Improving Interpersonal Teacher Behaviour in the Classroom: a systems communication perspective

Créton, Hans; Hermans, J.A.J.; Wubbels, Theo

doi:10.1080/0311213900180202

Cited by 10 publications

(11 citation statements)

References 10 publications

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“…The QTI originated in The Netherlands and was used to gather students' and teachers' perceptions of interpersonal teacher behavior. It was developed by a team of Dutch educational researchers at the University of Utrecht for their research in secondary classrooms [8,44,53,54,[59][60][61].…”

Section: Methodsmentioning

confidence: 99%

Instructor-Student Interpersonal Interaction and Student Outcomes at the University Level in Indonesia~!2009-08-15~!2009-01-08~!2010-03-09~!

Fraser¹,

Aldridge²,

Soerjaningsih³

2010

TOEDUJ

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This article reports the validity of the Questionnaire on Teacher Interaction (QTI), (developed to assess studentteacher interpersonal interaction) when modified, translated and used at the university level in Indonesia. We also investigated relationships between students' outcomes (achievement and attitudes) and the quality of teacher-student interactions among 422 students in 12 classes in a private university in Indonesia. Data analyses supported the QTI's validity, revealed differences between a computer science and a management department in terms of instructor-student interactions, and identified which types of instructor-student interactions are most likely to promote student outcomes at the university level.

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Section: Methodsmentioning

confidence: 99%

Instructor-Student Interpersonal Interaction and Student Outcomes at the University Level in Indonesia~!2009-08-15~!2009-01-08~!2010-03-09~!

Fraser¹,

Aldridge²,

Soerjaningsih³

2010

TOEDUJ

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“…While Creton et al (1990) have drawn attention to the importance of interpersonal relationships in the classroom and the implications for teacher education, the research presented here goes further in two ways. First, the analysis of interpersonal relationDownloaded by [UQ Library] at 09:31 20 November 2014 ships is located within broader sociological considerations of the role structure and normative expectations of teachers and students, which interaction theorists suggest are the essential elements of social processes.…”

Section: Theoretical and Empirical Backgroundmentioning

confidence: 97%

“…Whereas Creton et al (1990) base their analysis on the social psychology of Leary (1957), the research here is based on the rich tradition of interactional theory. Through the analysis of the expectations governing teacher/student interaction, it might be possible to understand how the social structure of society is reproduced in the classroom.…”

Section: Theoretical and Empirical Backgroundmentioning

confidence: 99%

“…The qualitative aspects of the norms structuring this relationship are quantified, using a word-counting programme, and presented in the graphic form developed by Creton et al (1990) in the case of effective teachers, and extended in a similar form to show the reciprocal expectations of the 'effective students' in this relationship.…”

Section: Theoretical and Empirical Backgroundmentioning

confidence: 99%

“…The major conclusion of the past 2 years of research is that the nature of the relationship between the teacher and student is critical in facilitating a successful outcome for the 'educational process' and in stimulating students to continue their education. The research discussed here focuses on the teacher/student relationship and extends the work of Creton et al (1990) and Brekelmans et al (1990) both theoretically and empirically.…”

Section: Introductionmentioning

confidence: 97%

See 2 more Smart Citations

The Normative Dimensions of Teacher/Student Interaction

Holloway

1994

South Pacific Journal of Teacher Education

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The asymmetrical structure of educational attainment has been documented widely. The main unresolved problem in educational research now is to explain the process by which this occurs (i.e. the process of social reproduction). In this research, all students in government secondary colleges in Tasmania were asked to nominate teachers who had been 'especially helpful or encouraging'. A teaching style questionnaire was issued subsequently to all teachers (n = 505) receiving two or more nominations. Also, the top 25 teachers were interviewed. The results show that the teacher/student relationship is critical in facilitating the 'educational process', that this relationship is based on the reciprocal expectations (norms) of students and teachers, and that 'effective' teachers use specific techniques in establishing their relationships with students. The research is based on an innovative technique of quantifying the qualitative aspects of these norms or 'working models'. The results suggest that training effective teachers requires more attention to the nature of the relationship between teachers and students. An effective relationship with students can be achieved using a variety of 'role destructuring' techniques.

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