Assessments of Student–Teacher Relationships in Residential Treatment Center Schools

Rudasill, Kathleen Moritz; Gonshak, Amy B.; Pössel, Patrick; Nichols, Andrew Howard; Stipanovic, Natalie

doi:10.1080/10824669.2013.817932

Cited by 10 publications

(2 citation statements)

References 101 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Positive perceptions of teachers may relate to better academic outcomes for students in part by improving their academic engagement, motivation, and expectations (Kelly and Zhang 2016; Turner et al 2014). Students with positive relationships with their teachers are less vulnerable to psychological adjustment difficulties (Reddy, Rhodes, and Mulhall 2003) and socioemotional stresses like lower feelings of belonging (Rudasill et al 2013). Because a stronger math identity encompasses students’ sense that they belong and can succeed in math spaces, teachers can potentially build students’ math identity by treating all students fairly and with respect, making students feel heard and expected to succeed, and instructing in ways that are accessible and interesting to students.…”

Section: Math Teachers and Adolescents’ Math Identitymentioning

confidence: 99%

The Relationship between Ninth Graders’ Perceptions of Teacher Equity and Their Math Identity: Differences by Student Race and School Racial Composition

et al. 2023

View full text Add to dashboard Cite

Using data on ninth graders, math teachers, and schools from the nationally representative High School Longitudinal Study of 2009, we investigate the following questions: (1) How do ninth graders’ perceptions of their math teachers as equitable relate to their math identity at the intersection of adolescents’ race and gender? and (2) Do differences in the percentage of students at the school who share the adolescent’s race moderate (i.e., differentiate) the salience of perceptions of math teachers for adolescents’ math identities? Our results suggest that adolescents who perceive their math teachers as equitable typically have higher levels of math identity regardless of their race or gender. Adolescents’ perceptions of their math teachers as equitable are most salient for adolescents’ math identity in racially diverse schools, where racial differences and stereotypes may be more visible. Findings also indicate the seeming resistance of Black youth to racist stereotypes, whose math identity remains high regardless of their perceptions of their teachers.

show abstract

Section: Math Teachers and Adolescents’ Math Identitymentioning

confidence: 99%

The Relationship between Ninth Graders’ Perceptions of Teacher Equity and Their Math Identity: Differences by Student Race and School Racial Composition

et al. 2023

View full text Add to dashboard Cite

show abstract

“…Bu problemler, iletişimde rol alan sosyal becerileri, güveni, akranlarla yakın ilişkilerin oluşmasını sağlayan duygusal becerileri de olumsuz etkiler (Sperry & Widom, 2013). Ayrıca bu çocuklar, ailesi ve akranlarıyla olan iletişim ve sosyal sorunlarını öğretmenine de yansıtabilecekleri için bu sorunlar, öğretmenin çocuk ile ilgili olumsuz olgular oluşturmasına ve kaygı duymasına sebep olabilir (Rudasill, Gonshak, Pössel, Nichols & Stipanovic, 2013).…”

Section: Introductionunclassified

An investigation of the relationship between childhood abuse experience and social skill levels of teacher candidates<p>Öğretmen adaylarının çocukluk dönemi istismar yaşantıları ile sosyal beceri düzeyleri arasındaki ilişkinin incelenmesi

Bozgün

Pekdoğan

2017

HumanSciences

View full text Add to dashboard Cite

Damaging actions of emotional, social, physical and cognitive development can leave permanent traces in the individual's life. Abuse is also one of the issues to be addressed. Abuse of childhood and its aftermath can negatively affect social development and cause the individual to be deprived of social skills. In this study, it is aimed to investigate the relationship between preservice teachers’ social skill levels and childhood traumas. The study was conducted with the relational screening method of quantitative research methods. In the study group of the research there are 628 preservice teachers who continue to Education Faculty of Amasya University in the academic year 2016-2017. In the collection of data, "Childhood Trauma Scale Short Form" which determines levels of childhood abuse experiences and "Social Skills Inventory Short Form" used to measure social skills levels during adulthood were utilized. In the analysis of data, Pearson Moments Correlation Coefficient was used for determining the relationship between the two scales. In the findings of the study, social skills and childhood abuse were negatively related; but which is not significant for preservice teachers. As a result, it is very important for the prospective teachers to be aware of the negative effect of the abuse experience on social skills development in their professional lives. Studies may be made to teacher candidates or teachers to explain the negative effects of abuse and the importance of social skills.Extended English abstract is in the end of PDF (TURKISH) file. ÖzetDuygusal, sosyal, fiziksel, bilişsel gelişimi zedeleyici eylemler bireyin yaşamında kalıcı izler bırakabilmektedir. İstismar da bu nedenle üzerinde durulması gereken konular arasında yer almaktadır. Çocukluk dönemi ve sonrasında etkisini sürdüren istismar, sosyal gelişimi olumsuz etkileyerek bireyin sosyal becerilerden yoksun olmasına neden olabilmektedir. Bu çalışmada, öğretmen adaylarının sosyal beceri düzeyleri ile çocukluk çağı istismar yaşantıları arasındaki ilişkisinin incelenmesi amaçlanmaktadır. Nicel araştırma yöntemlerinden ilişkisel tarama deseni ile gerçekleştirilen araştırmanın çalışma grubunu, 2016-2017 eğitim-öğretim yılında Amasya Üniversitesi Eğitim Fakültesi’nde öğrenim gören 628 öğretmen adayı oluşturmaktadır. Verilerin toplanmasında çocukluk dönemi istismar yaşantıları düzeylerini belirleyen “Çocukluk Çağı Örselenme Yaşantıları Ölçeği Kısa Formu” ve yetişkinlik dönemindeki sosyal beceri düzeylerini ölçmek amacıyla kullanılan “Sosyal Beceri Envanteri Kısa Formu”ndan yararlanılmıştır. Verilerin analizinde iki ölçek arasındaki ilişkileri belirlemek için pearson momentler çarpımı korelasyon katsayısı kullanılmıştır. Çalışmanın bulguları incelendiğinde öğretmen adaylarının sosyal becerileri ile çocukluk çağı istismar yaşantıları arasında negatif yönde anlamlı olmayan bir ilişkinin olduğu görülmektedir. Sonuç olarak öğretmen adaylarının istismar yaşantısının sosyal beceri gelişimine olumsuz etkisinin farkında olmaları mesleki yaşamlarında büyük önem taşımaktadır. Öğretmen adaylarına ya da öğretmenlere istismarın olumsuz etkilerinin ve sosyal becerinin önemini aktaracak çalışmalar yapılabilir.

show abstract

Examining School Attachment, Social Support, and Trauma Symptomatology Among Court-Involved, Female Students

et al. 2017

View full text Add to dashboard Cite

Assessments of Student–Teacher Relationships in Residential Treatment Center Schools

Cited by 10 publications

References 101 publications

The Relationship between Ninth Graders’ Perceptions of Teacher Equity and Their Math Identity: Differences by Student Race and School Racial Composition

The Relationship between Ninth Graders’ Perceptions of Teacher Equity and Their Math Identity: Differences by Student Race and School Racial Composition

An investigation of the relationship between childhood abuse experience and social skill levels of teacher candidates<p>Öğretmen adaylarının çocukluk dönemi istismar yaşantıları ile sosyal beceri düzeyleri arasındaki ilişkinin incelenmesi

Examining School Attachment, Social Support, and Trauma Symptomatology Among Court-Involved, Female Students

Contact Info

Product

Resources

About