Students' Evocative Impact on Teacher Instruction and Teacher-Child Relationships

Autor/inn/en	Nurmi, Jari-Erik; Kiuru, Noona
Titel	Students' Evocative Impact on Teacher Instruction and Teacher-Child Relationships
Quelle	In: International Journal of Behavioral Development, 39 (2015) 5, S.445-457 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0165-0254
DOI	10.1177/0165025415592514
Schlagwörter	Teacher Student Relationship; Student Characteristics; Student Behavior; Teaching Methods; Teacher Behavior; Social Development; Emotional Development; Influences; Behavior Problems; Student Motivation; Academic Ability; Emotional Response; Affective Behavior; Expectation; Longitudinal Studies; Academic Achievement; Teacher Influence; Classroom Environment; Environmental Influences; Models + Suchen Sie Ihr Suchwort? Teacher student relationships; Lehrer-Schüler-Beziehung; Student behaviour; Schülerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Teacher behaviour; Lehrerverhalten; Soziale Entwicklung; Gefühlsbildung; Influence; Einfluss; Einflussfaktor; Schulische Motivation; Emotionales Verhalten; Affective disturbance; Active behaviour; Affektive Störung; Expectancy; Erwartung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Schulleistung; Klassenklima; Unterrichtsklima; Environmental influence; Umwelteinfluss; Analogiemodell
Abstract	Classroom research has typically focused on the role of teaching practices and the quality of instruction in children's academic performance, motivation and adjustment--in other words, classroom interactions initiated by the teacher. The present article presents a model of classroom interactions initiated by the child, that is, the notion that a child's characteristics and active efforts may evoke different instructional patterns and responses among teachers. Then follows a review of previous research on the role of children's academic performance, their motivation and their socio-emotional characteristics in their teachers' instruction methods and teacher-child relationships. Some of the mechanisms that may be responsible for these "evocative impacts" are discussed. Classroom interactions initiated by the child, and those initiated by the teacher will then be considered from the perspective of the transactional theory of teacher-child interactions. Finally, some conclusions are drawn concerning possible future classroom research. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01