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Littérature scientifique sur le sujet « Teacher-student relationships »

Auteur : Grafiati

Publié le 4 juin 2021

Mis à jour le 25 juillet 2025

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Articles de revues sur le sujet "Teacher-student relationships"

Davis, Kathryn S., and David R. Dupper. "Student-Teacher Relationships." Journal of Human Behavior in the Social Environment 9, no. 1-2 (2004): 179–93. http://dx.doi.org/10.1300/j137v09n01_12.

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Toste, Jessica R., Nancy L. Heath, Carol McDonald Connor, and Peng Peng. "Reconceptualizing Teacher-Student Relationships." Elementary School Journal 116, no. 1 (2015): 30–48. http://dx.doi.org/10.1086/683110.

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Mgonda, Nkanileka Loti. "Positive teacher-student relationships." Namibia CPD Journal for Educators 6, no. 1 (2021): 239–67. http://dx.doi.org/10.32642/ncpdje.v6i1.1562.

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This study examined methods used to promote positive teacher student relationships among student teachers in the university based teacher education in Tanzania. Guided by conceptual change theory, the study argued that proper methods are vital for student teachers to develop positive teacher-student relationships ability alongside other teaching skills. A sample of 355 student teachers and teacher educators was sampled from different subject specialisations. The study employed indepth interviews and questionnaires. The University of Dar es Salaam, with the most diversified specialisations was

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Prewett, Sara L., David A. Bergin, and Francis L. Huang. "Student and teacher perceptions on student-teacher relationship quality: A middle school perspective." School Psychology International 40, no. 1 (2018): 66–87. http://dx.doi.org/10.1177/0143034318807743.

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This study investigated 336 fifth- and sixth-grade middle school students' relationships with their ten mathematics teachers. Authors used a five-step hierarchical multiple linear regression to examine teacher and student factors related to students' quality of relationships with their teachers. Analyses revealed that teachers' student relationship perceptions positively predicted their students' perceptions and the students' reports of their mathematics interest and self-efficacy positively predicted teacher relationships. Teachers' prosocial classroom behavior and social-emotional support be

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Wang, Zhongqiang, and Li Yuan. "Teacher–student relationships and student engagement: The mediating effect of peer relationships." Social Behavior and Personality: an international journal 52, no. 5 (2024): 13104E—13111E. http://dx.doi.org/10.2224/sbp.13104.

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Previous research has shown that teacher–student relationships influence student engagement, which, in turn, plays a key role in academic achievement. However, few studies have focused on the mechanism between the teacher–student relationship and student engagement. To address this gap in the literature, this study examined the link between teacher–student relationships and college students' engagement via the mediator of peer relationships. The sample consisted of 222 university students in Southwest China. Results of structural equation modeling showed that a positive teacher–student relatio

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Levering, Bas. "Disappointment in teacher-student relationships." Journal of Curriculum Studies 32, no. 1 (2000): 65–74. http://dx.doi.org/10.1080/002202700182853.

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Gehlbach, Hunter, Maureen E. Brinkworth, and Anna D. Harris. "Changes in teacher-student relationships." British Journal of Educational Psychology 82, no. 4 (2011): 690–704. http://dx.doi.org/10.1111/j.2044-8279.2011.02058.x.

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Koenen, Anne-Katrien, Eleonora Vervoort, Karine Verschueren, and Jantine L. Spilt. "Teacher–Student Relationships in Special Education: The Value of the Teacher Relationship Interview." Journal of Psychoeducational Assessment 37, no. 7 (2018): 874–86. http://dx.doi.org/10.1177/0734282918803033.

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Research on teacher–student relationships is mainly based on questionnaires investigating teachers’ explicit cognitions. However, it is also important to investigate implicit processes in social interactions, such as internalized feelings. The Teacher Relationship Interview (TRI) is a narrative method aimed at assessing teachers’ (implicit) mental representations of dyadic teacher–student relationships. The TRI may provide—for researchers as well as practitioners—a deeper understanding of teachers’ implicit cognitive and emotional processes elicited in teacher–student relationships, which can

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McFarland, Laura, Elizabeth Murray, and Sivanes Phillipson. "Student–teacher relationships and student self-concept: Relations with teacher and student gender." Australian Journal of Education 60, no. 1 (2016): 5–25. http://dx.doi.org/10.1177/0004944115626426.

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Losh, Ainsley, Yasamin Bolourian, Geovanna Rodriguez, Abbey Eisenhower, and Jan Blacher. "Early student-teacher relationships and autism: Student perspectives and teacher concordance." Journal of Applied Developmental Psychology 79 (March 2022): 101394. http://dx.doi.org/10.1016/j.appdev.2022.101394.

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Thèses sur le sujet "Teacher-student relationships"

Huggins, Lynda Rose. "Ninth Grade Student and Teacher Perceptions of Teacher-Student Relationship." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2289.

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The challenge of transitioning into high school is associated with social anxiety, decreased grades, increased absences, and overall motivation to learn. Based on anecdotal evidence from 9th grade teachers in the Ohio School District, teachers had poor rapport with some of their students, and 9th graders were being retained more often than were students in any other grade. Grounded in Noddings's care theory, the purpose of this mixed methods sequential case study was to explore perceptions of rapport between 9th graders and their teachers. Guiding research questions were used to discover stude

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Chandler, Jack L. "Conflict in student teacher-cooperating teacher relationships." Online full text .pdf document, available to Fuller patrons only, 2003. http://www.tren.com.

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Blackmore, Jacqueline Hilary. "Teacher-Student Relationships and Student Writing Achievement." Thesis, Walden University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3604330.

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<p>Past research has shown that learner-centered environments can improve students' self-esteem and increase their academic skills. The purpose of this study was to determine whether teaching the core curriculum within a caring classroom environment increases students ability to communicate effectively and perform at higher achievement levels in writing. The study addressed the experiences of teachers in implementing a new writing program with a strong emphasis on social skill development as a precursor to good writing. Guided by the social learning theories of Dewey, Rogers, and Vygotsky, who

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Blackmore, Jacqueline Hilary. "Teacher-Student Relationships and Student Writing Achievement." ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/1102.

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Past research has shown that learner-centered environments can improve students' self-esteem and increase their academic skills. The purpose of this study was to determine whether teaching the core curriculum within a caring classroom environment increases students ability to communicate effectively and perform at higher achievement levels in writing. The study addressed the experiences of teachers in implementing a new writing program with a strong emphasis on social skill development as a precursor to good writing. Guided by the social learning theories of Dewey, Rogers, and Vygotsky, who co

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Arteaga, Michael Anthony. "HANDBOOK ON TEACHER-STUDENT RELATIONSHIPS." CSUSB ScholarWorks, 2017. https://scholarworks.lib.csusb.edu/etd/574.

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This project aims to help teachers learn how to connect with their students of different cultural backgrounds. It is written to help teachers understand how cultural differences can have an unseen effect on student learning and immediacy. In turn, these effects can lead to a lack of motivation and lower levels of success in college obtainment. This project will also have a handbook to help teachers learn about their students’ backgrounds and understand how culture plays a role in the learning process. The handbook will review understanding the demographics of the school, cultural mismatch, cul

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Bussone, Krista Ann D'Albenzio. "Making Friends: Teacher Influence on Students' Peer Relationships." Diss., Temple University Libraries, 2011. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/122942.

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School Psychology<br>Ph.D.<br>A total of 236 kindergarten to eighth grade students and 15 teachers from an elementary school in a northeastern U.S. city provided information about their perceptions of teacher involvement in students' peer relationships. Students provided additional information about classroom social networks. Both students and teachers indicated that they perceive teachers to be important in student peer relationships. None of the teacher characteristics (including teacher education, years of teaching, or ethnicity) were related to teacher perceptions of involvement in student

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Calhoun, Adam A. "Teacher-Student Relationships, Classroom Environment, and Student Intrinsic Motivation." University of Findlay / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=findlay1565098233906771.

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Edgar, Don Wayne. "Structured communication: effects on teaching efficacy of student teachers and student teacher - cooperating teacher relationships." Diss., Texas A&M University, 2003. http://hdl.handle.net/1969.1/5975.

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Teaching efficacy beliefs of agricultural science student teachers, and their relationship with their cooperating teachers during field experiences, are variables that may affect the number of student teachers entering the profession. The purpose of this study was to examine the effects implementing structured communication between student teachers and cooperating teachers would have on student teachersÃ¢ÂÂ self-perceived teaching efficacy, and the relationship between the student teacher and cooperating teacher during the student teaching experience. The learning environment of these field

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Nugent, Tisome. "THE IMPACT OF TEACHER-STUDENT INTERACTION ON STUDENT MOTIVATION AND ACHIEVEMENT." Doctoral diss., University of Central Florida, 2009. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3770.

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The goal of this research was to determine the value and impact of student-teacher interactions in relation to student motivation and achievement. It was further intended that the results of this study would add to the body of knowledge and resources available to enhance the learning experience and influence student success. In order for this to happen, student and teacher perceptions of their interactions were analyzed, as well whether or not this interaction significantly impacted motivation and achievement. The results of this study provided strong arguments in favor of equipping teachers w

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Miller, Ricketts Amanda Ilene. "Improving Students' Perceptions of Teacher Care Through Teacher Professional Development." Bowling Green State University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1573737421317659.

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Livres sur le sujet "Teacher-student relationships"

G, Noam Gil, ed. Teacher-student relationships: Toward personalized education. Jossey-Bass, 2013.

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Los Angeles County Office of Education, ed. TESA: Teacher expectations & student achievement : teacher handbook. Phi Delta Kappa, 1999.

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Arias, Dana. Dear parents: From your child's loving teacher. Aviva Publishing, 2013.

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García-Moya, Irene. The Importance of Connectedness in Student-Teacher Relationships. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-43446-5.

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Chessex-Viguet, Christiane. L' école est un roman: Essai sur la relation pédagogique dans la littérature européenne. Éditions d'en bas, 1990.

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Levanova, E. A. Organizat︠s︡ii︠a︡ vzaimodeĭstvii︠a︡ pedagogov s uchashchimisi︠a︡. Baltiĭskiĭ in-t ėkonomiki i finansov. (BIĖF), 1999.

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Shapira, Yitsḥaḳ. Mikhtavim la-meḥanekh: U-masah ʻal yaḥase morim ṿe-talmidim. Y. Orenshṭain, 1985.

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Miśra, Phūlakānta. Guru-śishya-sambandha: Prācīna evaṃ arvācīna kāla meṃ. Nāga Prakāśana, 1996.

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Chatchawān, Somnưk. Rāingān kānwičhai rư̄ang botbāt kap panhā læ ʻuppasak khō̜ng khrū nai khēt ʻAmphœ̄ Mư̄ang Chīang Mai nai kānkǣkhai phrưttikam thī penpanhā khō̜ng dek nakrīan wairun. Sathāban Wičhai Sangkhom, Mahāwitthayālai Chīang Mai, 1988.

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Albert, Manuel Esteban. El alumno y el profesor: Implicaciones de una relación. Universidad de Murcia, 1986.

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Chapitres de livres sur le sujet "Teacher-student relationships"

Chalfant, Andromache, Marsha Ginsberg, and Regina García. "Teacher / Student Relationships." In Sceneshift. Focal Press, 2022. http://dx.doi.org/10.4324/9781003148197-8.

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Van Bergen, Penny, Kevin F. McGrath, Daniel Quin, and Emma C. Burns. "Nurturing close student-teacher relationships." In Inclusive Education for the 21st Century, 2nd ed. Routledge, 2023. http://dx.doi.org/10.4324/9781003350897-19.

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Ayalon, Aram. "Mentoring and Teacher-Student Relationships." In Teachers As Mentors. Routledge, 2023. http://dx.doi.org/10.4324/9781003447337-5.

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Bear, George G. "Promoting Positive Teacher-Student Relationships." In Improving School Climate. Routledge, 2020. http://dx.doi.org/10.4324/9781351170482-2.

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Platz, Monika. "Trust in the Teacher-Student Relationship." In Good Relationships in Schools. Springer Berlin Heidelberg, 2021. http://dx.doi.org/10.1007/978-3-662-64137-8_5.

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Platz, Monika. "Care in the Teacher-Student Relationship." In Good Relationships in Schools. Springer Berlin Heidelberg, 2021. http://dx.doi.org/10.1007/978-3-662-64137-8_4.

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Maulana, Ridwan, and Marie-Christine Opdenakker. "Do Teacher-Student Relationships Deteriorate Over Time?" In Interpersonal Relationships in Education. SensePublishers, 2014. http://dx.doi.org/10.1007/978-94-6209-701-8_9.

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Collins, Lauren W., Timothy J. Landrum, and Chris A. Sweigart. "Behavioral Interventions and Student-Teacher Relationships." In Improving Student Behavior and Cultivating Meaningful Relationships. Routledge, 2025. https://doi.org/10.4324/9781003469599-2.

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Thijs, Jochem. "Student-Teacher Relationships and Interethnic Relations." In The Wiley Handbook of Group Processes in Children and Adolescents. John Wiley & Sons, Ltd, 2017. http://dx.doi.org/10.1002/9781118773123.ch20.

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Morris, David. "Relationships Between Pupils and Teachers." In Student Voice and Teacher Professional Development. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-23467-6_4.

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Actes de conférences sur le sujet "Teacher-student relationships"

Moscardo, Chiara Maria, Manuela Milani, Isabella Barajon, Elena Landone, and Francesca Ghirardi. "DEFINING CLASSROOM INTERACTION AND STUDENT-TEACHER RELATIONSHIPS IN HIGHER EDUCATION: PERSPECTIVES FROM INTERDISCIPLINARY RESEARCH IN THE ITALIAN CONTEXT." In 17th annual International Conference of Education, Research and Innovation. IATED, 2024. https://doi.org/10.21125/iceri.2024.2500.

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Halfon, Ester, and Shlomo Romi. "THE CONTRIBUTION OF SELF-EFFICACY IN DIGITAL TEACHING AND LEARNING TECHNOLOGIES TO THE QUALITY OF HOMEROOM TEACHER–STUDENT RELATIONSHIPS." In 17th International Conference on Education and New Learning Technologies. IATED, 2025. https://doi.org/10.21125/edulearn.2025.1814.

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Yak, Hasida, and Dalit Levy. "TEACHER-STUDENT RELATIONSHIPS IN ONLINE COURSES." In International Conference on Education and New Learning Technologies. IATED, 2017. http://dx.doi.org/10.21125/edulearn.2017.2176.

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Zheng, Yunzheng. "The Relationship Between Teacher-to-Teacher Relationships and Student Achievement: A Meta-Analysis." In 2023 AERA Annual Meeting. AERA, 2023. http://dx.doi.org/10.3102/2009239.

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Lovett, Joshua. "Relations of Teacher Empathy to Student-Teacher Relationships and Classroom Context." In 2024 AERA Annual Meeting. AERA, 2024. http://dx.doi.org/10.3102/2107326.

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Amorim Neto, Roque do Carmo. "The Impact of Curiosity on Teacher-Student Relationships." In 2019 AERA Annual Meeting. AERA, 2019. http://dx.doi.org/10.3102/1428576.

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Fouche, Janelle. "How Restorative Justice Programming Impacts Student Outcomes and Student-Teacher Relationships." In 2024 AERA Annual Meeting. AERA, 2024. http://dx.doi.org/10.3102/2111928.

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Galletta Horner, Christy. "Teacher Candidates Wonder: Can Emotional Labor and Authentic Student-Teacher Relationships Coexist?" In 2020 AERA Annual Meeting. AERA, 2020. http://dx.doi.org/10.3102/1587168.

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Kang, Donghyun. "Gender Differences in Teacher-Student Relationships and School Engagement." In AERA 2022. AERA, 2022. http://dx.doi.org/10.3102/ip.22.1886343.

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Kang, Donghyun. "Gender Differences in Teacher-Student Relationships and School Engagement." In 2022 AERA Annual Meeting. AERA, 2022. http://dx.doi.org/10.3102/1886343.

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Rapports d'organisations sur le sujet "Teacher-student relationships"

Goh, Ailsa Ee Ping, Carol Soo Ching Tan, and Cher Chong Tan. Positive teacher language: Improving teacher-student relationships and engaging low progress students. National Institute of Education, Nanyang Technological University, Singapore, 2020. https://doi.org/10.32658/10497/22613.

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Teachers need to create a safe and nurturing environment, and build strong relationships with students, as these are critical enablers for ensuring that students rediscover the joy of learning in school. Low progress students who perceive high emotional support from teachers are more likely to be engaged in class (Chong, Huan, Quek, Yeo, & Ang, 2010; Martin & Rimm-Kaufman, 2015). Strong teacher-student relationships have also been associated with increased academic achievement and reduced school dropout (Croninger & Lee, 2001; Murray & Malmgren, 2005). The Responsive Classroom

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Filmer, Deon, Vatsal Nahata, and Shwetlena Sabarwal. Preparation, Practice, and Beliefs: A Machine Learning Approach to Understanding Teacher Effectiveness. Research on Improving Systems of Education (RISE), 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/084.

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This paper uses machine learning methods to identify key predictors of teacher effectiveness, proxied by student learning gains linked to a teacher over an academic year. Conditional inference forests and the least absolute shrinkage and selection operator are applied to matched student-teacher data for Math and Kiswahili from Grades 2 and 3 in 392 schools across Tanzania. These two machine learning methods produce consistent results and outperform standard ordinary least squares in out-of-sample prediction by 14-24 percent. As in previous research, commonly used teacher covariates like teache

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Boyd, Sally, and Nicola Bright. Manaakitia ngā tamariki kia ora ai Supporting children’s wellbeing. NZCER, 2021. http://dx.doi.org/10.18296/rep.0016.

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This research uses strengths-based kaupapa Māori and qualitative approaches. Wellbeing@School student survey data was used to select six primary schools where we were likely to see examples of effective practices. The students at these schools reported higher than average levels of wellbeing and teacher relationships, and lower levels of aggressive behaviour.

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McKnight, Katherine, Nitya Venkateswaran, Jennifer Laird, Rita Dilig, Jessica Robles, and Talia Shalev. Parent Teacher Home Visits: An Approach to Addressing Biased Mindsets and Practices to Support Student Success. RTI Press, 2022. http://dx.doi.org/10.3768/rtipress.2022.op.0077.2209.

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Research has shown educators’ implicit biases to be a key factor in creating and perpetuating disparities in students’ experiences of schooling, learning, and longer-term outcomes, including job opportunities, wealth, and health. Current school reform and transformation efforts are aimed at addressing institutionalized racism in school policies, practices, and cultural systems by implementing implicit bias training for teachers and staff. In this paper, we explain how a school home visits program, Parent Teacher Home Visits (PTHV), is a promising intervention for counteracting implicit biases

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Hwa, Yue-Yi, Sharon Kanthy Lumbanraja, Usha Adelina Riyanto, and Dewi Susanti. The Role of Coherence in Strengthening CommunityAccountability for Remote Schools in Indonesia. Research on Improving Systems of Education (RISE), 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/090.

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Incoherence in accountability relationships can hamper the quality of education. Such incoherence can be a particular challenge in resource-constrained, remote villages where teachers tend to have higher educational capital and social status than the parents and communities that they serve. We analyze quantitative and qualitative data from a randomized controlled trial of a social accountability mechanism (SAM) for schools in remote Indonesian villages. The intervention had three treatment arms, all of which included the SAM, which engaged village-level stakeholders in a consensus-building pro

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McElhaney, Kevin, Anthony Baker, Carly Chillmon, Zareen Kasad, Babe Liberman, and Jeremy Roschelle. An Initial Logic Model to Guide OpenSciEd Research: Updated Version. Digital Promise, 2022. http://dx.doi.org/10.51388/20.500.12265/152.

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This white paper supports an ongoing effort to define a research agenda and catalyze a research community around the OpenSciEd curriculum materials. Rigorous research on these materials is needed in order to answer questions about the equitable design of instructional materials, impacts on student learning, effective and equitable classroom teaching practices, teacher professional development approaches, and models for school adoption that address the diverse needs of historically marginalized students in STEM. Research findings have the potential to advance the knowledge, skills, and practice

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De Bortoli, Lisa, Catherine Underwood, Tim Friedman, and Eveline Gebhardt. PISA 2022. Reporting Australia’s results. Volume II: Student and school characteristics. Australian Council for Educational Research, 2024. http://dx.doi.org/10.37517/978-1-74286-726-7.

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The Programme for International Student Assessment (PISA) is an international comparative study of student performance directed by the Organisation for Economic Co-operation and Development (OECD). PISA measures the cumulative outcomes of education by assessing how well 15-year-olds, who have nearly completed compulsory schooling in most participating educational systems, are prepared to use their knowledge and skills in particular areas to meet real-world opportunities and challenges. In addition to the cognitive data reported on in Volume I, PISA collected a wealth of student and school cont

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Hillman, Kylie, and Sue Thomson. 2018 Australian TALIS-PISA Link Report. Australian Council for Educational Research, 2021. http://dx.doi.org/10.37517/978-1-74286-598-0.

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Australia was one of nine countries and economies to participate in the 2018 TALIS-PISA link study, together with Cuidad Autónoma de Buenos Aires (Argentina), Colombia, the Czech Republic, Denmark, Georgia, Malta, Turkey and Viet Nam. This study involved coordinating the samples of schools that participated in the Program of International Student Assessment (PISA, a study of the performance of 15-year-old students) and the Teaching and Learning International Survey (TALIS, a study that surveys teachers and principals in lower secondary schools) in 2018. A sample of teachers from schools that w

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Hillman, Kylie, and Sue Thomson. 2018 Australian TALIS-PISA Link Report. Australian Council for Educational Research, 2021. http://dx.doi.org/10.37517/978-1-74286-628-4.

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De Bortoli, Lisa, and Catherine Underwood. PISA 2022. A closer look at mathematics in Australia. Australian Council for Educational Research, 2025. https://doi.org/10.37517/978-1-74286-786-1.

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The Programme for International Student Assessment (PISA) is an international comparative study that assesses how well 15-year-olds, who have nearly completed compulsory schooling in most participating educational systems, can use their knowledge and skills to meet real-world opportunities and challenges. In each cycle of PISA, students are assessed in the domains of reading, mathematics and science. Each cycle has a domain that is the major focus and for which there is a higher proportion of questions than from the others. Mathematics was the major focus in the 2022 cycle. The mathematics ass

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