Using Stakeholder Input to Guide Cultural and Contextual Adaptations for a Universal School-Based Intervention

Autor/inn/en	Duong, Mylien T.; Nguyen, Lillian; Gaias, Larissa; Benjamin, Katherine S.; Lee, Kristine; Buntain-Ricklefs, Joanne; Cook, Clayton R.
Titel	Using Stakeholder Input to Guide Cultural and Contextual Adaptations for a Universal School-Based Intervention
Quelle	(2020), (27 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Teacher Student Relationship; High School Students; High School Teachers; Barriers; Teacher Attitudes; Racial Differences; Faculty Development; Grade 9; Administrator Attitudes; Administrator Role; Minority Group Students; Student Needs; Teacher Competencies; Teacher Responsibility; Researchers; Time; Educational Resources; Skill Development; Educational Practices; Progress Monitoring; Program Effectiveness; Student Experience; Feedback (Response); Student Attitudes; Budgeting; Training; Expertise; Power Structure; Racial Bias; Ethnicity + Suchen Sie Ihr Suchwort? Teacher student relationships; Lehrer-Schüler-Beziehung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Rassenunterschied; School year 09; 9. Schuljahr; Schuljahr 09; Lehrkunst; Lehrverpflichtung; Researcher; Forscher; Zeit; Bildungsmittel; Kompetenzentwicklung; Qualifikationsentwicklung; Bildungspraxis; Studienerfahrung; Schülerverhalten; Ausbildung; Expert appraisal; Racial discrimination; Rassismus; Ethnizität
Abstract	Strong student-teacher relationships foster students' social, emotional, and academic development, particularly for students from marginalized racial/ethnic groups. The current study gathered input from teachers, school and district administrators, and education researchers (N = 22) regarding strategies that can help teachers build relationships with high school students and to build such relationships in an equitable manner. Participants completed quantitative ratings, open-ended survey questions, and then participated in a series of focus groups. Descriptive analyses of quantitative ratings and content analysis of qualitative data examined teachers' perceptions of the value of relationships generally and equity in relationships in particular. Analyses also examined barriers to relationship building and potential strategies to address barriers. Results suggest that teachers see relationships with students as important, but they vary in the amount of time and effort they invest in relationships. Teachers may not have the requisite training or skills, particularly when dealing with students with behavioral difficulties and/or individualized needs. Some teachers have professional identities that center around their content area and may not conceptualize building relationships with students as part of their role. Finally, structural features of secondary schools and a lack of leadership support were seen as barriers to relationship building. Participants had a number of concrete suggestions for successful school-wide efforts to enhance student-teacher relationships. With regard to equity, participants did not perceive that teachers take an equity lens to relationship building. Attitudinal, systemic, and skills-related barriers to relationships with racial/ethnic minority students were named, and strategies suggested included elevating student voice. The paper concludes with a discussion of implications for future research and practice. [This is the online version of an article published in "Urban Review."] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01