A pedagogical alliance for trust, wellbeing and the identification of errors for learning and formative assessment

Leighton, Jacqueline P.; Gómez, María Clara Bustos

doi:10.1080/01443410.2017.1390073

Cited by 28 publications

(29 citation statements)

References 45 publications

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“…Further papers demonstrate the additional positive effects of trust‐based relationships in education institutions: these can help reduce behavioural incidents and even result in better educational outcomes (Parris et al ., 2015; Romero, 2015; Leighton & Bustos Gómez, 2018).…”

Section: Resultsmentioning

confidence: 99%

A comprehensive view of trust in education: Conclusions from a systematic literature review

Niedlich

Kallfaß

Pohle

et al. 2020

Review of Education

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Trust is considered to be a crucial element of social cohesion. At the same time, as research has shown, education can be understood as an important precondition of trust. Furthermore, contextual conditions are important for the development of trust. In spite of this, the role of trust in the multi‐level education system has been scarcely investigated. This paper introduces a comprehensive model of trust in the education system, based on a systematic literature review of 183 recent peer‐reviewed articles following a thematic and interpretive review approach. The suggested model consists of four interconnected elements (generalised trust, educational governance, educational settings, educational attainment). By introducing a comprehensive model of trust in multi‐level education systems the paper aims at opening up perspectives for future theoretically driven, interdisciplinary comparative research that may shed further light on the role of trust in education systems. The paper proceeds as follows. First, trust is discussed as a complex subject in research, policy and practice in multi‐level education systems, and key research questions are derived from this. Second, the methodology of the systematic literature review is explained. Third, results from the literature review are presented, focusing on three domains of trust and their interrelations. Fourth, the comprehensive model of trust in multi‐level education systems is introduced. The fifth section discusses the findings and explores how future research could advance a comprehensive understanding of trust in education.

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Section: Resultsmentioning

confidence: 99%

A comprehensive view of trust in education: Conclusions from a systematic literature review

Niedlich

Kallfaß

Pohle

et al. 2020

Review of Education

View full text Add to dashboard Cite

show abstract

“…Are the problems we are doing challenging, too easy, or just right? This feedback can strengthen what has been termed the pedagogical alliance (Leighton & Bustos Gómez, 2018), building trust and empathy between teacher and student as the student is supported in the learning process.…”

Section: An Integrated Interventionmentioning

confidence: 93%

“…Establishing a positive rapport and a strong connection supports student well-being because it can make them feel more understood and less vulnerable about having a disability (Mason et al, 2013). Positive emotions and connections have been found to increase student engagement and this engagement leads to a more positive learning environment (Leighton & Bustos Gómez, 2018). Teachers should focus on three main areas to help their students feel connected: (a) trust, (b) empathy, and (c) support.…”

Section: An Integrated Interventionmentioning

confidence: 99%

A Self-Regulated Learner Framework for Students With Learning Disabilities and Math Anxiety

Johnson

Clohessy²,

Chakravarthy³

2020

Intervention in School and Clinic

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Students with math learning disabilities have been shown to experience math anxiety at rates nearly double those of their typical peers. Anxiety about math is thought to disrupt learning by co-opting attentional resources that could be used in problem-solving and may be caused by the way in which students interpret their math-related experiences. This article describes a math intervention designed through a framework of self-regulated learning that defines self-regulated learners as students who are connected, self-aware, self-determined, strategic, and resilient. Specifically described is an intervention that helps students regulate anxiety, initiate a problem-solving strategy, and advocate as needed to use approaches they find effective.

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“…3. Producing a feedback message that helps to instil in learners trust in a 'pedagogic alliance' between learners and teachers (Leighton and Bustos G omez 2018) and among peers. Developing such relationships is important because the quality of teacher-student (and peer) relationships can influence intentions to engage with feedback (Telio, Ajjawi, and Regehr 2015).…”

Section: Recommended Feedback Practices or Inputs To The Modelmentioning

confidence: 99%

A dialogic technology-mediated model of feedback uptake and literacy

Wood

2021

Assessment & Evaluation in Higher Education

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A pedagogical alliance for trust, wellbeing and the identification of errors for learning and formative assessment

Cited by 28 publications

References 45 publications

A comprehensive view of trust in education: Conclusions from a systematic literature review

A comprehensive view of trust in education: Conclusions from a systematic literature review

A Self-Regulated Learner Framework for Students With Learning Disabilities and Math Anxiety

A dialogic technology-mediated model of feedback uptake and literacy

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