Gender and Race Differences in Middle School Students' Perceptions of Caring Teacher Behaviors

Tosolt, Brandelyn

doi:10.1080/15210960.2010.504484

Cited by 26 publications

(34 citation statements)

References 19 publications

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“…In a similar vein, Tosolt (2010) proposed caring behavior from teachers to be important for both girls and boys, but noted girls give more importance to academically nurturing behaviors, while boys value interpersonal caring behaviors. It is stressed that the relationships between boys and their teachers is characterized are less familiar when compared with that of girls because boys are less conforming and self-regulating than girls (Hughes & Kwok, 2007).…”

Section: Discussionmentioning

confidence: 99%

“…This reveals that teachers are in a powerful position to influence a student's sense of belonging to the school. Previous research has shown that teacher support may have the most direct effect on adolescent engagement, beyond the support of parents and peers (Connell & Wellborn, 1991;Murray & Greenberg, 2000;Newmann, 1992;Tosolt, 2010;Wentzel, 1998). According to Wentzel (1999), before expecting adolescents to feel a sense of belonging to the larger school community, they must first develop an attachment with the teacher.…”

Section: Discussionmentioning

confidence: 99%

“…It has furthermore been emphasized in the literature that the most frequently stated indicator of highly effective schools for students is a caring environment exhibiting a homelike atmosphere in which teachers treat all students with respect and care, and interact with them in relationships similar to the extended family (Tosolt, 2010). Similarly, it has been emphasized that when teachers express care toward students, behave sensitively, communicate respect and interest, and remain warm and engaged, this not only improves individual relationships, students' sense of school belonging, cooperation among students, and motivates students to learn, as well as prevents and diffuses disturbing behavior, but also affects the broader climate and reduces classroom conflicts (Giani & O'Guin, 2010;Ma, 2003).…”

Section: Teacher-student Relationshipsmentioning

confidence: 99%

“…Also, adolescent girls have more friends than do their male peers, and need more nurturing behavior from their friends than boys do (Kiesner, Cadinu, Poulin, & Bucci, 2002). In addition, Tosolt (2010) expressed that although both girls and boys value teacher care, girls ascribe more importance to academically nurturing behavior, while boys focus on interpersonal caring behavior. However, Tosolt stated that adolescent boys must be encouraged to express their desire for interpersonal caring behavior, which girls already receive.…”

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confidence: 99%

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School Belonging of Adolescents: The Role of Teacher–Student Relationships, Peer Relationships and Family Involvement

2017

EDUC SCI-THEOR PRACT

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Teacher-student Relationshipsmentioning

confidence: 99%

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confidence: 99%

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School Belonging of Adolescents: The Role of Teacher–Student Relationships, Peer Relationships and Family Involvement

2017

EDUC SCI-THEOR PRACT

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“…Caring has been recognized as an increasingly important concept in the K-12 context (Banks, 2009;Ferreira, Smith, & Bosworth, 2002;Goldstein, 1998Goldstein, , 2002Lewis, et al, in press;Tosolt, 2010). Researchers and practitioners have acknowledged that teacher caring is imperative because education is predominantly a moral endeavor (Goodlad, 1984(Goodlad, , 1990Goodlad, Soder, & Sirotnik, 1990;Noddings, 1984).…”

Section: Introductionmentioning

confidence: 99%

IRRODL Volume 14, Number 5

Authors

2013

IRRODL

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This is my first editorial of IRRODL as one of the two co-editors with Dianne Conrad.As she did previously, I would like to take this opportunity to thank Terry Anderson for all the work he has done in building IRRODL into a world class scholarly journal, a leader in our field. And neither of us could manage this feat without the professional assistance of Brigette McConkey, IRRODL's managing editor.The articles in this issue of IRRODL have been grouped into two sections. The first provides us with research findings of interest to educational administrators and consists of articles on capacity building and leadership as well as more technical research on computer security and modeling. The second section is concerned with teaching and learning and consists of articles on training and teaching methods followed by research studies related to interactivity and social media. lectures, service quality, and innovativeness were all significant factors affecting behavioural intention to use mobile learning. Capacity building/leadership Administration Computer security and modelingOnline learning administrators need to be more aware of issues surrounding computer security and computer modeling. In their paper, Chen and He use blog mining as well as a traditional literature search to determine the awareness of security risks in online environments, noting that security is not considered to be a top priority. On the other hand, Amigud conducted a survey of five distance education programs on their learner authentication strategies, confirming that at least in this one problem area, secure identification is possible at a distance. The Yildiz et al. paper describes a fuzzy model program designed to accurately predict students' performance, concluding that the most accurate results came from the model that was based on experts' opinions. Teaching and Interactivity TeachingUsing a qualitative meta-ethnographic approach, Mbati explored student experiences using social media, finding that online discussion forums are ideal for the stimulation of learning in elearning programs. Shattuck and Anderson explored whether a training course had any impact on teaching practice. They recommend design principles for instructor training. Mavroudi and Hadzilacos adopted a learning needs approach to study the design of courses for elearning. They combined learner, context, and needs analyses into a coherent framework for replication. InteractivityInter-personal interaction has been identified by many researchers as an important learning variable that can be supported online using social media. Castaño-Muñoz et al. The paper explores the interaction effects of level and agreement, finding that in classes with high levels of teaching presence, the higher the agreement about teaching presence, the higher the agreement about cognitive and social presence especially for classes reporting stronger levels of cognitive and social presence. In classes with lower levels of teaching presence, agreement has a different effect.

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Predicting academic achievement by class‐level emotions and perceived homeroom teachers’ emotional support

Kashy-Rosenbaum

Kaplan

Israel-Cohen

2018

Psychology in the Schools

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Using a multilevel approach, this study examined the role of classroom emotional climate on students' academic achievement. Positive and negative emotions and homeroom teachers' support were used to assess the classroom emotional climate on the individual and class levels. To our knowledge, no study to date has investigated these specific aspects of the classroom emotional climate in relation to students' GPA. Data were collected from 73 classrooms in grades 7-12 (N = 1,641, students; 53% female) across three schools in Israel.Findings revealed that aggregated levels of both positive affect and perceived homeroom teacher support were positively tied to GPA and that aggregated levels of negative affect were negatively tied to GPA. The final model included gender, teacher support, individual and class emotions and explained 14% of within-class GPA. A central implication of this study is the relevance of having an emotionally supportive homeroom teacher for students' academic achievement.

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Gender and Race Differences in Middle School Students' Perceptions of Caring Teacher Behaviors

Cited by 26 publications

References 19 publications

School Belonging of Adolescents: The Role of Teacher–Student Relationships, Peer Relationships and Family Involvement

School Belonging of Adolescents: The Role of Teacher–Student Relationships, Peer Relationships and Family Involvement

IRRODL Volume 14, Number 5

Predicting academic achievement by class‐level emotions and perceived homeroom teachers’ emotional support

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