Teacher-Student Relationships in Special Education: The Value of The Teacher Relationship Interview

Autor/inn/en	Koenen, Anne-Katrien; Vervoort, Eleonora; Verschueren, Karine; Spilt, Jantine L.
Titel	Teacher-Student Relationships in Special Education: The Value of The Teacher Relationship Interview
Quelle	In: Journal of Psychoeducational Assessment, 37 (2019) 7, S.874-886 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Koenen, Anne-Katrien) ORCID (Spilt, Jantine L.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0734-2829
DOI	10.1177/0734282918803033
Schlagwörter	Teacher Student Relationship; Special Education; Teacher Attitudes; Cognitive Processes; Psychological Patterns; Psychometrics; Interviews; Test Reliability; Test Validity; Questionnaires; Student Behavior; Emotional Disturbances; Behavior Disorders; Elementary School Students; Elementary School Teachers; Foreign Countries; Belgium + Suchen Sie Ihr Suchwort? Teacher student relationships; Lehrer-Schüler-Beziehung; Special needs education; Sonderpädagogik; Sonderschulwesen; Lehrerverhalten; Cognitive process; Kognitiver Prozess; Psychometry; Psychometrie; Interviewing; Interviewtechnik; Testreliabilität; Testvalidität; Fragebogen; Student behaviour; Schülerverhalten; Gefühlsstörung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Ausland; Belgien
Abstract	Research on teacher-student relationships is mainly based on questionnaires investigating teachers' explicit cognitions. However, it is also important to investigate implicit processes in social interactions, such as internalized feelings. The Teacher Relationship Interview (TRI) is a narrative method aimed at assessing teachers' (implicit) mental representations of dyadic teacher-student relationships. The TRI may provide--for researchers as well as practitioners--a deeper understanding of teachers' implicit cognitive and emotional processes elicited in teacher-student relationships, which can be useful for psychodiagnostic assessment and relationship-focused consultation with teachers. This study investigated the psychometric properties of the TRI in a special education sample of students with symptoms of attachment disorders (N = 80). Expected interrelations of the TRI scales were found with a widely used questionnaire of teacher-student relationships, independent observations of teacher-student interactions, and teacher perceptions of student behavior. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01