Longitudinal and Contextual Associations Between Teacher–Student Relationships and Student Engagement

Quin, Daniel

doi:10.3102/0034654316669434

Cited by 333 publications

(266 citation statements)

References 115 publications

(257 reference statements)

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“…External psychosocial influences on SE include the school community, teachers, peers and the wider community in which the student is situated (Aldridge & McChesney, ; Quin, ). Another particularly important relationship, vital in fostering SE within the classroom, is that between students and their parents and families (Bempechat & Shernoff, ; Raftery, Grolnick, & Flamm, ).…”

Section: Literature Reviewmentioning

confidence: 99%

Flipped learning and parent engagement in secondary schools: A South Australian case study

Bond¹

2019

Brit J Educational Tech

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Parent involvement in and engagement with children's learning has been shown to strongly influence student achievement, engagement, motivation and school completion. However, parent involvement decreases once students reach middle school, as subject content gets harder, the number of teachers increases, and students are less likely to share their homework and learning with parents. To this end, the flipped learning (FL) approach has received growing attention, with evidence of improved higher order thinking and collaborative skills and increased transparency for parents. This paper explores school leader, parent, student and teacher perceptions of the FL approach, through the lens of a 1-year case study of two rural South Australian schools, in order to uncover how the approach affects parent engagement. Findings reveal that, whilst stakeholders feel that the flipped approach is beneficial for absent students, to reinforce content and increase student responsibility, it has not yet improved transparency for parents, with a disconnect between what schools think parents know and are engaging in, and the actual level of parent engagement in student learning. Recommendations for schools implementing the FL approach are provided against a bioecological model, adapted for this study. of students, teachers and parents, this paper is an important addition to the literature, drawing together research on student engagement, parent involvement and engagement and FL, through a sociocultural lens. Literature review Student engagementDeveloping and enhancing student engagement (SE) is a key goal of educators and it has been the subject of much debate in educational research, owing to its complex and multifaceted nature (Appleton, Christenson, & Furlong, 2008;Eccles, 2016). For the purposes of this study, SE is defined as: the energy and effort that students employ within their learning community, observable via any number of behavioural, cognitive or affective indicators across a continuum. It is shaped by a range of structural and internal influences, including the complex interplay of relationships, learning activities and the learning environment. The more students are engaged and empowered within their learning community, the more likely they are to channel that energy back into their learning, leading to a range of short and long term outcomes, that can likewise further fuel engagement.

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Section: Literature Reviewmentioning

confidence: 99%

Flipped learning and parent engagement in secondary schools: A South Australian case study

Bond¹

2019

Brit J Educational Tech

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“…nadlegovanje v šoli (Powell et al, 2015). Splošneje so nedavne raziskave pokazale povezave med razmerji učenci -uči telji in številnimi kazalniki delovanja učencev v šoli (Quin, 2017). 6 Nekatere raziskave izpostavljajo, da lahko percepcija učenca o razredni kli mi igra pomembno vlogo pri pomoči učencu, da razume prednosti demokra tičnih vrednot in dejanj (glej npr.…”

Section: Participatorni Procesi In Socialne Interakcije V šOliunclassified

Državljanska vzgoja v Sloveniji: nacionalno poročilo Mednarodne raziskave državljanske vzgoje in izobraževanja (IEA ICCS 2016)

Klemenčič¹,

Mirazchiyski²,

Novak³

2019

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državljanska vzgoja v sloveniji 60 Primeri vprašanj iz preverjanja državljanskega znanja 60 Prvi primer vprašanja 61 Drugi primer vprašanja 61 Tretji primer vprašanja 61 Četrti primer vprašanja 62 Peti primer vprašanja 62 Šesti primer vprašanja 63 Sedmi primer vprašanja 63 Osmi primer vprašanja 64 Dosežki državljanske vednosti učencev 67 Porazdelitev državljanske vednosti učencev po zahtevnostnih ravneh 68 Razlike med spoloma 69 Državljanska vednost učencev in SES, migrantsko ozadje ter jezik, ki ga govorijo doma 71 Trendi dosežkov državljanske vednosti 73 Vidiki državljanskega delovanja učencev v Sloveniji 74 Osebna vključenost v politična in družbena vprašanja 76 Participacija učencev v državljanskih aktivnostih na šoli 78 Dejanska in pričakovana participacija učencev zunaj šole 83 Stališča učencev o pomembnih vprašanjih v družbi v Sloveniji 83 Stališča učencev o demokraciji in državljanstvu 86 Stališča učencev o enakih možnostih 89 Stališča učencev glede globalnih tematik, zaupanja v institucije ter stališča glede vpliva religij na družbe 93 Stališča učencev glede zaupanja v politične institucije 96 Stališča učencev o vlogi religije pri vplivu na družbo 99 Vloga šole in skupnosti pri državljanski vzgoji in izobraževanju v Sloveniji 99 Participatorni procesi in socialne interakcije v šoli 102 Razredna in šolska klima 106 Različne oblike trpinčenja v šoli 110 Sodelovanje učencev v aktivnostih v skupnosti 113 Državljanska vzgoja in izobraževanje v razredu/šoli 115 Povzetek 117 Summary 119 Literatura 127 Internetni viri 129 O avtorjih 131 Imensko in stvarno kazalo 9 29 Tabela 1.1: Delež pokritosti različnih domen v raziskavi ICCS 2016 (instrumenta za učence) Izobraževalni sistem Belgija (flamski del) 538 (5,4) 537 (4,6) 1 (5,8) Povprečje ICCS 2016 530 (0,8) 505 (0,8) 25 (0,9) Izobraževalna sistema, ki nista dosegla standardov vzorčenja Hong Kong LRK 532 (6,6) 499 (7,7) 33 (6,9) Južna Koreja 2 568 (4,8) 537 (3,4) 31 (4,6) Povprečna vednost na lestvici znanja-dekleta Povprečna vednost na lestvici znanja-fantje Razlika absolutne vrednosti Izobraževalni sistem Belgija (flamski del) 16 (1,6) 489 (7,3) 548 (3,8) 8 4 (1,6) Bolgarija 0 (0,1)^488 (5,1) 100 (0,1) Čile 2 (0,3) 463 (13,4) 489 (3,0) 9 8 (0,3) Kitajski Tajpej 1 (0,2)^583 (2,9) 9 9 (0,2) Kolumbija 1 (0,1) 395 (20,3) 485 (3,3) 9 9 (0,1) Hrvaška 9 (0,9) 526 (6,7) 533 (2,4) 9 1 (0,9) Danska † 9 (0,8) 533 (7,6) 594 (2,8) 9 1 (0,8) Dominikanska republika 3 (0,4) 365 (8,8) 388 (3,0) 9 7 (0,4) Estonija 1 9 (7 (0,2) 479 (2,2) 523 (0,7) 93 (0,2) Izobraževalna sistema, ki nista dosegla standardov vzorčenja Hong Kong LRK 32 (1,3) 523 (7,5) 514 (7,0) 6 8 (1,3) Južna Koreja 2 0 (0,1)^553 (3,6) 100 (0,1) Povprečja, ki so znatno večja (p>0.05), kot tista v primerjalni skupini, so označena s krepko pisavo. () Standardne napake so navedene v oklepajih. Ker so rezultati zaokroženi na najbližje celo število, se lahko nekatere vrednosti zdijo neskladne. 2 Izobraževalni sistem je raziskavo na ciljni populaciji izvedel v prvi polovici šolskega leta. Razlika med primerjalnima skupinam...

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“…However, the first effect of suspension is loss of instruction time and the potential positive normative effects of the classroom environment and the school as a protective factor against problem behaviours. The ability of the teacher to form a positive relationship and respond to not only the curriculum requirements but also the socio-emotional needs of the student is an acknowledged key factor in academic success (Quin, 2017). Suspension can also result in suspended students experiencing a negative stigma from the school environment (Costenbader & Markson, 1998;Quin & Hemphill, 2014), further diminishing school engagement.…”

Section: Discussionmentioning

confidence: 99%

Levels of problem behaviours and risk and protective factors In suspended and non-suspended students

Quin

2019

The Educational and Developmental Psychologist

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External suspension from school is a common disciplinary practice in traditionally English-speaking countries. Few studies have sought student perceptions of school suspension, as well as measures of problem behaviours and emotional problems, and known factors that influence the development of antisocial behaviour, to examine associations between these variables. Three hundred and four adolescents, aged 12–17 years, from five schools in southern Australia completed a self-report questionnaire that asked about behavioural and mental health problems, and risk and protective factors known to be associated with suspension. Seventy-four of the participants had been previously suspended from school at least once. Having been previously suspended was associated with a greater level of problem behaviours and emotions, poor family management, low school commitment, reduced supportive teacher relationships, and interactions with antisocial peers. School suspension appears likely to be applied to students who lack the ability to self-regulate their behaviours and emotional problems in the classroom. By excluding students from school, pre-existing behavioural problems may be exacerbated by diminishing school protective factors and increasing exposure to known risk factors. Adolescents most at risk of being suspended would benefit from alternative school behaviour management policies and procedures that maintain the school as a protective factor.

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Longitudinal and Contextual Associations Between Teacher–Student Relationships and Student Engagement

Cited by 333 publications

References 115 publications

Flipped learning and parent engagement in secondary schools: A South Australian case study

Flipped learning and parent engagement in secondary schools: A South Australian case study

Državljanska vzgoja v Sloveniji: nacionalno poročilo Mednarodne raziskave državljanske vzgoje in izobraževanja (IEA ICCS 2016)

Levels of problem behaviours and risk and protective factors In suspended and non-suspended students

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