Literaturnachweis - Detailanzeige
Autor/in | Koca, Fatih |
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Titel | Assessing Child-Teacher Relationships: A Review Study |
Quelle | 2 (2016) 1, S.96-119 (23 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 2149-3030 |
Schlagwörter | Teacher Student Relationship; Young Children; Teacher Attitudes; Likert Scales; Interaction; Evaluation Methods; Cultural Influences; Elementary School Teachers; Elementary School Students; Primary Education; Social Theories; Self Determination; Attachment Behavior; Interviews; Student Attitudes; Observation; Literature Reviews Teacher student relationships; Lehrer-Schüler-Beziehung; Frühe Kindheit; Lehrerverhalten; Likert-Skala; Interaktion; Cultural influence; Kultureinfluss; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Primarbereich; Gesellschaftstheorie; Selbstbestimmung; Attachment; Bindungsverhalten; Interviewing; Interviewtechnik; Schülerverhalten; Beobachtung |
Abstract | Understanding and documenting how young children negotiate their relationships with their teachers is crucial, considering that early teacher-student relationships have important long-term implications for children's school success (Hamre & Pianta, 2001). However, the existing studies on teacher--child relationships focus primarily on the teacher's perception of the relationship and have predominantly relied on the STRS, a 28-item teacher self-reported Likert-type (5-point) scale developed to assess a teacher's feelings about her or his relationship with a particular student, her or his beliefs about the student's feelings toward the teacher, and a student's interactive behaviors with the teacher (Pianta, 2001; Saft, 1994). The majority of the evidence about the teacher-student relationship comes from studies conducted in the United States (e.g., Birch & Ladd, 1998; Hamre & Pianta, 2001; Pianta & Nimetz, 1991).Therefore, an examination of the cultural sensitivity of assessment methods of child-teacher relationships is crucial. This review of the literature focuses on methodologies used to assess or measure child-teacher relationships and the effects of culture on the assessment of this significant relationship during the elementary and primary school years. (As Provided). |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |