Meta-Analysis and Common Practice Elements of Universal Approaches to Improving Student-Teacher Relationships

Kincade, Laurie; Cook, Clayton R.; Goerdt, Annie

doi:10.3102/0034654320946836

Cited by 84 publications

(84 citation statements)

References 65 publications

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“…Kincade et al (2020) identified 21 studies focused on improving teacher-student relationships, all of which relied solely on teacher ratings to measure teacher-student relationships. Together, these examples highlight the importance of continuing to develop student-report measures of teacher-student relationships because student reports of relationships could facilitate greater independence between those implementing interventions and the consequent evaluation of program effects.…”

mentioning

confidence: 99%

The Inventory of Teacher‐Student Relationships: Factor structure and associations with school engagement among high‐risk youth

Pham

Murray

Gau

2021

Psychology in the Schools

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mentioning

confidence: 99%

The Inventory of Teacher‐Student Relationships: Factor structure and associations with school engagement among high‐risk youth

Pham

Murray

Gau

2021

Psychology in the Schools

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“…Other implications for policy and practice concern the centrality of the school climate and relationships in students’ rights consciousness. As a positive school climate and high-quality teacher-student relationships contribute to various educational goals (Kincade et al, 2020; Quin, 2017), their impact on students’ perceptions of their rights in school is not surprising. Additionally, as noted, schools’ routine practices are part of their hidden human rights curriculum.…”

Section: Discussionmentioning

confidence: 99%

Students’ Perceptions of Their Rights in School: A Systematic Review of the International Literature

Perry‐Hazan

2021

Review of Educational Research

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This review focuses on students’ perceptions of their rights in elementary and secondary schools. The conceptual framework of rights consciousness was applied to understand how students’ knowledge, experiences, and emotions shape their rights perceptions. The analysis is based on 38 empirical studies conducted in different countries. The findings characterize students’ rights perceptions as intuitive—that is, perceptions that are not grounded in legal rules but in students’ personal insights. The findings also identify key factors affecting students’ perceptions: school context, national context, and students’ individual characteristics. The conclusions underscore that school rights-based practices, student body and school staff diversity, and school relationships influence students’ rights consciousness. However, questions remain concerning how students’ perceptions are affected by cultural repertoires, religion, socioeconomic status, gender, and age. The implications are that future studies should apply a context-based agenda to inform the design and implementation of human rights education programs and rights-based organizational practices.

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“…The importance of positive teacher-child relationships, both for the development of children (e.g., McGrath and Van Bergen, 2015;Roorda et al, 2017) and the well-being of teachers (e.g., Zee et al, 2017;Aldrup et al, 2018;Corbin et al, 2019), is wellestablished. Research on teacher-child relationships has been largely guided by two frameworks, self-determination theory and the extended attachment perspective [for reviews, see Kincade et al (2020); McGrath and Van Bergen (2015); Roorda et al (2017)]. Self-determination theory states that three needs, the need for autonomy, competence, and relatedness, have to be fulfilled in order for children to be able to truly engage in a task (Deci et al, 1991;Ryan and Deci, 2000).…”

Section: The Teacher-child Relationship and Teacher Emotionsmentioning

confidence: 99%

Strengthening Individual Teacher-Child Relationships: An Intervention Study Among Student Teachers in Special Education

et al. 2021

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Relationships with children with special educational needs can be emotionally challenging for teachers and conflicts may negatively impact both children and teachers. Beginning teachers in particular may struggle with negative teacher-child relationships and the emotions these invoke. A first step in coping with relationship difficulties with specific children is increasing the teacher’s awareness and understanding of relational themes and emotions in the relationship with that specific child. Therefore, this multiple case intervention study examined the effects of LLInC (Leerkracht Leerling Interactie Coaching in Dutch, or: Teacher Student Interaction Coaching) in a sample of six student teachers in their final internship. LLInC is a relationship-focused coaching program using narrative interview techniques to facilitate in-depth reflection on teacher-child relationships. The intervention aims to foster teachers’ awareness of (negative) internalized emotions and beliefs in order to improve closeness and positive affect, and to reduce conflict and negative affect in teacher-child relationships. Participants repeatedly reported on their perceptions of the teacher-child relationship and on emotions in relation to a specific child before and after the LLInC intervention, which consisted of two one-on-one sessions with a coach. Visual between- and within-phases analyses revealed differential intervention effects across teachers on the development of teacher-child relationship quality and relationship emotions. For all teachers, except for one, positive effects were found on feelings of joy and perceptions of closeness. Preventive effects (i.e., stopping downward trends) were more often observed for competence-based and relationship-based emotions and perceptions (competence, commitment, closeness) than for basic emotions (joy, anger, worry). Although further research is needed, the results highlight the potential of LLInC in influencing pre-service teachers’ child-specific emotions and relationship perceptions. Directions for future research and implications for teacher education are discussed.

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Meta-Analysis and Common Practice Elements of Universal Approaches to Improving Student-Teacher Relationships

Cited by 84 publications

References 65 publications

The Inventory of Teacher‐Student Relationships: Factor structure and associations with school engagement among high‐risk youth

The Inventory of Teacher‐Student Relationships: Factor structure and associations with school engagement among high‐risk youth

Students’ Perceptions of Their Rights in School: A Systematic Review of the International Literature

Strengthening Individual Teacher-Child Relationships: An Intervention Study Among Student Teachers in Special Education

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