Building Student-Teacher Relationships in an Alternative Education Setting: A Qualitative Interview Study

Autor/inn/en	Kennedy, Alana M.; Haydon, Todd; Plano Clark, Vicki L.
Titel	Building Student-Teacher Relationships in an Alternative Education Setting: A Qualitative Interview Study
Quelle	In: Preventing School Failure, 67 (2023) 4, S.221-232 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1045-988X
DOI	10.1080/1045988X.2022.2109564
Schlagwörter	Teacher Student Relationship; Nontraditional Education; Emotional Disturbances; Behavior Disorders; Students with Disabilities; Urban Schools; Coping; High School Teachers; Teacher Attitudes; Perspective Taking; Elementary School Teachers; Teacher Behavior; Teacher Expectations of Students; Humor; Games; Student Characteristics; Student Needs; Teamwork + Suchen Sie Ihr Suchwort? Teacher student relationships; Lehrer-Schüler-Beziehung; Non-traditional education; Alternative Erziehung; Gefühlsstörung; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Bewältigung; High school; High schools; Teacher; Teachers; Oberschule; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Zukunftsperspektive; Elementary school; Grundschule; Volksschule; Teacher behaviour; Humoristische Darstellung; Game; Spiel; Spiele
Abstract	The aim of the present qualitative interview study was to explore how teachers working at an alternative education setting serving students with emotional and behavioral disorders (EBD) build relationships with their students. In-depth interviews with five instructors resulted in the development of seven interrelated themes concerning the key attitudes, process, context, and outcomes associated with developing quality relationships with students with EBD. The authors present and thoroughly describe each of these themes. They then discuss how the study adds to the limited knowledge about the student teacher relationship for students with EBD and how practitioners working with this population of students can use this knowledge. Finally, they address what next steps are needed to improve this influential aspect of the learning environment for these students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01