Direct and Indirect Educational Relationships: Developing a Typology for the Contribution of Different Categories of School Staff in Relation to Students' Educational Experiences

Literaturnachweis - Detailanzeige

Trefferliste

Autor/inn/en	Frelin, Anneli; Grannäs, Jan
Titel	Direct and Indirect Educational Relationships: Developing a Typology for the Contribution of Different Categories of School Staff in Relation to Students' Educational Experiences
Quelle	In: Improving Schools, 18 (2015) 1, S.56-68 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1365-4802
DOI	10.1177/1365480214562124
Schlagwörter	Educational Experience; Classification; Secondary School Teachers; Secondary School Students; Teacher Student Relationship; Interpersonal Relationship; Case Studies; Educational Environment; Observation; Interviews; School Statistics; News Reporting; Educational Quality; Research Reports; Transcripts (Written Records); Paraprofessional Personnel; Role Perception; Occupational Information; Values; Norms; Caring; School Culture; Peer Relationship; Foreign Countries; Sweden + Suchen Sie Ihr Suchwort? Bildungserfahrung; Classification system; Klassifikation; Klassifikationssystem; Sekundarschüler; Teacher student relationships; Lehrer-Schüler-Beziehung; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Case study; Fallstudie; Case Study; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Beobachtung; Interviewing; Interviewtechnik; News report; Reportage; Quality of education; Bildungsqualität; Research report; Forschungsbericht; Laienhelfer; Role conception; Rollenverständnis; Berufsinformation; Wertbegriff; Normwert; Care; Pflege; Sorge; Betreuung; Schulkultur; Schulleben; Peer-Beziehungen; Ausland; Schweden
Abstract	This article presents results from a research project exploring the relational interplay between school staff and students, its functions and complexity in the secondary school context. School relationships (between students and different kinds of staff) are more or less indirectly related to educational content: subject matter as well as norms and values. In the teacher-student relationship, the teaching and learning of subject matter largely defines the relationship, whereas for school support staff, the relationship to such content is fairly distant. However, they all have in common that these assigned functions are created for the purpose of enabling the education of our youth. In this article, a case study from a secondary school is used to develop a typology for understanding the relevance that content may have in these different types of relationships. We also explore the sometimes unpredictable ways in which content can emerge as relevant. A year-long case study was conducted during the 2012-2013 school year at a secondary school that had recently been renovated and in which work had been done to improve the educational environment. Multiple data sources were used, including document analysis, mapping, contextual observations and interviews. Official statistics, newspaper articles and school quality reports were used to contextualize the case. In this article, interviews with different categories of school staff and students formed the main source of data. The different assigned functions of the staff were categorized as: educators, education professionals (e.g. counsellors) and education support professionals (e.g. caretakers). Although the latter were often indirectly connected to content, they could also have relevance through the relationships that they developed with students. Here, there is a point in separating the staff's assigned function as officially described and their relation to students as played out in practice. Two examples illustrate how members of staff diverge somewhat from their assigned functions in informal places and spaces to facilitate the educational experience of the students. It is argued that in a school for all students, this flexibility in school relationships can improve students' relations to content and school success. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01