Curriculum NOW

Schmoker, Mike

doi:10.1177/003172171109300317

Cited by 3 publications

(3 citation statements)

References 1 publication

(1 reference statement)

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“…Strong, positive pupil-teacher relationships, characterised by mutual respect and pupil participation in the classroom [38], have been identified through both qualitative and quantitative studies as crucial to preventing school alienation [39][40][41][42]. Schultz and Rubel [42] identified, through qualitative enquiry, that alienated pupils can feel a sense of powerlessness when describing negative relationships with their teachers; however, findings also showed that young people were still able to form positive relationships with at least one teacher who they viewed as supportive and nurturing.…”

Section: Pupil-teacher Relationships and Alienationmentioning

confidence: 99%

Close and Conflictual: How Pupil–Teacher Relationships Can Contribute to the Alienation of Pupils from Secondary School

Looker,

Kington,

Vickers

2023

Education Sciences

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This article presents previously unreported findings from a larger grounded theory study which explored the intersection between pupil–teacher relationships and secondary pupils who are experiencing school alienation. Mixed data were gathered, using a questionnaire exploring teachers’ perceptions of their relationships with their students, alongside semi-structured, exploratory interviews with teachers and alienated pupils. A critical realist grounded theory design was employed, identifying closeness and conflict as causative mechanisms contributing new insights into the phenomena of school alienation. This approach allowed for data to be triangulated, constantly compared, and used to verify findings. This study discovered some pupils experience a more pronounced subset of alienation, where teachers perceive their relationships with such pupils as being less close and more conflictual when compared to their peers. It also identified that these pupils place an emphasis on negative experiences early into the formation of relationships with their teachers. Such experiences are viewed as critical incidents which are difficult to forget by alienated pupils. A diagram summarising this mechanism is presented, and the paper concludes with some professional strategies for teachers to help repair the relationship and reduce pupils’ feelings of alienation.

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Section: Pupil-teacher Relationships and Alienationmentioning

confidence: 99%

Close and Conflictual: How Pupil–Teacher Relationships Can Contribute to the Alienation of Pupils from Secondary School

Looker,

Kington,

Vickers

2023

Education Sciences

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show abstract

“…Answer: A content-rich curriculum that includes ample amounts of purposeful reading, writing and discussion, and sound lessons, taught in accordance with elements we've known for decades (Schmoker, 2011a, 2011b).…”

mentioning

confidence: 99%

Refocus Professional Development

Schmoker¹

2012

Phi Delta Kappan

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“…No educational innovation, no new teaching tool, method, product, or “proven” program holds a candle to the effect of traditional, reasonably well-executed lessons. Other than a coherent, literacy-rich curriculum (Schmoker, 2011b), no in-school factor would have more effect on the achievement gap or on preparation for the demands of college, careers, or citizenship. Even so, very few schools consistently implement the most fundamental elements of a good lesson, which were formalized by Madeline Hunter and others almost a half century ago (Marzano, 2007).…”

mentioning

confidence: 99%