Establishing Positive Relationships with Secondary Gifted Students and Students with Emotional/Behavioural Disorders: Giving These Diverse Learners What They Need

Kooli mikrokliima: õpetajate toetav käitumine ja õpilaste tulemuslikkus

“…Õpilaste SEStegurite mõjutamiseks koolidel võimalused enamasti puuduvad, küll aga on võimalik pöörata tähelepanu õpetajate tegevusele ja seda suunata. Mitmed uurijad soovitavad parandada õpetaja suhteid õpilastega, sest õpetajate ja õpilaste head suhted toetavad akadeemilist edukust, eriti nooremas koolieas (Capern & Hammond, 2014;Schmitt, Pentimonti, & Justice, 2012). Samuti saab muuta õpetajate suhtu mist õpilastesse positiivsemaks, tagades õpetajatele vajalikud teadmised (Scanlon & BarnesHolmes, 2013).…”

Longitudinal associations of student–teacher relationships and behavioural and emotional strengths on academic achievement

“…These student-teacher relationships can increase a student's motivation for learning, perceived academic competence, school engagement, attitudes toward school and academic achievement, and the teachers can support the students in dealing with the demands of schoolwork (Baker, 2006;Beebe-Frankenberger et al, 2005;Davis, 2003;Hamre & Pianta, 2001;Hughes, 2011;Pianta & Stuhlman, 2004;Roorda et al, 2011;Tsai & Cheney, 2012;Zee, Koomen, & Van der Veen, 2013). Not only do positive student-teacher relationships support students' academic achievement, but they are also an important factor in terms of the socio-emotional needs of students (Capern & Hammond, 2014).…”

“…On the other hand, negative student-teacher relationships are associated with students' problematic behavior and low self-esteem (Baker, 2006;Berry & O'Connor, 2010;Capern & Hammond, 2014;Hamre & Pianta, 2006;Liu, Li, Chen, & Qu, 2015;O'Connor, Dearing, & Collins, 2011;Pianta & Stuhlman, 2004). For example, teachers may have fewer interactions and spend less time to promote success with students who demonstrate problematic behavior and instead must spend more controlling their behavior (Bradley, Doolittle, & Bartolotta, 2008;Hamre & Pianta, 2001;Wehby, Symons, Canale, & Go, 1998).…”

“…For example, teachers may have fewer interactions and spend less time to promote success with students who demonstrate problematic behavior and instead must spend more controlling their behavior (Bradley, Doolittle, & Bartolotta, 2008;Hamre & Pianta, 2001;Wehby, Symons, Canale, & Go, 1998). As Capern and Hammond (2014) stated, positive student-teacher relationships are important for all students but especially for students with emotional and behavioral disorders (EBD). First, there is a plethora of evidence regarding EBD students' underperformance with respect to academic achievement (Kauffman & Landrum, 2013;Lane, Carter, Pierson, & Glaeser, 2006;Nelson, Benner, Lane, & Smith, 2004;Reid, Gonzalez, Nordness, Trout, & Epstein, 2004;Trout, Nordness, Pierce, & Epstein, 2003) and socio-emotional skills (Bowers, 2006;Cullinan & Sabornie, 2004;Kauffman & Landrum, 2013;Quinn, Kavale, Mathur, Rutherford, & Forness, 1999).…”

“…In summary, previous research suggests that student-teacher relationships are one of the most important factors in the school achievement and outcomes of students with behavior and emotional problems (e.g., Baker et al, 2008;Capern & Hammond, 2014;Murray & Murray, 2004). Recently, the value of strength-based assessments has been increasingly recognized in assessing students' socio-emotional behavior (Kauffman & Landrum, 2013).…”