The role of elementary teachers’ conceptions of closeness to students on their differential behaviour in the classroom

Newberry, Melissa; Davis, Heather A.

doi:10.1016/j.tate.2008.02.015

Cited by 87 publications

(61 citation statements)

References 31 publications

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“…Ms. Harold presented loud and sometimes negative interactions with her students, and they did not respond well to this discipline style. This has also been reported in the literature (Newberry & Davis, 2008). Although baseline data were variable, the students in Mr. Winters and Dr. Robinson's classes showed an increase in trend with the onset on teacher given OTR.…”

Section: Teacher Resultssupporting

confidence: 83%

Effects of Professional Development and Videoconferencing on the Increase of Opportunities to Respond and the On-Task Behavior of Students with Emotional Behavior Disorders

2018

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Aim/Purpose: This study explored an alternative means to offering supervisory coaching to teachers, professional development, and virtual teacher coaching through the use of videoconferencing. Background: Teacher coaching has been identified as an effective way to improve teacher implementation of research proven effective classroom strategies. The use of technology to implement coaching widens the audience of coaches that one coach can reach. Methodology : A single-case multiple baseline design was used to investigate the effect the intervention had on the frequency with which teachers offer Opportunities to Respond (OTR) and on the on-task behavior of middle school students with emotional/ behavior disorders (E/BD). Contribution: This paper expands the body of knowledge on teacher coaching to include the use of technology. Findings: Results indicated there was a functional relationship between virtual teacher coaching with videoconferencing and teacher rates of OTR. However, no functional relationship was observed between teachers given OTR and student on-task behavior. Recommendations for Practitioners : The use of technology to implement coaching widens the audience of coaches that one coach can reach. Recommendation for Researchers: Future researchers should consider collecting data on academic information such as the number of correct responses in addition to on-task behavior. Impact on Society : Teacher practitioners will be able to benefit from increased access to coaches, improving effective implementation of evidence-based practices. Future Research: Among other things, researchers could consider studying students with disabilities other than emotional/behavioral disorders and even students without disabilities may give important information on how opportunities to respond works with other populations.

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Section: Teacher Resultssupporting

confidence: 83%

Effects of Professional Development and Videoconferencing on the Increase of Opportunities to Respond and the On-Task Behavior of Students with Emotional Behavior Disorders

2018

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“…The interconnectedness between these models could explain how teacher-child relationships can affect teachers' professional and personal self-images and could elucidate the notion that teachers invest "themselves" in relationships with individual students (Nias 1996). It explicates that teachers are emotionally vulnerable and may experience not only professional but also personal failure when relationships with students are poor (Hargreaves 1998(Hargreaves , 2000Newberry and Davis 2008;O'Connor 2008).…”

Section: The Need For Relatednessmentioning

confidence: 99%

“…Teacher-student relationships characterized by conflict and mistrust have deleterious effects on children's learning (e.g., Hamre and Pianta 2001). Yet, relatively little is known about the interpersonal demands that teachers may experience from their students (Newberry and Davis 2008). Also, there is little recognition of the internal needs that teachers themselves may have for positive, personal relationships with individual students.…”

mentioning

confidence: 99%

Teacher Wellbeing: The Importance of Teacher–Student Relationships

2011

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Many studies have examined the importance of teacher-student relationships for the development of children. Much less is known, however, about how these relationships impact the professional and personal lives of teachers. This review considers the importance of teacher-student relationships for the wellbeing of teachers starting from the Transactional Model of Stress and Coping of Lazarus (1991). Based on theories on interpersonal relationships, it is postulated that teachers have a basic need for relatedness with the students in their class. It is discussed that teachers internalize experiences with students in representational models of relationships that guide emotional responses in daily interactions with students and change teacher wellbeing in the long run. In addition, the notion of mental representations of relationships at different levels of generalization could offer a window to understand how individual teacher-student relationships may affect the professional and personal self-esteem of teachers. Lastly, it is argued that the influence of student misbehavior on teacher stress may be more fully understood from a relationship perspective. The review shows that few studies have directly tested these propositions and offers suggestions for future research.Keywords Teacher wellbeing . Teacher stress . Teacher-student relationships . Mental representations . Emotions . Behavior problems Insight in teacher wellbeing is important for several reasons. First of all, it adds to the understanding of teacher careers. Knowing factors that are of high concern to teachers is

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“…Further, what appears to be critical towards student classroom behaviour is the need to belong and the ability to develop strong attachments to peers and to the school itself (Albert, 2006;Anderman, 2003;Anderson, Kerr-Roubineck & Rowling, 2006;Newberry & Davis, 2008;Osterman, 2000). Osterman (2000) in an extensive synthesis of the literature on school belonging, identified clearly that students who are accepted, "are more highly motivated and engaged in learning" and in turn this impacted on the "quality of relationships with others" (p. 359).…”

Section: Happiness and Classroom Behaviormentioning

confidence: 99%

Is Being “Smart and Well Behaved” a Recipe for Happiness in Western Australian Primary Schools?

O’Rourke¹,

Cooper²,

Gray³

2012

IJPS

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Little is known about the relationship between students' perceptions of their behaviour and intellectual status within the classroom and their happiness. Educational practitioners consistently confront misbehaviour and academic failure; whether this is an indicator of student happiness is unclear. In this exploratory research two hundred and fifty six students were asked to self-rate their happiness via a faces scale. These students also completed a self-concept scale focussed on behavioural adjustment and intellectual and school status to determine whether these were factors that impacted on their happiness. Additionally, parents and teachers rated the participant's happiness. The findings of this research indicate that the students' perceptions of their behaviour and academic capability accounted for variance in their self-rated happiness. Both sub-scales accounted for more variance in the students' self-reported happiness than the teachers' and parents' ratings. The findings of this research are consistent with the few previous studies that attribute social factors such as belonging to childhood happiness.

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The role of elementary teachers’ conceptions of closeness to students on their differential behaviour in the classroom

Cited by 87 publications

References 31 publications

Effects of Professional Development and Videoconferencing on the Increase of Opportunities to Respond and the On-Task Behavior of Students with Emotional Behavior Disorders

Effects of Professional Development and Videoconferencing on the Increase of Opportunities to Respond and the On-Task Behavior of Students with Emotional Behavior Disorders

Teacher Wellbeing: The Importance of Teacher–Student Relationships

Is Being “Smart and Well Behaved” a Recipe for Happiness in Western Australian Primary Schools?

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