The Differential Role of Classroom Working Alliance in Predicting School-Related Outcomes for Students with and without High-Incidence Disabilities

Autor/inn/en	Toste, Jessica R.; Bloom, Elana L.; Heath, Nancy L.
Titel	The Differential Role of Classroom Working Alliance in Predicting School-Related Outcomes for Students with and without High-Incidence Disabilities
Quelle	In: Journal of Special Education, 48 (2014) 2, S.135-148 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4669
DOI	10.1177/0022466912458156
Schlagwörter	Predictor Variables; Teacher Student Relationship; Cooperation; Comparative Analysis; Interaction; Symptoms (Individual Disorders); Negative Attitudes; Teacher Attitudes; Student Attitudes; Elementary School Teachers; Elementary School Students; Foreign Countries; Learning Disabilities; Behavior Problems; Questionnaires; Likert Scales; Statistical Analysis; Factor Structure; Qualitative Research; Canada (Montreal); Working Alliance Inventory + Suchen Sie Ihr Suchwort? Prädiktor; Teacher student relationships; Lehrer-Schüler-Beziehung; Co-operation; Kooperation; Interaktion; Psychiatrische Symptomatik; Negative Fixierung; Lehrerverhalten; Schülerverhalten; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Ausland; Learning handicap; Lernbehinderung; Fragebogen; Likert-Skala; Statistische Analyse; Faktorenstruktur; Qualitative Forschung
Abstract	Although quality of the teacher-student relationship contributes to school adjustment, students who experience difficulties appear to be least likely to benefit from positive interactions with their teachers. It was of interest to explore a broadened conceptualization of teacher-student relationship that considers both emotional connection and collaborative partnership--classroom working alliance--among students with high-incidence disabilities. This study sought to examine ratings of classroom working alliance for students with and without disabilities, as well as the interaction of disability status with teacher- or student-rated alliance variables in predicting school-related outcomes. Results revealed that teachers had more negative perceptions of their alliances with students with disabilities. Strong working alliance, as rated by the teacher, predicted positive social and behavioral outcomes for all students. Furthermore, students' ratings of the collaborative elements of alliance were found to predict greater academic competence and school satisfaction for students with disabilities when compared with their peers. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 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