can occur during everyday interactions, and emotional labour as central to relationship-building. Implications include teachers’ need for time, reflective dialogue and support to address tensions between assessment and relational pedagogy, so that relationships might be reconceptualised and the importance of emotional labour acknowledged.

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Jones-Wright, Julie, and Steve Duck. "Understanding Relationships." Family Relations 41, no. 3 (July 1992): 362. http://dx.doi.org/10.2307/585208.

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Fortune, Jim C. "Why Production Function Analysis is Irrelevant in Policy Deliberations Concerning Educational Funding Equity." education policy analysis archives 1 (November 2, 1993): 11. http://dx.doi.org/10.14507/epaa.v1n11.1993.

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Hanushek and Walberg use production function methodology to contend that there is no relationship between school expenditures and student achievement. Production function methodology uses correlational methods to demonstrate relationships between input and output in an economic system. These correlational methods may serve to hide rather than reveal these relationships. In this paper threats to the validity of these correlational methods for analysis of expenditure-achievement data are discussed and an alternative method of investigation is proposed. The proposed method is illustrated using data from two states (Ohio and Missouri). The method demonstrates relationships between expenditures and achievement that were overlooked by the production function method.

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Liou, Yi-Hwa, Alan J. Daly, Chris Brown, and Miguel del Fresno. "Foregrounding the role of relationships in reform." International Journal of Educational Management 29, no. 7 (September 14, 2015): 819–37. http://dx.doi.org/10.1108/ijem-05-2015-0063.

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Purpose – The role of relationships in the process of leadership and change is central, yet the social aspect of the work of reform is often background in favor of more technical approaches to improvement. Therefore, the purpose of this paper is to argue that social network theory and analysis provides a useful theory and set of tools to unpack the complex social work of leadership. Design/methodology/approach – In this paper the authors begin by reviewing social network theory in education to date. The authors identify strengths and gap areas and use findings and data from existing social network studies of educational leadership to highlight major concepts. Findings – Along with empirical examples, the paper proposes four important strands of social network analysis for future research in educational leadership: multiplex networks; multi-mode networks; longitudinal networks; and real time networks. Originality/value – This paper builds on recent scholarship using social network analysis in educational leadership and suggests that social network theory and methods provides unique and important analytic purchase in the study of educational leadership.

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O'Connor, Amanda, Andrea Nolan, Heidi Bergmeier, Janet Williams-Smith, and Helen Skouteris. "Early Childhood Educators’ Perceptions of Parent–child Relationships: A Qualitative Study." Australasian Journal of Early Childhood 43, no. 1 (March 2018): 4–15. http://dx.doi.org/10.23965/ajec.43.1.01.

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PARENT–CHILD RELATIONSHIPS are the most critical for children's social and emotional development and wellbeing. While parent–child relationship support programs are well documented, there are none designed for educators’ use within early education and care settings. To inform development of an educator program, an understanding of educators’ everyday practices, their role in supporting parent–child relationships and children's social and emotional development was sought. Educators reported the importance of parent– child relationships, yet were hesitant to engage with parents. Educators’ knowledge was primarily implicit—drawing on observations and practical experiences to build their knowledge of relationships and social and emotional development—which contributed to reluctance in sharing their knowledge with parents. Educators requested theoretical, evidence-based approaches to build further knowledge and inform everyday practices in supporting parent–child relationships. These findings are critical to the development of an educator-led parent–child relationship program for use within education and care settings.

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YeonHee SO. "The relationships between educational relationship, academic challenge, and creative behavior: comparing major field in university." Korean Journal of Educational Methodology Studies 28, no. 4 (November 2016): 629–50. http://dx.doi.org/10.17927/tkjems.2016.28.4.629.

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Ross, Hildy, Nancy Stein, Tom Trabasso, Erik Woody, and Michael Ross. "The quality of family relationships within and across generations: A social relations analysis." International Journal of Behavioral Development 29, no. 2 (March 2005): 110–19. http://dx.doi.org/10.1080/01650250444000351.

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Parents and two children (average ages: 81/2 and 51/2 years) in 76 families each appraised the quality of their relationships with one another. Family members described generally positive relationships, both from their own perspectives (e.g., “I am often nice to my mother”) and from the perspectives of their relationship partners (e.g., “My mother is often nice to me”). Sibling relationships were rated less positively than other family relationships. The Social Relations Model was utilised to examine the patterning of family relationships. Actor effects, indicating consistent relationship qualities for each individual family member, were found, especially for ratings of self. Partner effects, indicating consistency in relationships as assessed by others in the family, were present for ratings of the children as relationship partners. Relationship effects were pervasive, indicating that specific family relationships had distinct qualities. Participants’ own ratings suggested that reciprocity would characterise all family relationships, in that strong correlations were found between each person’s rating of self and other, but only the marital and the sibling relationship evidenced relational reciprocity, as assessed by correlations between relationship effects found for relationship partners.

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Arranz Freijo, Enrique B. "Sibling Relationships: An Educational Resource and a Way of Evaluating the Quality of Family Relationships." Early Child Development and Care 164, no. 1 (January 2000): 13–28. http://dx.doi.org/10.1080/0300443001640102.

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Gencer, Eylem. "The Relationship between Self-Esteem, Satisfaction with Life and Coach-Athlete Relationship." Journal of Educational Issues 6, no. 2 (January 4, 2021): 493. http://dx.doi.org/10.5296/jei.v6i2.18028.

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The purpose of the study was to examine the relationships between the self-esteem, satisfaction with life and coach-athlete relationship, and to examine these structures according to gender, international/national status, educational status, and sport experience in an elite sport context. 206 elite judoists participated in the study. Data collected by adapted and validated forms of Rosenberg Self-Esteem Scale (RSES), Satisfaction with Life Scale (SWLS), and Coach-Athlete Relationship Questionnaire (CART-Q). Positive significant relationships were found between the constructs of RSES, SWLS, and CART-Q. Besides, female judoists’ self-esteem scores were higher than their male counterparts. National judoists were closer to their coaches than international judoists in terms of coach-athlete relationship, and high-school judoists were closer and more committed towards their coaches than university judoists regarding educational status. In conclusion, positive relationships established between athletes and coaches may promote self-esteem and satisfaction with life of the athletes, and high self-esteem and satisfaction with life may enhance coach-athlete relationships.

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Navickienė, Vida, Živilė Sederevičiūtė-Pačiauskienė, Ilona Valantinaitė, and Viktorija Žilinskaitė-Vytienė. "THE RELATIONSHIP BETWEEN COMMUNICATION AND EDUCATION THROUGH THE CREATIVE PERSONALITY OF THE TEACHER." Creativity Studies 12, no. 1 (March 26, 2019): 49–60. http://dx.doi.org/10.3846/cs.2019.6472.

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The article focuses on the relationships of communication and educational processes, creativity aspects in the context of higher education. A creative personality of the teacher determines how smooth and efficient these relationships are. The results of the quantitative research (sample – 124 teachers) conducted at Lithuanian higher education institutions and coprehensively presented in the article reveal the attitude of Lithuanian higher education teachers towards the significance of communication in the educational process. Though higher education teachers have to possess various competences such as personal, communication, social, lifelong learning, methodological, planning, organisational, leadership and assessment ones, the respondents distinguished several most significant to them. The research revealed that teachers see personal and communication competences as the most important ones, which also reveal and substantiate close relationships of communication and educational processes. The relationship is enhanced by a creative personality of the teacher, his or her positive personal qualities and values. Higher education teachers not only perceive the significance of communication and educational competences in the educational process but also express a need for their continuous improvement.

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Morrison, Gale M., Phylis Wakefield, Dorlene Walker, and Scott Solberg. "Teacher preferences for collaborative relationships: Relationship to efficacy for teaching in prevention-related domains." Psychology in the Schools 31, no. 3 (July 1994): 221–31. http://dx.doi.org/10.1002/1520-6807(199407)31:3<221::aid-pits2310310307>3.0.co;2-e.

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Lamb, Jodi A., and Lin Carver. "Teaching Resilience to Aspiring Educational Leaders." Advances in Social Sciences Research Journal 7, no. 1 (January 28, 2020): 463–71. http://dx.doi.org/10.14738/assrj.71.7699.

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Resiliency in practicing and aspiring educational leaders is an attribute that contributes to extended effectiveness and longevity. This pilot study examines research about resiliency and compares the identified methods to those methods employed by university educational leadership programs to support and enhance resiliency development in their candidates. This pilot study examines survey Likert and open-ended responses from thirteen educational leadership programs throughout the United States with a combined total enrollment of over a thousand students. The strategies are divided into four categories based upon the ways that students interact with the resiliency content: concept building, vicarious, problem solving, or relationships. The literature indicated interpersonal and problem solving were the most influential activities recommended for teaching resilience; however, the most frequent types of activities identified by educational leadership programs were vicarious experiences and relationships. The preliminary findings indicate the importance of expanding problem solving experiences. In addition, a more thorough investigation of the role that interpersonal relationships play in developing resilience would be an important area for future study.

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Davies, Katherine. "‘Sticky’ proximities: Sibling relationships and education." Sociological Review 67, no. 1 (July 2, 2018): 210–25. http://dx.doi.org/10.1177/0038026118784832.

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Abstract:

Drawing upon qualitative interviews and focus groups with young people, this article expounds the importance of sibling relationships in shaping their experiences of and orientations towards education. The article contributes to the literature about the socially embedded nature of young people’s educational journeys, arguing for the need to account for the significance of siblings. Following Smart’s notion of ‘sticky’ relationships, the article demonstrates how sibling relationships can be characterised by particular proximities: connections that make siblings important for young people’s educational experiences regardless of whether the relationships are perceived as positive. The article demonstrates three ways that sibling relationships are particularly proximate. First, normative scripts and obligations pertaining to gendered and birth-order specific sibling roles influence when and how siblings offer support to one another at school. Second, resemblances between siblings facilitate the ‘rubbing off’ of reputation between siblings at school. Finally, the ability to observe a sibling’s progression through the education system means siblings can become foils against which young people measure and assess their own educational experiences. In highlighting these ‘sticky’ proximities, the article builds and extends a sociology of siblingship, demonstrating how sibling relationships affect young people’s education.

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Mashburn, Andrew J., and Robert C. Pianta. "Social Relationships and School Readiness." Early Education & Development 17, no. 1 (January 3, 2006): 151–76. http://dx.doi.org/10.1207/s15566935eed1701_7.

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Bancroft, John, Saburah Abdul-Kabir, Faith Lamb-Parker, Carolyn Webster-Stratton, Howard Stevenson, and John W. Fantuzzo. "Dynamic Struggles and Productive Relationships." NHSA Dialog 2, no. 1 (January 1999): 156–58. http://dx.doi.org/10.1207/s19309325nhsa0201_34.

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Sheridan, Susan M., Eric S. Buhs, and Emily D. Warnes. "Childhood peer relationships in context." Journal of School Psychology 41, no. 4 (July 2003): 285–92. http://dx.doi.org/10.1016/s0022-4405(03)00049-9.

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Journal articles on the topic 'Educational relationships'

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