Teaching social perspective taking: how educators might learn from the Army

Gehlbach, Hunter; Young, Lissa V.; Roan, Linda

doi:10.1080/01443410.2011.652807

Cited by 18 publications

(9 citation statements)

References 22 publications

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“…The malleability of these characteristics makes them attractive candidates as the loci for interventions. Social perspective taking has been improved through different types of interventions (Ekman & Friesen, 2003; Gehlbach, Young, & Roan, 2011) and perceptions of similarity have a history of being successfully manipulated by social psychologists (Montoya, Horton, & Kirchner, 2008). Thus, researchers might take advantage of these past successes in crafting classroom interventions.…”

Section: Discussionmentioning

confidence: 99%

Changes in teacher–student relationships

Gehlbach

Brinkworth

Harris

2011

Brit J of Edu Psychol

Self Cite

125

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Structured Abstract:Background: Although teacher-student relationships lie at the heart of students' schooling experience, fundamental questions regarding these relationships remain unanswered.Aims: This study investigates three related questions about these relationships: To what extent do they change from the beginning to the end of a school year? Are any emergent changes associated with shifts in students' academic or motivational outcomes? Are certain "upstream" factors associated with improvements or declines in teacher-student relationships?Sample: We investigate these questions with a sample of middle school students (N = 119) and their teachers (N = 30).Methods: Through a novel approach which accounts for both perspectives within teacherstudent relationships, we assess these relationships at the beginning and end of the school year.Using multi-level models, we examine how changes in these relationships are associated with changes in students' grades, homework completion rates, self-efficacy, and effort. In addition, we examine associations with two potential precursors to teacher-student relationships: students' accuracy in taking their teachers' perspective and their perceptions of similarity to their teachers. Results:We find that substantial changes occur in these relationships from the beginning to the end of the year; these changes are associated with shifts in important student outcomes; and changes in students' social perspective taking accuracy and perceived similarity to their teachers correspond with changes in teacher-student relationships. Conclusions:Given the malleability of teacher-student relationships and their importance for key achievement and motivational outcomes, we advocate for researchers to conduct field experiments to inform how to improve these critical relationships.Keywords: achievement; adolescence; effort; middle school; motivation; self-efficacy; similarity; social perspective taking; social processes / development; teacher-student relationships Running head: CHANGES IN TEACHER-STUDENT RELATIONSHIPS 3Changes in teacher-student relationships For 30 years, I've been covering school reform and we've basically reorganized the bureaucratic boxes -charters, private schools, vouchers -but we've had disappointing results year after year. And the fact is, people learn from people they love. And if you're not talking about the individual relationship between a teacher and a student, you're not talking about that reality. But that reality is expunged from our policy-making process.-David Brooks during his March 2011 TED talkAs David Brooks intimates, teacher-student relationships are among the most fundamental factors in successful schooling. What is especially striking about teacher-student relationships is not just that they matter, but that they appear consequential for such an extraordinary number and variety of academic and motivational outcomes for students (Juvonen, 2006).In this article, we extend the research on teacher-student relationships by examining how they change from...

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Section: Discussionmentioning

confidence: 99%

Changes in teacher–student relationships

Gehlbach

Brinkworth

Harris

2011

Brit J of Edu Psychol

Self Cite

125

View full text Add to dashboard Cite

show abstract

“…It depends on understanding how status differences (gender, age, kinship, power status) contribute to the situation. Recently, some research has examined factors supporting multicultural perspective taking (Rentsch, Gunderson, Goodwin, & Abbe, ), and ways to increase perspective taking skills (Gehlbach, Young, & Roan, ; Roan et al ., ). There is also some literature on the process of gaining empathy with others to understand what they think and feel (Ickes, ), but we did not locate any guidance for police/military personnel.…”

Section: Discussionmentioning

confidence: 99%

Police and Military as Good Strangers

Klein¹,

Klein²,

Lande

et al. 2015

J Occupat & Organ Psyc

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The objective of this project was to understand why and how some police officers and military personnel are more effective than others at managing civilian encounters without creating hostility -'Good Strangers' (GSs). We conducted cognitive task analysis (CTA) interviews with 17 US police officers and 24 US warfighters (Marines and Army soldiers). The interviews yielded a total of 38 incidents (17 police and 21 military), which we used to identify critical skills for functioning as GSs. These skills centred on having a sensemaking frame that established a professional identity as a GS -Someone who seeks opportunities to increase civilian trust in police/military. This frame requires skills in gaining voluntary compliance, building rapport, trading off security and other frames versus trust building, and taking the perspective of civilians. Practitioner pointsTo work effectively with civilians, police and military personnel need to use a Good Stranger frame, which casts each encounter as an opportunity to build trust. This GS frame requires skills such as trading off security to be seen as trustworthy, perspective taking, gaining rapport, gaining voluntary compliance rather than coercive compliance, and de-escalating tense situations. The GS frame may be surprisingly easy to acquire for some police and military; observation of role models and their effectiveness seems to be a powerful training opportunity. Other training leverage points involve peer pressure, becoming more effective at gaining civilian cooperation, and recognizing the problems created by failing to build trust.

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“…The study also finds and acknowledges the multi-social factors which can support the teachers-participants' meaningful ICT learning by linking to other previous studies. The teachers-participants' effective ICT learning requires motivating environment (Daniels, 2011), physical facilities, infrastructure and social facilities (Mege, 2014), interactive learning environment (Ceresia, 2016), motivation from other more competent persons and other more competent users of ICT (Mbalamula, 2016), communities of practice (Snyder & Wenger, 2010;Wenger, 2010), socialization (Toki & Pange, 2013), teachers emotional management in social context (Schonert-Reichl, 2017), social collaboration (Fahim & Haghani, 2012;Raspopovic et al, 2017), teachers' social perspective taking skills (Gehlbach et al, 2012) and cooperative learning skills (Yusnani, 2018).…”

Section: Source: a Model Which Is Developed By The Authors Based On R...mentioning

confidence: 99%

The Multi-dimensions of Teachers’ ICT learning

Suryani

Soedarso

Prasetyowati

et al. 2021

RDJE

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Todays’ teachers should respond to their students’ learning need in this digital era, but frequently they do not know how to operate technology. This situation imposes teachers to survive and grow through self-learning and learning method discovery instead of relying on formal training. This study aims to explore how teachers survive and perform their self-learning. The data are collected from an interview with a senior teacher from higher education institution and twenty-six senior high school teachers’ written responses. The data show that ICT learning requires the integration of affective, social and cognitive functioning through the process of adaptive learning from authentic environment, individual continuous and group learning. The study shows that teachers are potential adaptive learners, who learn from diverse everyday situations. They are engaging in situated learning process. ICT learning workshops are not the only platforms where they can learn ICT. On daily basis, the teachers learn from other more competent teachers, teachers learning communities and their own students

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Teaching social perspective taking: how educators might learn from the Army

Cited by 18 publications

References 22 publications

Changes in teacher–student relationships

Changes in teacher–student relationships

Police and Military as Good Strangers

The Multi-dimensions of Teachers’ ICT learning

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