What Students and Teachers Do to Build Positive Reciprocal Relationships: A Study Co-Led by Youth and Adult Researchers

Autor/inn/en	Conner, Jerusha O.; Goldstein, Michal; Mammen, Jayanth; Hernandez, José; Phillippo, Kate; Pope, Denise; Davidson, Shannon
Titel	What Students and Teachers Do to Build Positive Reciprocal Relationships: A Study Co-Led by Youth and Adult Researchers
Quelle	In: American Journal of Education, 129 (2023) 4, S.449-479 (31 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0195-6744
DOI	10.1086/725585
Schlagwörter	Teacher Student Relationship; Teacher Role; Student Role; Middle School Students; High School Students; Student Attitudes; Power Structure; Student Responsibility; Classroom Environment; Teacher Education + Suchen Sie Ihr Suchwort? Teacher student relationships; Lehrer-Schüler-Beziehung; Lehrerrolle; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; High school; High schools; Oberschule; Studentin; Schülerverhalten; Klassenklima; Unterrichtsklima; Lehrerausbildung; Lehrerbildung
Abstract	Purpose: As research increasingly links positive student-teacher relationships (STRs) to positive student outcomes, instruments to measure STRs have proliferated. Yet most neglect student agency and sociocultural variation in the operationalization of STRs. This study explores the specific actions teachers and students take to build positive STRs from the vantage point of a diverse group of US middle and high school students. Research Methods: Drawing on the principles of critical collaborative research, our intergenerational team of scholars engaged 84 youth participants (ages 12-18) in qualitative data generation and analysis, using novel youth-voice elicitation techniques known as the fishbone and diamond card sort. Findings: Findings highlight specific actions that a diverse group of youth believe students and teachers take to create positive STRs and foreground the importance of teacher power, student responsibility, safe classrooms, and reciprocity in STR construction. Implications: By pinpointing specific actions that teachers can take to build positive STRs, this work raises implications for teacher education and professional development, especially as schools struggle to regain ground with students in the wake of COVID-19 disruptions. In addition, the study demonstrates how engaging youth as partners in qualitative research can help improve the conduct and products of empirical research in education, offering a model for the field of youth validation processes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01