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The goals of this study were (a) to assess the unique contributions of curiosity and demographics to the teacher–student relationship and (b) to identify the most common barriers teachers experience when attempting to build positive relationships with students. A sample of 518 public school teachers from across the United States completed an online survey. The results show that curiosity and grade level predict teacher–student relationships. Students’ negative behavior, time constraints, large class sizes, family issues, and truancy were among the most common barriers to positive teacher–student relationships. The discussion includes theoretical and practical implications for educators and school leaders.
This study explored the role public school principals play in implementing teamwork among K-12 teachers. A sample of 636 U.S. principals completed an online survey rating the importance of teamwork, identifying the barriers teachers face when working in teams, and listing the initiatives they have taken to promote teamwork among teachers. The findings suggest that principals consider teamwork to be very important. They also showed that time constraints, relationship concerns, and differences in teaching and experience are the leading barriers to teamwork. The findings also indicated that principals take initiatives—such as modifying schedules, team-building activities, and professional development—to foster teamwork among teachers.
This research investigates Michigan’s system for funding public schools, particularly for Black students, via critical race theory, focusing on structural racism and discrimination embedded in education finance laws, housing policies, and residential and educational segregation. Our research questions are (i) How does district per-pupil funding in Michigan vary by race and income? (ii) Does variation by race and income depend on whether funding is from state or local sources? (iii) How does district property wealth in Michigan vary by race and income? and (iv) How does the proportion of property wealth Michigan districts commit to local education funding vary by race and income? We find that the average Black student receiving free or reduced-price lunch (FRL) receives $411 less per pupil than the average White student receiving FRL and $783 less per pupil than the average White student who does not receive FRL. These disparities stem entirely from differences in locally sourced district revenues that are the result of vast differences in property wealth. On average, a one-percentage-point increase in a district’s proportion of Black students receiving FRL is associated with a $2,354 decrease in taxable value of property per pupil, implying that a district with all Black students receiving FRL would have $235,400 less taxable value per pupil than a district with no Black students receiving FRL. Through its continued reliance on local property taxation, the school finance system in Michigan is just another example of how laws and policies reinforce structural racism and discrimination against Black students. This study can discern a self-reinforcing system that relegates Blacks to a subordinate socioeconomic status regarding school finance, segregation and housing policy, and discrimination.
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