To be published in the Handbook of Classroom Management: Research, Practice, and Contemporary Issues, Lawrence Erlbaum Associates IntroductionThis chapter reports on results of research from 25-year program of studies investigating teacher-student interpersonal relationships in secondary classrooms. This research focuses on the role of the teacher and builds a knowledge base about managing classrooms to create effective learning environments. Starting in the Netherlands, this line of research now has developed to many other countries such as Australia, Canada, Israel, Slovenia, Turkey, Korea, Taiwan, Singapore and the US. In this chapter, we will focus on Dutch research, referring when useful to the research in other countries.We begin this chapter with a discussion of the multiple perspectives that can be used to analyze teaching and then describe the communicative systems approach, the central element of the interpersonal perspective that is the focus of this chapter. We then turn to other element, the Model for Interpersonal Teacher Behavior and measurement instruments developed to map teacher interpersonal behavior. The remainder of the chapter reviews studies on diverse issues covering the development of interpersonal teacher behavior during the teaching career, problems of beginning and experienced teachers including the non-verbal behavior and the spatial position of the teacher in the class, teacher interpersonal relations and student outcomes, differences between teacher and student perceptions of the relationship, and finally interventions to improve relationships in class. Multiple perspectives on teachingClassroom teaching is a complex task in a complex environment. Usually a (Dutch) secondary school teacher is in a modest-sized room with between 20 and 40 students. Many factors including emotional, cultural, interpersonal, and environmental issues influence the teacher, the students, and what occurs in class (Shuell, 1996). To reach their aims in this complex situation teachers have to fulfill many functions often at the same time (e.g. motivating, instructing, and organizing) (see Doyle in this volume XXXX). To grasp this complexity, some researchers 1 distinguish between different types of teaching acts such as classroom management or instructional behaviors (e.g., Brophy & Good, 1986;Creemers, 1994;Lee, 1995 Lincoln's paper on the constitution show, for example, the perspective of instructional effectiveness, a discourse perspective, a moral perspective, and a gender perspective (see the analysis of the Bennett tape, Morine-Dershimer, 1986).As will be clear from these examples, perspectives can be distinguished from each other, but some also overlap. In particular, the classroom management and interpersonal perspectives overlap. In the research reviewed in this chapter, teaching has been studied from an interpersonal perspective. The interpersonal perspective describes and analyzes teaching in terms of the relationship between teacher and students. The analysis of the teacher role in this persp...

No abstract

While the educational literature mentions several obstacles affecting the effectiveness of collaborative learning (CL), they have often been investigated through the perceptions of only one actor, either teachers or students. Therefore, some sources of obstacles that teachers and students encounter may not have been revealed. In this study, 19 teachers and 23 students in different disciplines at a pre-service teacher education faculty at a university in Vietnam were interviewed. In total, 47% of the teachers taught science subjects and 53% taught social subjects; 35% of the students majored in science subjects, 57% in social subjects, and 8% in primary education. With regard to study cohorts, 22% of the students were in the first and second year while 78% were in the third and fourth year of their fouryear bachelor's programme. These programmes produce qualified teachers for primary and secondary schools nationwide. Based on grounded theory analysis, four common obstacles to collaboration were identified: students' lack of collaborative skills, free-riding, competence status, and friendship. Furthermore, the results showed three interrelated antecedents that contribute to these obstacles. Central to the antecedents is the strong focus of the teachers on the cognitive aspects of CL, which led the participating teachers to neglect the collaborative aspects of CL. These antecedents were demonstrated in the ways teachers set CL goals, provided instruction, and assessed student collaboration. This study may be useful for educators, designers, and researchers to foster the quality of student collaboration.

This paper reports on results of research from a 25-year program of studies investigating teacher-student relationships in secondary classrooms. The authors review the research that examines teaching from an interpersonal perspective using a communicative systems approach and propose a model to describe teacher-student relationships in terms of teacher behavior. The studies used the Questionnaire on Teacher Interaction (QTI) to collect data on students' and teachers' perceptions of the teacher-student relationship. The authors review studies showing that teacher-student relationships appropriate for high student outcomes are characterized by a rather high degree of teacher influence and proximity towards students. Studies on non-verbal behavior and the spatial position of the teacher in the class support the need for beginning teachers to portray the image of an experienced teacher whenever they address the class as a group. The paper concludes that the QTI is a useful research tool, but research on the QTI as a feedback instrument for teachers is insufficient to prove its usefulness. r

The supervisor-doctoral student interpersonal relationship is important for the success of a PhD-project. Therefore, information about doctoral students' perceptions of their relationship with their supervisor can be useful for providing detailed feedback to supervisors aiming at improving the quality of their supervision. This paper describes the development of the questionnaire on supervisor-doctoral student interaction (QSDI). This questionnaire aims at gathering information about doctoral students' perceptions of the interpersonal style of their supervisor. The QSDI appeared to be a reliable and valid instrument. It can be used in research on the relationship between supervisor and doctoral student and can provide supervisors with feedback on their interpersonal style towards a particular student.