Identifying Positive Teacher-Student Interactions in a Safe and Engaged Middle School

Autor/in	Zeman, Laura Dreuth
Titel	Identifying Positive Teacher-Student Interactions in a Safe and Engaged Middle School
Quelle	In: ERS Spectrum, 21 (2003) 4, S.24-27 (4 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0740-7874
Schlagwörter	Middle Schools; Educational Environment; School Safety; Teacher Student Relationship; Instructional Effectiveness; Middle School Students; Middle School Teachers; Learner Engagement; Student Motivation; Student Participation; Discipline Policy; Counseling; Intervention; Behavior Modification; Tutoring; Interviews; Rural Areas; Rural Schools; Illinois + Suchen Sie Ihr Suchwort? Middle school; Mittelschule; Mittelstufenschule; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Teacher student relationships; Lehrer-Schüler-Beziehung; Unterrichtserfolg; Middle schools; Student; Students; Schüler; Schülerin; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Schulische Motivation; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Disziplinarmaßnahme; Counselling; Beratung; Behaviour modification; Verhaltensänderung; Förderkonzept; Nachhilfeunterricht; Interviewing; Interviewtechnik; Rural area; Ländlicher Raum; Rural areas; School; Schools; Schule; Schulen
Abstract	Research suggests positive interaction between students and teachers is a hallmark of a safe and effective school. Yet to date there is no literature presenting findings or case examples of what constitutes positive engagement or how to measure its frequency. This paper shares observations of a "model" rural middle school in an attempt to present a picture of engagement that may be associated with a safe school environment. Such insight is a necessary first step toward moving beyond the speculation of an association between safety and engagement to actually measuring the extent of their coexistence. Based on the researchers' observations, categories of interactions between students and adults emerged. Among adult-initiated interactions were the subcategories of disciplinary counseling, behavioral redirection, preventive intervention, academic tutoring, information exchange, informal salutation, and playful/spontaneous exchange. At least two clear categories emerged that defined student-initiated interactions with adults: the playful and/or spontaneous exchange and the student-initiated information exchange. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10