Enhancing relationships between children and teachers.

Measure Twice, Cut down Error: A Process for Enhancing the Validity of Survey Scales

“…In our examination of the TSR literature we observed that past research often examined small-grain sub-components of TSR (e.g., Wentzel, 1997, and her work on teacher caring), assessed the teachers' (e.g., Birch & Ladd, 1998) or students' (e.g., Goodenow, 1993) perceptions of the relationships (though rarely both), and more frequently focused on elementary school students (Pianta, 1999). Thus, despite the excellent work in this field, we saw ways in which a more comprehensive (i.e., large-grain) measure of TSR that captured both teacher and student perceptions at the secondary level could make important scientific and practical contributions.…”

“…Our final conceptualization of TSR -that they are a dynamic and reciprocal social process consisting of students' and teachers' interpersonal interactions and their respective perceptions of those interactions -drew heavily from Pianta's (1999) work. However, our largegrain approach and need for parallel teacher and student measures distinguished our measure from previous ones.…”

Through the lens of B.Ed. students’ self-narratives: The motivational roles of significant others in literacy acquisition

“…This finding indicates that deserved praise and appropriate rewards should be directed, in particular, to at risk students in the tutorial classes.Competence and relatedness are closely aligned in academic literacy development. Researchers have confirmed that the relationship that children have with their TEACHERS in school is particularly important for those who are at risk of academic failure or dropping out of school (Pianta 1999). This is also true for university students, as demonstrated by Boakye's (2012) research.…”

Élaboration de l’Échelle du sentiment d’efficacité personnelle des enseignants en gestion de classe (ÉSEPGC)

“…la qualité de celle-ci influence aussi le climat de classe et la conduite des élèves (Hamre & Pianta, 2005). elle joue également un rôle important dans la trajectoire du développement comportemental des jeunes élèves (Berry & o'connor, 2010 ;doumen et al, 2008 ;Pianta, 1999 ;Potvin, 2009). de plus, la présence d'interactions sociales positives entre les élèves favoriserait le développement d'une image de soi positive et l'émergence d'un sentiment d'appartenance à la classe (archambault & chouinard, 2009 ;doyle, 2006 ;edmunds & edmunds, 2010 ;evertson & Weinstein, 2006 ;Jones & Jones, 1990 ;thompson, 2012).…”