Bridges and Barriers: Adolescent Perceptions of Student-Teacher Relationships

Autor/inn/en	McHugh, Rebecca Munnell; Horner, Christy Galletta; Colditz, Jason B.; Wallace, Tanner LeBaron
Titel	Bridges and Barriers: Adolescent Perceptions of Student-Teacher Relationships
Quelle	In: Urban Education, 48 (2013) 1, S.9-43 (35 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0042-0859
DOI	10.1177/0042085912451585
Schlagwörter	Adolescents; Focus Groups; Student Attitudes; Teacher Student Relationship; Urban Schools; Educational Environment; Student Needs; Self Determination; Interpersonal Communication; College Freshmen; After School Programs; Community Programs; Youth Programs; Secondary Schools; Barriers; California; Minnesota; Pennsylvania + Suchen Sie Ihr Suchwort? Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Schülerverhalten; Teacher student relationships; Lehrer-Schüler-Beziehung; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Selbstbestimmung; Interpersonale Kommunikation; Studienanfänger; After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm; Jugendsofortprogramm; Sekundarschule; Kalifornien
Abstract	In urban secondary schools where underpreparation and dropping out are real world concerns, students understand that their relationships with teachers affect their learning. Using descriptive coding and thematic analysis of focus group data, we explore adolescents' perceptions of the "bridges" that foster and the "barriers" that inhibit supportive relationships with teachers, and the boundary expectations that function as both. The characteristics of supportive student-teacher relationships identified by youth participants suggest a number of teacher practices capable of meeting adolescents' developmental needs and, as such, are likely to positively influence adolescents' developmental and academic trajectories. (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	2017/4/10