Teacher Practice and Students’ Sense of Belonging

Integration In Italian Primary Schools: Immigrant Children’s Voices

“…Growing up at the border between two different symbolic horizons is a difficult undertaking but these children show us their great ability to manage with the new world and its language. But it has a cost: fight, fear and loneliness that can compromise their learning process (Osterman, 2010;2012). Besides, their parents can not help them because of their low levels of education (especially mothers from North Africa and the Middle East), in an encounter with an educational system which they don't understand and which does not welcome them (Dusi, 2011), while they are living one of the most stressful events that a family can undergo (Suárez-Orozco & Suárez-Orozco, 2001).…”

“…In literature, it has been defined in a number of ways (Vallerand, 1997;Baumeinster & Leary, 1995;Goodenow, 1993;Maslow, 1954). In Educational environments, the need of belonging is one of the most important needs of all students to function well (Connell & Wellborn, 1991;Deci & Ryan, 1991;Finn, 1898;Osterman, 2010). According to Goodenow and Grady (1993), the sense of belonging defines the extent to which students feel personally accepted, respected, included and supported in the class and in the school social environment.…”

Values Pedagogy and Teacher Education: Re-conceiving the Foundations

“…In other words, establishing valuesrich relationships with students is itself part of effective pedagogy and, in a circular effect, high quality teaching has its own positive impact on strengthening the valuerichness of these relationships, in turn impacting on the effectiveness of the learning ambience. In confirming this twin effect, Osterman (2010) cites results of a study that showed positive, value-rich relationships with students to be an inherent feature of teachers achieving optimal results. Sokol et al (2010) explore the binary relationship between performance and morality in terms of a disjunction in the way that moral and developmental psychologies have developed and impacted on the education profession.…”

“…Davidson et al (2007Davidson et al ( , 2010 provide explanation and evidence for a similar correlation in their linking 'performance character' and 'moral character' as integrally related in the development of personhood. Osterman (2010) offers further evidence of these joint effects in showing that it is the teacher who both provides quality content in the context of effective pedagogy and establishes positive, values-rich relationships with students who elicits the greater academic effect in students. In other words, establishing valuesrich relationships with students is itself part of effective pedagogy and, in a circular effect, high quality teaching has its own positive impact on strengthening the valuerichness of these relationships, in turn impacting on the effectiveness of the learning ambience.…”

Student Learning Context Analysis by Emotional Intelligence with Data Mining Tools

“…As we can infer from the arguments above, in learning contexts such as classrooms, students may be especially sensitive to the emotional meanings of their academic experiences, as well as to the experiences of their classmates, who are in such close proximity and are socially relevant [5]. Although research has shown that teachers have the strongest and most direct impact on students with psychological experience in the classroom [6] peer emotional relationships also have an important effect on children's attitude towards both school and themselves. However, to date, we do not have a reliable and valid measure of a collective construct to examine such emotional interaction from the perspective of Emotional Intelligence.…”