A Case Study of Teacher-Student Relationship Development

Autor/inn/en	Mosley, Chaney; Broyles, Thomas; Kaufman, Eric
Titel	A Case Study of Teacher-Student Relationship Development
Quelle	In: Journal of Classroom Interaction, 56 (2021) 1, S.18-32 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0749-4025
Schlagwörter	Teacher Student Relationship; Teacher Leadership; High School Teachers; High School Students; Teacher Attitudes; Classroom Environment; Leadership Styles; Interaction; Caring; Teacher Behavior; Academic Achievement; Student Behavior; Preferences; North Carolina + Suchen Sie Ihr Suchwort? Teacher student relationships; Lehrer-Schüler-Beziehung; Lehrerfunktionsstelle; High school; High schools; Teacher; Teachers; Oberschule; Lehrer; Lehrerin; Lehrende; Student; Students; Schüler; Schülerin; Studentin; Lehrerverhalten; Klassenklima; Unterrichtsklima; Führungsstil; Interaktion; Care; Pflege; Sorge; Betreuung; Teacher behaviour; Schulleistung; Student behaviour; Schülerverhalten
Abstract	This study investigates how teacher-student relationships develop. If a teacher is able to foster high-quality relationships with all students, will students work harder in the classroom? An understanding of how teacher-student relationships develop is critical to answering that question. In this investigation, the authors follow a holistic case study tradition to explore teacher-student relationship development. Five themes emerged that collectively describe the development of teacher-student dyadic relationships. The authors explore how descriptions of dyadic relationship development offered by teachers and students align with Leader-member Exchange theory and discuss implications for practice and future research. (As Provided).
Anmerkungen	University of Houston, College of Education. 442 Farish Hall, Houston, TX 77204-5026. Web site: https://jciuh.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01